Spanish Monastery
description
Transcript of Spanish Monastery
Miami (Karaoke Instrumental Track)[In the style of Will Smith]
ProSound Karaoke Band
Karaoke In the Style of Will Smith (Professional Performance Tracks) track 89 disc 11
2010
RampB
19927367
eng - Amazoncom Song ID 218269350
Spanish Monastery
Fairchild Gardens
Coconut Grove Cemetery
Vizcaya Gardens
The Hard Rock Casino
Hollywood Beach Broadwalk
Villa Paula
Bayside Marketplace
Adrienne Arsht Center
Van Dyke Cafe
The
Bilt
mor
e
Coral Castle
WHAT DO THESE IMAGES
HAVE IN COMMON
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Purpose - The purpose of your assignment is to write an essay that educates interests and surprises the reader about a specific place in South Florida Your essay should present your reader with first hand observation and description of your location - this is known as primary research Your essay will also require secondary research in order to obtain background andor historical information about your location In the first essay you were asked to explore yourself through a literacy narrative You used rhetorical contexts such as audience purpose and genre and rhetorical appeals such as ethos pathos and logos to compose your essay In the second essay you will be using these same contexts and appeals but you will be writing with the aim to inform or educate the audience on a given location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Unit ObjectivesAfter completing this assignment you will learn how to1 Effectively observe and incorporate your observation into your essay using
descriptive language2 Compose a logically structured essay3 Navigate successfully between open and closed forms4 Design a surprising reversal thesis that gives shape and purpose to your informative essay5 Understand rhetorical contexts audience purpose and genre and rhetorical appeals ethos pathos and logos6 Develop an understanding of style that is appropriate and effective in your informative essay7 Understand and incorporate primary and secondary research in the essay effectively8 Demonstrate your writing process drafting revisions editing and proofreading
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Topic - A place in South Florida Since you will be required to observe this place the location you choose should be accessible and close enough to visit Your location should be small enough for a focused essay For example do not choose an entire city or large area Your location should be specific Some examples of specific locations include but are not limited to a part of a beach a restaurant a house of worship or any other interesting and significant location You may choose a location at FIU but make sure that your location is small and focused
Your essay should be interesting and surprising For the purpose of this essay you must make use of the ldquosurprising reversalrdquo technique to capture and hold your readers attention Audience - Your classmates and instructors and the larger FIU community
Primary research
An observation log You will use your observation log to help you record the details that you observe and to write about your location in a descriptive interesting and significant way
Secondary Research
At least one secondary source This may include but is not limited to local newspapers local magazines scholarly journals and books Do not use encyclopedic sources and only use Internet sources if they are credible You will use your source to deepen your understanding of your location You may discover new and surprising things about your location through your research Your location may have an interesting history or cultural significance or you may find that an interesting event takes place in your location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Research Requirements
FOR EXAMPLE DID YOU KNOW THAT THE COCONUT GROVE CEMETERY IS A HISTORICAL LOCATION WHERE THE VERY
FIRST BAHAMIAN IMMIGRANTS WERE BURIED AND THAT IT WAS USED IN MICHAEL JACKSONrsquoS THRILLER
Unit Assignment Activity Invention
1 Is this location specific enough for a focused essay Why or why not
2 What makes this location significant and interesting
3 Is there anything about this location that people may not know or that may be surprising
4 What kinds of things might I want to look up to find out more information about this location
Unit Assignment Activity
Discussion Points
Includes
1 Syllabus for ENC 1101
2 Informative Essay Unit assignment
3 Informative Essay Grading Rubric
4 Student schedule of events daily learning objectives and homework for Informative Essay Unit
5 Instructor schedule of events and complete lesson plans
6 Suggested Reading for Instructors
12 WEEK OVERVIEW OF INFORMATIVE ESSAY UNIT
Class 2INFORMATIVE ESSAY amp INVENTION
PURPOSE
Students will learn the conventions of an informative essay through group
discussion and hands on activities In groups students will work to brainstorm
possible topics for their essays
GOALS
1 Understand the conventions of an informative essay
2 Establish approaches for studentsrsquo essays
3 Invent possible topics for each studentrsquos essay
