“Easy Essays and Beyond” - iew.com · 2-3 Key Words Note: This would not be an intro or...
Transcript of “Easy Essays and Beyond” - iew.com · 2-3 Key Words Note: This would not be an intro or...
AndrewPudewaDirector, InstituteforExcellenceinWritingMarch28,2016
“Easy Essays and Beyond”Unit 8: Formal Essay Models
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at IEW.com/webinar-archive along with the PDF of the slides.
Have handy your Teaching Writing: Structure and Style Seminar Workbook.Seminar Workbook, First Edition: Pages 59-66 and Tips and Tricks, 20
Second Edition: Disc 8 plus Seminar Workbook Unit 8: 125–146
Click here for more details about the new edition.Tips & Tricks
1: Note Making and Outlines
2: Writing from Notes
3: Retelling Narrative Stories
5: Writing from Pictures
4: Summarizing a Reference
8: Formal Essay Models
9: Formal Critiques
7: Inventive Writing
6: Summarizing Multiple
References
An Overview of IEW’s Nine Structural Models
Tonight’s Outline¨ What is an essay? ¨ Review of the Basic
Paragraph ¨ Unit 8: Goals and
Recommended Materials¨ Basic Essay Planning ¨ Student Sample - Philippines ¨ Expanded Essay Models¨ Purposes & Types of Essays¨ Other considerations ¨ Style Reminders¨ Questions
What is an essay?
Essay: a short literary composition on a particular theme or subject, usually in prose and generally analytic, speculative, or interpretative.Dictionary.com
What is the difference between an “Essay” and a “Report” ?
Reports Essay
What is the difference between an “Essay” and a “Report” ?
Facts Opinion
Reports Essay
What is the difference between an “Essay” and a “Report” ?
Facts#¶ = Topics
Opinion#¶ = Topics
Plus Intro & Conclusion
Reports Essay
What is the difference between an “Essay” and a “Report” ?
Facts#¶ = Topics
Opinion#¶ = Topics
Plus Intro & Conclusion
Reports EssayMost Important Why
Force an opinion in the conclusion
Why is this model getting flack? “If You Teach or Write 5-Paragraph Essays--Stop It!”By Ray Salazar, Chicago Public Schools
Basic Essay Model
http://www.chicagonow.com/white-rhino/2012/05/if-you-teach-or-write-5-paragraph-essays-stop-it/
Let’s Review the Basic Paragraph (Units 4, 5, 6, 7. 8)
II. Topic1. 2.3. details4.5.6.
(7.)Clincher
Repeator
Reflect2-3
Key Words
Note: This would not be an intro or concluding paragraph.
Goals for Unit 8
¨ To teach the proper structure for formal essays of five, seven, or more paragraphs.
¨ To be able to express the difference between a report (facts) and an essay (opinion).
¨ To continue the proper use of an introduction and conclusion in a five paragraph composition.
¨ To use proper essay format in all research reports for other subjects.
¨ To provide a foundation for university writing and research assignments.
Recommended Materials
¨ Unit 8 Poster – PDF of Unit Posters in your Premium Subscription
¨ Body paragraphs from your Unit 4 or 6 assignments
¨ Source texts: Mini books, theme-based books, articles, library books (from children’s non-fiction shelves)
Some Reminders before You Begin
¨ Write from the Inside-Out (Body Paragraphs, Conclusion, Introduction)
¨ Begin by adding an introduction and conclusion to body paragraphs composed in Units 2, 4, or 6.
¨ Conclusion restates three topics and tells which is most significant and why.
¨ Since the analysis explaining why is crucial, most of the conclusion should be given over to it.¤ Discuss the power of the word most.¤ Explain the need for why.¤ Start young: Opinions cannot really be incorrect.
¨ Introduction contains opening hook, background (place, time), and three topics. (no clincher.)
¨ A title repeats words in the essay clincher. Remind students that the best titles are a little mysterious.
Step One: Determine the SubjectThe best subjects for essays will originate from a question.
What kinds of scorpions live in North America?
What are the main products of Nebraska?
How did India gain its independence?
Did Lincoln usurp powers not given to the presidency?
How was the Statue of Liberty constructed?
Are republican or democrat presidents more fiscally conservative?
How do LOTR characters represent archetypes?