4 Work together to help narrow down possible topics to two per student
INFORMATIVE ESSAY
bull Students discuss the ways to build an informative essay
bull Students discuss the ldquoCrazy Things Seem Normal Normal Things Seem Crazyrdquo in relation to informative structures and incorporating observations
INVENTION TECHNIQUES
bull The class practices observation techniques by observing the beginning stages of class and discusses and analyzes the data they obtain
bull The class uses the previous nightrsquos homework to discuss possible place topics choosing the two most promising topics for each group member
bull Observing with senses
Class 3RESEARCH QUESTION amp FURTHER INVENTION
PURPOSE
Through interactive class discussion students will learn the importance of
research questions as well as the best way to create a research question They will work towards creating a research
question of their own
GOALS
1 Understand the uses of research questions
2 Establish possible research questions
3 Better understand observations techniques
FURTHER INVENTION
Seeing other perspectives
bull Students get into pairs and swap chosen places providing background information if necessary
bull Each student free writes on his or her partnerrsquos chosen place
bull Students discuss their partnersrsquo responses to their topics
bull Students change partners and redo this exercise
bull Students enter their partnersrsquo suspicions and questions into their observation journal
RESEARCH QUESTIONS
bull Class discusses formation of research questionsbull Class looks at example research questions and
establishes their worthbull In groups students discuss each memberrsquos five possible
research questions from previous nightrsquos homework bull worth as potential research questionsbull Students may work on establishing their actual research
question based on group discussion
CLASS 4USING SECONDARY SOURCES AND
AVOIDING PLAGIARISM
Purpose
bull Using both class discussion and small group work students will work on understanding and using secondary sources effectively
bull Students will also work on using attributive tags to separate their own ideas from their source material
bull In addition students will discuss plagiarism and its effect on their own writing
Goals1 Understand three ways to use
sources in an informative essay quotation paraphrase and summary
2 Clarify the difference between these sources and identify when they can be used effectively
3 Understand the difference between plagiarism and patch writing
4 Clarify the importance of avoiding plagiarism and patch writing in academic writing
DIFFERENT KINDS OF SECONDARY SOURCES
Books
Newspapers
Internet
Magazines and Journals
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
Spanish Monastery
Fairchild Gardens
Coconut Grove Cemetery
Vizcaya Gardens
The Hard Rock Casino
Hollywood Beach Broadwalk
Villa Paula
Bayside Marketplace
Adrienne Arsht Center
Van Dyke Cafe
The
Bilt
mor
e
Coral Castle
WHAT DO THESE IMAGES
HAVE IN COMMON
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Purpose - The purpose of your assignment is to write an essay that educates interests and surprises the reader about a specific place in South Florida Your essay should present your reader with first hand observation and description of your location - this is known as primary research Your essay will also require secondary research in order to obtain background andor historical information about your location In the first essay you were asked to explore yourself through a literacy narrative You used rhetorical contexts such as audience purpose and genre and rhetorical appeals such as ethos pathos and logos to compose your essay In the second essay you will be using these same contexts and appeals but you will be writing with the aim to inform or educate the audience on a given location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Unit ObjectivesAfter completing this assignment you will learn how to1 Effectively observe and incorporate your observation into your essay using
descriptive language2 Compose a logically structured essay3 Navigate successfully between open and closed forms4 Design a surprising reversal thesis that gives shape and purpose to your informative essay5 Understand rhetorical contexts audience purpose and genre and rhetorical appeals ethos pathos and logos6 Develop an understanding of style that is appropriate and effective in your informative essay7 Understand and incorporate primary and secondary research in the essay effectively8 Demonstrate your writing process drafting revisions editing and proofreading
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Topic - A place in South Florida Since you will be required to observe this place the location you choose should be accessible and close enough to visit Your location should be small enough for a focused essay For example do not choose an entire city or large area Your location should be specific Some examples of specific locations include but are not limited to a part of a beach a restaurant a house of worship or any other interesting and significant location You may choose a location at FIU but make sure that your location is small and focused
Your essay should be interesting and surprising For the purpose of this essay you must make use of the ldquosurprising reversalrdquo technique to capture and hold your readers attention Audience - Your classmates and instructors and the larger FIU community
Primary research
An observation log You will use your observation log to help you record the details that you observe and to write about your location in a descriptive interesting and significant way
Secondary Research
At least one secondary source This may include but is not limited to local newspapers local magazines scholarly journals and books Do not use encyclopedic sources and only use Internet sources if they are credible You will use your source to deepen your understanding of your location You may discover new and surprising things about your location through your research Your location may have an interesting history or cultural significance or you may find that an interesting event takes place in your location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Research Requirements
FOR EXAMPLE DID YOU KNOW THAT THE COCONUT GROVE CEMETERY IS A HISTORICAL LOCATION WHERE THE VERY
FIRST BAHAMIAN IMMIGRANTS WERE BURIED AND THAT IT WAS USED IN MICHAEL JACKSONrsquoS THRILLER
Unit Assignment Activity Invention
1 Is this location specific enough for a focused essay Why or why not
2 What makes this location significant and interesting
3 Is there anything about this location that people may not know or that may be surprising
4 What kinds of things might I want to look up to find out more information about this location
Unit Assignment Activity
Discussion Points
Includes
1 Syllabus for ENC 1101
2 Informative Essay Unit assignment
3 Informative Essay Grading Rubric
4 Student schedule of events daily learning objectives and homework for Informative Essay Unit
5 Instructor schedule of events and complete lesson plans
6 Suggested Reading for Instructors
12 WEEK OVERVIEW OF INFORMATIVE ESSAY UNIT
Class 2INFORMATIVE ESSAY amp INVENTION
PURPOSE
Students will learn the conventions of an informative essay through group
discussion and hands on activities In groups students will work to brainstorm
possible topics for their essays
GOALS
1 Understand the conventions of an informative essay
2 Establish approaches for studentsrsquo essays
3 Invent possible topics for each studentrsquos essay
4 Work together to help narrow down possible topics to two per student
INFORMATIVE ESSAY
bull Students discuss the ways to build an informative essay
bull Students discuss the ldquoCrazy Things Seem Normal Normal Things Seem Crazyrdquo in relation to informative structures and incorporating observations
INVENTION TECHNIQUES
bull The class practices observation techniques by observing the beginning stages of class and discusses and analyzes the data they obtain
bull The class uses the previous nightrsquos homework to discuss possible place topics choosing the two most promising topics for each group member
bull Observing with senses
Class 3RESEARCH QUESTION amp FURTHER INVENTION
PURPOSE
Through interactive class discussion students will learn the importance of
research questions as well as the best way to create a research question They will work towards creating a research
question of their own
GOALS
1 Understand the uses of research questions
2 Establish possible research questions
3 Better understand observations techniques
FURTHER INVENTION
Seeing other perspectives
bull Students get into pairs and swap chosen places providing background information if necessary
bull Each student free writes on his or her partnerrsquos chosen place
bull Students discuss their partnersrsquo responses to their topics
bull Students change partners and redo this exercise
bull Students enter their partnersrsquo suspicions and questions into their observation journal
RESEARCH QUESTIONS
bull Class discusses formation of research questionsbull Class looks at example research questions and
establishes their worthbull In groups students discuss each memberrsquos five possible
research questions from previous nightrsquos homework bull worth as potential research questionsbull Students may work on establishing their actual research
question based on group discussion
CLASS 4USING SECONDARY SOURCES AND
AVOIDING PLAGIARISM
Purpose
bull Using both class discussion and small group work students will work on understanding and using secondary sources effectively
bull Students will also work on using attributive tags to separate their own ideas from their source material
bull In addition students will discuss plagiarism and its effect on their own writing
Goals1 Understand three ways to use
sources in an informative essay quotation paraphrase and summary
2 Clarify the difference between these sources and identify when they can be used effectively
3 Understand the difference between plagiarism and patch writing
4 Clarify the importance of avoiding plagiarism and patch writing in academic writing
DIFFERENT KINDS OF SECONDARY SOURCES