Are current TSA security measures effective?
I. Introduction1. Attention getter2. Background Info/ (Thesis statement)3. State Topics
II. First Topic1.2.3. etc.
Clincher
III. Second Topic1.2.3. etc.
Clincher
IV. Third Topic1.2.3. etc.
Clincher
V. Conclusion1. Restate Topics/ (Thesis)2. Most Important & Why
Basic Essay Planning
Step One: SubjectStep Two: List Possible Topics (3 or more)
Basic Essay Planning
Step One: SubjectStep Two: List Possible Topics (3 or more)Step Three: Choose Topics (# needed, related, appropriate)
Basic Essay Planning
I. Introduction1. Attention getter2. Background/Thesis3. State Topics
II. First Topic1.2.3. etc.
Clincher
III. Second Topic1.2.3. etc.
Clincher
IV. Third Topic1.2.3. etc.
Clincher
V. Conclusion1. Re-state Topics2. Most Significant3. & WHY
1st
Basic Essay: 5¶Step One: SubjectStep Two: List Possible Topics (3 or more)Step Three: Choose Topics (# needed, related, appropriate)Step Four: Create KWO and write body ¶s
II. Imprisoned congressman Vallandigham1. V. critical, “King Lincoln”2. opposed, military, action3. maintain Constitution, restore U.4. arrested, military, court, 2 yr. prison5. Supreme Court, no habeas C.6. exiled, Confederacy7. L.’s method, oppose, “war powers”
Clincher
Basic Essay: 5¶(Subject:Lincoln)I. Introduction
1. Attention2.
Background/Thesis3. State Topics
II. First Topic1.2.3. etc.
Clincher
III. Second Topic1.2.3. etc.
Clincher
IV. Third Topic1.2.3. etc.
Clincher
V. Conclusion1. Re-state Topics2. Most Significant3. & WHY
III. Newspapers, oppose L., harassed1. Philadelphia, New York2. union troops, vandalize3. intimidate, editors, publishers4. shut, presidential, order5. control, public, opinion6. no legal, authority, immune
Clincher
I. Introduction1. Attention2.
Background/Thesis3. State Topics
II. First Topic1.2.3. etc.
Clincher
III. Second Topic1.2.3. etc.
Clincher
IV. Third Topic1.2.3. etc.
Clincher
V. Conclusion1. Re-state Topics2. Most Significant3. & WHY
Basic Essay: 5¶(Subject:Lincoln)
IV. Arrest Chief Justice Taney1. T’s court, opinion, embarrassed, L.2. L. determined, treason, arrest3. military, civilians, common4. no one, serve, elderly Taney5. total violation constitution6. Separation, Powers, Exec=dictator7. L: “right, any, measure, subdue”
Clincher
I. Introduction1. Attention2.
Background/Thesis3. State Topics
II. First Topic1.2.3. etc.
Clincher
III. Second Topic1.2.3. etc.
Clincher
IV. Third Topic1.2.3. etc.
Clincher
V. Conclusion1. Re-state Topics2. Most Significant3. & WHY
Basic Essay: 5¶(Subject:Lincoln)
I. Introduction1. Attention getter2. Background/Thesis3. State Topics
II. First Topic1.2.3. etc.
Clincher
III. Second Topic1.2.3. etc.
Clincher
IV. Third Topic1.2.3. etc.
Clincher
V. Conclusion1. Re-state Topics2. Most Significant3. & WHY
1st
2nd
Basic Essay: 5¶Step One: SubjectStep Two: List Possible Topics (3 or more)Step Three: Choose Topics (# needed, related, appropriate)Step Four: Create KWO and write body ¶sStep Five: Write Conclusion ¶,thenintroduction
I. Introduction1. Attention getter2. Background/Thesis3. State Topics
II. First Topic1.2.3. etc.
Clincher
III. Second Topic1.2.3. etc.
Clincher
IV. Third Topic1.2.3. etc.
Clincher
V. Conclusion1. Re-state Topics2. Most Significant3. & WHY
Last
1st
2nd
Basic Essay: 5¶Step One: SubjectStep Two: List Possible Topics (3 or more)Step Three: Choose Topics (# needed, related, appropriate)Step Four: Create KWO and write body ¶s. Step Five: Write conclusion.Step Six: Write introduction.