Books
Newspapers
Internet
Magazines and Journals
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
Fairchild Gardens
Coconut Grove Cemetery
Vizcaya Gardens
The Hard Rock Casino
Hollywood Beach Broadwalk
Villa Paula
Bayside Marketplace
Adrienne Arsht Center
Van Dyke Cafe
The
Bilt
mor
e
Coral Castle
WHAT DO THESE IMAGES
HAVE IN COMMON
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Purpose - The purpose of your assignment is to write an essay that educates interests and surprises the reader about a specific place in South Florida Your essay should present your reader with first hand observation and description of your location - this is known as primary research Your essay will also require secondary research in order to obtain background andor historical information about your location In the first essay you were asked to explore yourself through a literacy narrative You used rhetorical contexts such as audience purpose and genre and rhetorical appeals such as ethos pathos and logos to compose your essay In the second essay you will be using these same contexts and appeals but you will be writing with the aim to inform or educate the audience on a given location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Unit ObjectivesAfter completing this assignment you will learn how to1 Effectively observe and incorporate your observation into your essay using
descriptive language2 Compose a logically structured essay3 Navigate successfully between open and closed forms4 Design a surprising reversal thesis that gives shape and purpose to your informative essay5 Understand rhetorical contexts audience purpose and genre and rhetorical appeals ethos pathos and logos6 Develop an understanding of style that is appropriate and effective in your informative essay7 Understand and incorporate primary and secondary research in the essay effectively8 Demonstrate your writing process drafting revisions editing and proofreading
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Topic - A place in South Florida Since you will be required to observe this place the location you choose should be accessible and close enough to visit Your location should be small enough for a focused essay For example do not choose an entire city or large area Your location should be specific Some examples of specific locations include but are not limited to a part of a beach a restaurant a house of worship or any other interesting and significant location You may choose a location at FIU but make sure that your location is small and focused
Your essay should be interesting and surprising For the purpose of this essay you must make use of the ldquosurprising reversalrdquo technique to capture and hold your readers attention Audience - Your classmates and instructors and the larger FIU community
Primary research
An observation log You will use your observation log to help you record the details that you observe and to write about your location in a descriptive interesting and significant way
Secondary Research
At least one secondary source This may include but is not limited to local newspapers local magazines scholarly journals and books Do not use encyclopedic sources and only use Internet sources if they are credible You will use your source to deepen your understanding of your location You may discover new and surprising things about your location through your research Your location may have an interesting history or cultural significance or you may find that an interesting event takes place in your location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Research Requirements
FOR EXAMPLE DID YOU KNOW THAT THE COCONUT GROVE CEMETERY IS A HISTORICAL LOCATION WHERE THE VERY
FIRST BAHAMIAN IMMIGRANTS WERE BURIED AND THAT IT WAS USED IN MICHAEL JACKSONrsquoS THRILLER
Unit Assignment Activity Invention
1 Is this location specific enough for a focused essay Why or why not
2 What makes this location significant and interesting
3 Is there anything about this location that people may not know or that may be surprising
4 What kinds of things might I want to look up to find out more information about this location
Unit Assignment Activity
Discussion Points
Includes
1 Syllabus for ENC 1101
2 Informative Essay Unit assignment
3 Informative Essay Grading Rubric
4 Student schedule of events daily learning objectives and homework for Informative Essay Unit
5 Instructor schedule of events and complete lesson plans
6 Suggested Reading for Instructors
12 WEEK OVERVIEW OF INFORMATIVE ESSAY UNIT
Class 2INFORMATIVE ESSAY amp INVENTION
PURPOSE
Students will learn the conventions of an informative essay through group
discussion and hands on activities In groups students will work to brainstorm
possible topics for their essays
GOALS
1 Understand the conventions of an informative essay
2 Establish approaches for studentsrsquo essays
3 Invent possible topics for each studentrsquos essay
4 Work together to help narrow down possible topics to two per student
INFORMATIVE ESSAY
bull Students discuss the ways to build an informative essay
bull Students discuss the ldquoCrazy Things Seem Normal Normal Things Seem Crazyrdquo in relation to informative structures and incorporating observations
INVENTION TECHNIQUES
bull The class practices observation techniques by observing the beginning stages of class and discusses and analyzes the data they obtain
bull The class uses the previous nightrsquos homework to discuss possible place topics choosing the two most promising topics for each group member
bull Observing with senses
Class 3RESEARCH QUESTION amp FURTHER INVENTION
PURPOSE
Through interactive class discussion students will learn the importance of
research questions as well as the best way to create a research question They will work towards creating a research
question of their own
GOALS
1 Understand the uses of research questions
2 Establish possible research questions
3 Better understand observations techniques
FURTHER INVENTION
Seeing other perspectives
bull Students get into pairs and swap chosen places providing background information if necessary
bull Each student free writes on his or her partnerrsquos chosen place
bull Students discuss their partnersrsquo responses to their topics
bull Students change partners and redo this exercise
bull Students enter their partnersrsquo suspicions and questions into their observation journal
RESEARCH QUESTIONS
bull Class discusses formation of research questionsbull Class looks at example research questions and
establishes their worthbull In groups students discuss each memberrsquos five possible
research questions from previous nightrsquos homework bull worth as potential research questionsbull Students may work on establishing their actual research
question based on group discussion
CLASS 4USING SECONDARY SOURCES AND
AVOIDING PLAGIARISM
Purpose
bull Using both class discussion and small group work students will work on understanding and using secondary sources effectively
bull Students will also work on using attributive tags to separate their own ideas from their source material
bull In addition students will discuss plagiarism and its effect on their own writing
Goals1 Understand three ways to use
sources in an informative essay quotation paraphrase and summary
2 Clarify the difference between these sources and identify when they can be used effectively
3 Understand the difference between plagiarism and patch writing
4 Clarify the importance of avoiding plagiarism and patch writing in academic writing
DIFFERENT KINDS OF SECONDARY SOURCES
Books
Newspapers
Internet
Magazines and Journals
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
Coconut Grove Cemetery
Vizcaya Gardens
The Hard Rock Casino
Hollywood Beach Broadwalk
Villa Paula
Bayside Marketplace
Adrienne Arsht Center
Van Dyke Cafe
The
Bilt
mor
e
Coral Castle
WHAT DO THESE IMAGES
HAVE IN COMMON
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Purpose - The purpose of your assignment is to write an essay that educates interests and surprises the reader about a specific place in South Florida Your essay should present your reader with first hand observation and description of your location - this is known as primary research Your essay will also require secondary research in order to obtain background andor historical information about your location In the first essay you were asked to explore yourself through a literacy narrative You used rhetorical contexts such as audience purpose and genre and rhetorical appeals such as ethos pathos and logos to compose your essay In the second essay you will be using these same contexts and appeals but you will be writing with the aim to inform or educate the audience on a given location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Unit ObjectivesAfter completing this assignment you will learn how to1 Effectively observe and incorporate your observation into your essay using
descriptive language2 Compose a logically structured essay3 Navigate successfully between open and closed forms4 Design a surprising reversal thesis that gives shape and purpose to your informative essay5 Understand rhetorical contexts audience purpose and genre and rhetorical appeals ethos pathos and logos6 Develop an understanding of style that is appropriate and effective in your informative essay7 Understand and incorporate primary and secondary research in the essay effectively8 Demonstrate your writing process drafting revisions editing and proofreading
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Topic - A place in South Florida Since you will be required to observe this place the location you choose should be accessible and close enough to visit Your location should be small enough for a focused essay For example do not choose an entire city or large area Your location should be specific Some examples of specific locations include but are not limited to a part of a beach a restaurant a house of worship or any other interesting and significant location You may choose a location at FIU but make sure that your location is small and focused
Your essay should be interesting and surprising For the purpose of this essay you must make use of the ldquosurprising reversalrdquo technique to capture and hold your readers attention Audience - Your classmates and instructors and the larger FIU community