Level A Sample by Jessica The Philippines: Pearl of the Orient
I. Introduction1. Attention2. Background/Thesis
3. State Topics
II. First Topic1.2.3. etc.
Clincher
III. Second Topic1.2.3. etc.
Clincher
IV. Third Topic1.2.3. etc.
Clincher
V. Conclusion1. Re-state Topics2. Most Significant3. & WHY
Clothing
Food
Language
1st
Download entire student sample here.
Level A Sample: The Philippines: Pearl of the Orient
Topic1:Clothing
Filipinoshavehadseveraltypesofclothing,manyofwhichoriginated fromtheSpaniardsandEnglish.Traditionally,menworesleevelessjacketsoverloose trousersbecausetheyneededcirculation,whileupperclasswomenworelongsleevesandskirtsformodesty.[2]Afterawhile,womenbegantowearaSpaniarddresscalledthe“MariaClara.” [6]Menquicklytriednewoutfits.[4]Enjoying thearrivalofmodernideas,theFilipinoscreateddifferentclothingdesigns.[3]Happily,theyembracedthemodern clothes.
Download entire student sample here.
Level A Sample: The Philippines: Pearl of the Orient
Topic2:Food
Filipinofooddependsmainlyonwhatcanbegrownfromone’s surroundings.BecausethePhilippines isarice-producingcountry, itsresidentsoftenconsumedrice.[3]Surprisingly, whenitcomestosugar,Filipinos loveit!Amealisnevercompletewithoutatastydessert.[2]Throughout theyears,Filipinoshavedeveloped sweettooth.Coconut,whichisusedinmanyFilipinodishes, isalsoabundantinthePhilippines. [6]Itisamajoringredient. [4]Cookingwithcoconutmilk,Filipinosoftentimesmixitwithfish,meatorvegetables.Differentfood favoriteswereenhancedandenrichedbyinfluences fromtheMalay,Spanish,ChineseandAmericancultures.FilipinofoodisasmixedasFilipinoancestry.
Download entire student sample here.
Level A Sample: The Philippines: Pearl of the Orient
Topic3:Language[2]DespitethefactthatmanyFilipinoshaveSpanishnames,thePhilippinesitselfisnotaSpanishspeakingcountry.[4]Speakingtheirownlanguage,theFilipinosencounteredproblems.ThePhilippineshasmorethan80uniquelanguagesanddialects,nineofwhichserveasmajorlanguages.Thesemajorlanguagesarespoken by89%ofthepopulation.However,becausethereareseverallanguages,theFilipinosdonotcomprehendeachotheriftheydonotknow theother’sdialect.Thisproblemincommunicatingwasfortunatelyaddressedwiththeintroductionofanationallanguage.[6]“Tagalog”becamethenationallanguage.[3]Generally,severalpeopleinthePhilippinesalsospeaktheEnglishlanguagesinceitisthelanguageofinstructioninPhilippineschools.PeoplewhospeakdifferentdialectsmayconversewitheachotherinEnglish.Ininformalsituations,peopleoftenuseacombinationoflanguagesresultinginwhatiscalled“Taglish” (Tagalog-English).TheFilipinolanguageisveryrichandinterestinglylacedwithSpanishwords.
Download entire student sample here.
Conclusion:[6]ThePhilippinesisveryinteresting.[4]Beamingwithpride,theFilipinoswhoareespeciallyknownfortheirhospitality,displaytherichnessoftheirculturethroughthedifferentclothing,foodandlanguagestheyhave.[2]AmongthemostsignificantinfluencetothecountryistheadoptionoftheTagalogandEnglishlanguagesbecauseithelpedsolvetheproblemofcommunication.[3]Clearly,theFilipinosareabletohaveabetterunderstandingofeachotherwhentheyhaveacommonlanguage.
I. Introduction1. Attention2. Background/Thesis
3. State Topics
II. First Topic1.2.3. etc.
Clincher
III. Second Topic1.2.3. etc.
Clincher
IV. Third Topic1.2.3. etc.
Clincher
V. Conclusion1. Re-state Topics2. Most Significant3. & WHY
Level A Sample: The Philippines: Pearl of the Orient
2ndDownload entire student sample here.