Primary research
An observation log You will use your observation log to help you record the details that you observe and to write about your location in a descriptive interesting and significant way
Secondary Research
At least one secondary source This may include but is not limited to local newspapers local magazines scholarly journals and books Do not use encyclopedic sources and only use Internet sources if they are credible You will use your source to deepen your understanding of your location You may discover new and surprising things about your location through your research Your location may have an interesting history or cultural significance or you may find that an interesting event takes place in your location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Research Requirements
FOR EXAMPLE DID YOU KNOW THAT THE COCONUT GROVE CEMETERY IS A HISTORICAL LOCATION WHERE THE VERY
FIRST BAHAMIAN IMMIGRANTS WERE BURIED AND THAT IT WAS USED IN MICHAEL JACKSONrsquoS THRILLER
Unit Assignment Activity Invention
1 Is this location specific enough for a focused essay Why or why not
2 What makes this location significant and interesting
3 Is there anything about this location that people may not know or that may be surprising
4 What kinds of things might I want to look up to find out more information about this location
Unit Assignment Activity
Discussion Points
Includes
1 Syllabus for ENC 1101
2 Informative Essay Unit assignment
3 Informative Essay Grading Rubric
4 Student schedule of events daily learning objectives and homework for Informative Essay Unit
5 Instructor schedule of events and complete lesson plans
6 Suggested Reading for Instructors
12 WEEK OVERVIEW OF INFORMATIVE ESSAY UNIT
Class 2INFORMATIVE ESSAY amp INVENTION
PURPOSE
Students will learn the conventions of an informative essay through group
discussion and hands on activities In groups students will work to brainstorm
possible topics for their essays
GOALS
1 Understand the conventions of an informative essay
2 Establish approaches for studentsrsquo essays
3 Invent possible topics for each studentrsquos essay
4 Work together to help narrow down possible topics to two per student
INFORMATIVE ESSAY
bull Students discuss the ways to build an informative essay
bull Students discuss the ldquoCrazy Things Seem Normal Normal Things Seem Crazyrdquo in relation to informative structures and incorporating observations
INVENTION TECHNIQUES
bull The class practices observation techniques by observing the beginning stages of class and discusses and analyzes the data they obtain
bull The class uses the previous nightrsquos homework to discuss possible place topics choosing the two most promising topics for each group member
bull Observing with senses
Class 3RESEARCH QUESTION amp FURTHER INVENTION
PURPOSE
Through interactive class discussion students will learn the importance of
research questions as well as the best way to create a research question They will work towards creating a research
question of their own
GOALS
1 Understand the uses of research questions
2 Establish possible research questions
3 Better understand observations techniques
FURTHER INVENTION
Seeing other perspectives
bull Students get into pairs and swap chosen places providing background information if necessary
bull Each student free writes on his or her partnerrsquos chosen place
bull Students discuss their partnersrsquo responses to their topics
bull Students change partners and redo this exercise
bull Students enter their partnersrsquo suspicions and questions into their observation journal
RESEARCH QUESTIONS
bull Class discusses formation of research questionsbull Class looks at example research questions and
establishes their worthbull In groups students discuss each memberrsquos five possible
research questions from previous nightrsquos homework bull worth as potential research questionsbull Students may work on establishing their actual research
question based on group discussion
CLASS 4USING SECONDARY SOURCES AND
AVOIDING PLAGIARISM
Purpose
bull Using both class discussion and small group work students will work on understanding and using secondary sources effectively
bull Students will also work on using attributive tags to separate their own ideas from their source material
bull In addition students will discuss plagiarism and its effect on their own writing
Goals1 Understand three ways to use
sources in an informative essay quotation paraphrase and summary
2 Clarify the difference between these sources and identify when they can be used effectively
3 Understand the difference between plagiarism and patch writing
4 Clarify the importance of avoiding plagiarism and patch writing in academic writing
DIFFERENT KINDS OF SECONDARY SOURCES
Books
Newspapers
Internet
Magazines and Journals
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
Vizcaya Gardens
The Hard Rock Casino
Hollywood Beach Broadwalk
Villa Paula
Bayside Marketplace
Adrienne Arsht Center
Van Dyke Cafe