I. Introduction1. Attention2.
Background/Thesis3. State Topics
II. First Topic1.2.3. etc.
Clincher
III. Second Topic1.2.3. etc.
Clincher
IV. Third Topic1.2.3. etc.
Clincher
V. Conclusion1. Re-state Topics2. Most Significant3. & WHY
Level A Sample: The Philippines: Pearl of the Orient
Intro:[2]Among theclustersofSoutheastAsiancountriesisanarchipelagoofmorethan7,000islandschristened“ThePhilippines”. [6]ThePhilippines’terrainisvaried.[4]Attractingtheeyesofeverytourist,mountain rangesaresprawledthrough theentireislandchainwhichcontrastssharplywiththerichgreenslopesandcoastalplainssuitedtofarming.Earlytravelersrecognizedtheislandsasgemsandcalledthearchipelagothe“PearloftheOrient”.BecausethePhilippines wasinfluencedbydifferentcultures,theclothingofthepeople reflectsseveralinfluences.[3]Similarly,thefoodandthelanguagesarealsoasrichandasdiverseastheFilipinoculture.
Last
Download entire student sample here.
Essay Structures/Models1. Basic Essay (5¶)2. Expanded (6-7¶)3. Abbreviated – SAT type (4¶)4. Expanded with sub-topics (8-11¶)5. Super (12-16¶) 6. Super-Duper (17-23¶)
Expanded Essay Models
Introduction1. Attention2. Background/Thesis3. State Topics
II. First Topic1.2.3. etc.
Clincher
III. Second Topic1.2.3. etc.
Clincher
IV. Third Topic1.2.3. etc.
Clincher
V. Fourth Topic1.2.3. etc.
Clincher
VI. Conclusion1. Re-state Topics2. Most Significant3. & WHY
Introduction1. Attention2. Background/Thesis3. State Topics
II. First Topic1.2.3. etc.
Clincher
III. Second Topic1.2.3. etc.
Clincher
IV. Third Topic1.2.3. etc.
Clincher
V. Fourth Topic1.2.3. etc.
Clincher
VI. Fifth Topic1.2.3. etc.
Clincher
VII. Conclusion1. Re-state Topics2. Most Significant3. & WHY
Expanded Essay: 6¶ (4 topics) Expanded Essay: 7¶ (5 topics)
I. Intro1. attention getter (if possible)2. state opinion clearly (Argumentative)3. hint/allude to topics (avoid redundancy)
II. Topic Aone supporting example, reason, illustration from ROSEwith as much detail as time and space will allow
III. Topic B another supporting example, reason, illustration from ROSEwith as much detail as time and space will allow
IV. Conclusion1. Echo topics (avoid redundancy)2. Restate opinion clearly3. Significance/impact; make a call to action
SAT/ACT Essay (a 2-topic, 4¶ model works well)
Expanded Essay with Subtopics (10 paragraphs, 6 topics)
I. Intro. How India became independentII. Topic A East India CompanyIII. Topic B British government ruleIV. Subtopic C Violence: Rebellion 1857-1859V. Subtopic C Violence: Amritsar massacre 1919VI. Subtopic D Gandhi: March to the seaVII. Subtopic D Gandhi: Nonviolent non-cooperationVIII. Topic E Muslim-Hindu conflictIX. Topic F Division of India & PakistanX. Conclusion Most important factor and why?
Super Essay Model12–16 ¶
Super-Intro
Intro Essay 1
TopicTopicTopic
Concl Essay 1
Intro Essay 2
TopicTopic
Concl Essay 2
Topic
Super-Concl
Super-DuperEssay
Super-Duper Intro
Intro Essay 1
TopicTopicTopic
Concl Essay 1
Intro Essay 3
TopicTopic
Concl Essay 3
Topic
Super-Duper Conclusion
Intro Essay 2
TopicTopic
Concl Essay 2
Topic
Purposes/Types of Essays
Descriptive Essay¨Products of Nebraska; Types of scorpions
¨Gives facts
¨No thesis (or if required, “most significant” from conclusion becomes thesis)
Argumentative Essay¨Lincoln usurped powers; Pens are better than pencils
¨Has a thesis which states an opinion
¨Facts support opinion
Motivational Essay¨TSA Security Measures are intrusive
¨Reader probably already agrees with thesis.
¨Goal is to reinforce opinion, prompt people to take action
Pathway to Developing an Essayist
Stage I:AnimalsStates Topics should be RELATEDCountries
Easy to collect facts; hard to have an opinion.Force an opinion in the conclusion: “Most Significant”Learn to choose related topics
Stage II:PeopleThings Topics should be SELECTEDEvents to help create an impression or develop opinion
Harder to collect facts; easier to have an opinionSubjects range from simple to controversial.
Pathway to Developing an Essayist
Stage III:
Literary AnalysisDomain of English Teachers…Andrew Kern: Should x have done y?
Pathway to Developing an Essayist
Topics support a THESIS
Stage IV:
IssuesAcknowledge opposing view, argueAsks & answers a question!
Topics strategically chosen to PERSUADE
Pathway to Developing an Essayist
PersuasiveEssayModelIntroduction: backgroundinformation,statethemes,makesquestionsclear
FirstTopic:Con/Pro
SecondTopic:Con/Pro
ThirdTopicCon/Pro
Conclusion: Restatetopicsbyarguingpoints,stateopinion.
¨ Begin with Question (not Thesis)¨ Should our state income tax be
abolished?
¨ Con: Loss of revenue, other taxes increase, decrease services, etc.
¨ Pro/Con: Income tax currently provides only 10% of state revenues. Could be replaced, trimmed, etc., but req. effort
¨ Pro: Tremendous appeal, attract business, wealth, investment, boost economy, ultimately revenues increase.
¨ Argue: Loss of revenue only temporary, save 5-10% cut waste, long term revenue gain. Do it!
1. Types of Intros & Conclusions2. Transitional Topic/Clinchers3. Motivation & Relevancy4. Your Unit 8 Month
Other Considerations:
Introduction Conclusion
Funnel (b.g. & thesis) Broaden (revisit thesis)
Ask a question Ask or answer a question
Show a benefit to gain Show benefit gained
Unexpected, humorous Unexpected, humorous
Quotation/saying Suggested course of action
Dialogue Dialogue/Quotation
Start a story Finish the story
Note: Intro & concl. ¶s do not follow the Topic/Clincher rule.
1. Types of Introductions & Conclusions The Elegant Essay
Transitional Clincher Sentence:Repeats or reflects 2-3 key words of its topic AND repeats or reflects 1-2 key words of the topic sentence of the following paragraph. Example:
II. Topic: Recently, Lincoln historians have confirmed and documented an act clearly outside his authority—the arrest and detainment without warrant or writ of Ohio Congressman Clement Vallandigham..…details….Transitional Clincher: At the time, few people were aware of Lincoln’s order for the military arrest and imprisonment without trial of a sitting Congressman, many were aware of his attempts to squelch any negative press reports.
III. Topic: Undoubtedly believing he could use any means at his disposal to suppress opposition to his cause, Lincoln repeatedly instructed Union soldiers to harass any newspaper publisher publishing dissenting views.
2. Transitional topic or clincher sentences
Transitional Topic Sentence:Repeats or reflects 2-3 key words of its topic AND repeats or reflects 1-2 key words of the clincher sentence of the previous paragraph. Example:
II. Topic: Recently, Lincoln historians have confirmed and documented an act clearly outside his authority—the arrest and detainment without warrant or writ of Ohio Congressman Clement Vallandigham..…details….Standard Clincher: The president’s arrest and imprisonment without trial of a sitting Congressman clearly demonstrated his belief that he could use any means necessary to further his cause.
III. Transitional Topic: Not only did Lincoln use his power to deal with troublesome politicians, as Commander-in-Chief of the army he authorized the domestic use of military force to squelch dissenting views appearing in newspapers.
2. Transitional topic or clincher sentences (continued)
• Short, frequent assignments
• As much as possible, choose topics which are of strong interest to the student.
• Seek opportunities for students to share work (family or co-op website or newsletter).
• Have students enter essay contests (libraries, service organizations, causes such as Pro-Life, HSLDA, etc.)
• Be excited about students’ efforts!
3. Motivation & Relevancy
SAMPLE for first year: (Animal, Country)Week 1: choose subject, find 3 topics, take notes togetherWeek 2: write body paragraphs, then intro/conclusionWeek 3: choose subject, find topics, notes independentlyWeek 4: write basic essay
SAMPLE for second year students: (Person, Event)Week 1: choose subject, find 3 topics, take notes independentlyWeek 2: write body paragraphs, then intro/conclusionWeek 3: choose subject, find 4-5 topics, notes independentlyWeek 4: write expanded essay
SAMPLE for third year students: (Event, Current Issue)Week 1: choose subject, divide in 2 areas, find 3-5 topics per area, notesWeek 2: write body paragraphs, then intro/conclusion, ½ super-essayWeek 3: write other ½ super-essay, + super intro/conclusion.Week 4: research & plan persuasive essay on current issueWeek 5: write persuasive essay (5-6¶)
4. Schedule your Unit 8 month
Important Reminders
¨ No matter the age, start with stage I essays (animals, states, countries)
¨ It is usually okay to start with essays as young as 9 or 10 years old.
¨ Encourage the question, “What is the most important and why?”
¨ Citation – go slowly, be consistent.¤ Start with the bibliography, and build up to citation over time.¤ Encourage the use of a citation generator, such as easybib.com.
¨ The basic essay is the building block for Senior Papers, College Projects, Master’s Thesis, etc.
¨ Length Dictates Structure (if an assignment is given in words or pages, translate to # of ¶)
¨ Short, frequent assignments
A Few IEW Products to Assist You
¨ Any of our Theme-Based Books found at this link (Sampling below)¤ Note the stripe indicates the level
n Green = A (Grades 3–5)n Blue = B (Grades 6–8)n Purple = C (Grades 9+)
¤ Exception: Bible Heroes, All Things Fun & Fascinatingand Fables, Myths, and Fairy Tales as these only go to Unit 7
¨ The Elegant Essay: Building Blocks for Analytical Writing
¨ A Writer’s Guide to Powerful Paragraphs¨ Writing Research Papers
A Few IEW Products to Assist You
A Review of the Style Rules
u Once a stylistic technique is introduced, it should always be included on the checklist.
u Dress-ups u Minimum Rule: Each one in every paragraphu Indicator: Underline one of each in every paragraph.
u Sentence Openersu Minimum Rule: Each one in every paragraph as possible. No more
than two of the same in a rowu Indicator: Number in brackets before each sentence or in margin
(every sentence as possible)u Decorations
u Minimum Rule: One different decoration per paragraphu Indicator: Italics or “dec” in margin
EZ+1
Odd numbered units often lend themselves more easily to new “style” instruction.
UnitII
UnitIII
UnitIV
UnitV
UnitVI
UnitVII
UnitVIII
UnitIX
-ly w/w bec.sv qa www.asia #2 #3 #4 #5 #6 #1 simile quote.
Stylistic Techniques Pacing
¨ Techniquesshouldbe“dripped” inastheybecome________.
¨ Example:
EASY
Stylistic Techniques, cont.
Anexampleofpacingforslower,younger,orlessexperiencedstudents:
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Unit9
-ly w/wsv
qa www.asia #2 #3
EZ+1
bec.
Stylistic Techniques, cont.
Anexampleofpacingforfaster,older,moreexperiencedstudents:
Unit2
Unit3
Unit4
Unit5
Unit6
Unit7
Unit8
Unit9
-lyw/w bec.
sv qa www.asia
#2 #3#4
#5#6
#1 simile/metaphorquote.
3sss. allit. dramatic open/close.
Triples
EZ+1
STUDENT SAMPLESW W W.MAGNU MOP U SMAGA ZINE .C OM/ SU B SC RIB E/
• Work samples based on the “Unit of the Month” delivered to your inbox each month
• A great place for your students to submit their best work
http://www.magnumopusmagazine.com/newsletter/unit-8/
Any questions?
A Few Announcements
¨ Have you heard about our TWSS2 Update and Upgrade Program?
¨ Check out our Weekly Podcast! IEW.com/Podcast
¨ Subscribe to our monthly email newsletter here.
¨ Sign up for the Magnum Opus Magazine!
A Few Announcements
¨ Have you heard about our TWSS2 Update and Upgrade Program?
¨ Check out our Weekly Podcast! IEW.com/Podcast
¨ Subscribe to our monthly email newsletter here.
¨ Sign up for the Magnum Opus Magazine!