The
Bilt
mor
e
Coral Castle
WHAT DO THESE IMAGES
HAVE IN COMMON
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Purpose - The purpose of your assignment is to write an essay that educates interests and surprises the reader about a specific place in South Florida Your essay should present your reader with first hand observation and description of your location - this is known as primary research Your essay will also require secondary research in order to obtain background andor historical information about your location In the first essay you were asked to explore yourself through a literacy narrative You used rhetorical contexts such as audience purpose and genre and rhetorical appeals such as ethos pathos and logos to compose your essay In the second essay you will be using these same contexts and appeals but you will be writing with the aim to inform or educate the audience on a given location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Unit ObjectivesAfter completing this assignment you will learn how to1 Effectively observe and incorporate your observation into your essay using
descriptive language2 Compose a logically structured essay3 Navigate successfully between open and closed forms4 Design a surprising reversal thesis that gives shape and purpose to your informative essay5 Understand rhetorical contexts audience purpose and genre and rhetorical appeals ethos pathos and logos6 Develop an understanding of style that is appropriate and effective in your informative essay7 Understand and incorporate primary and secondary research in the essay effectively8 Demonstrate your writing process drafting revisions editing and proofreading
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Topic - A place in South Florida Since you will be required to observe this place the location you choose should be accessible and close enough to visit Your location should be small enough for a focused essay For example do not choose an entire city or large area Your location should be specific Some examples of specific locations include but are not limited to a part of a beach a restaurant a house of worship or any other interesting and significant location You may choose a location at FIU but make sure that your location is small and focused
Your essay should be interesting and surprising For the purpose of this essay you must make use of the ldquosurprising reversalrdquo technique to capture and hold your readers attention Audience - Your classmates and instructors and the larger FIU community
Primary research
An observation log You will use your observation log to help you record the details that you observe and to write about your location in a descriptive interesting and significant way
Secondary Research
At least one secondary source This may include but is not limited to local newspapers local magazines scholarly journals and books Do not use encyclopedic sources and only use Internet sources if they are credible You will use your source to deepen your understanding of your location You may discover new and surprising things about your location through your research Your location may have an interesting history or cultural significance or you may find that an interesting event takes place in your location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Research Requirements
FOR EXAMPLE DID YOU KNOW THAT THE COCONUT GROVE CEMETERY IS A HISTORICAL LOCATION WHERE THE VERY
FIRST BAHAMIAN IMMIGRANTS WERE BURIED AND THAT IT WAS USED IN MICHAEL JACKSONrsquoS THRILLER
Unit Assignment Activity Invention
1 Is this location specific enough for a focused essay Why or why not
2 What makes this location significant and interesting
3 Is there anything about this location that people may not know or that may be surprising
4 What kinds of things might I want to look up to find out more information about this location
Unit Assignment Activity
Discussion Points
Includes
1 Syllabus for ENC 1101
2 Informative Essay Unit assignment
3 Informative Essay Grading Rubric
4 Student schedule of events daily learning objectives and homework for Informative Essay Unit
5 Instructor schedule of events and complete lesson plans
6 Suggested Reading for Instructors
12 WEEK OVERVIEW OF INFORMATIVE ESSAY UNIT
Class 2INFORMATIVE ESSAY amp INVENTION
PURPOSE
Students will learn the conventions of an informative essay through group
discussion and hands on activities In groups students will work to brainstorm
possible topics for their essays
GOALS
1 Understand the conventions of an informative essay
2 Establish approaches for studentsrsquo essays
3 Invent possible topics for each studentrsquos essay
4 Work together to help narrow down possible topics to two per student
INFORMATIVE ESSAY
bull Students discuss the ways to build an informative essay
bull Students discuss the ldquoCrazy Things Seem Normal Normal Things Seem Crazyrdquo in relation to informative structures and incorporating observations
INVENTION TECHNIQUES
bull The class practices observation techniques by observing the beginning stages of class and discusses and analyzes the data they obtain
bull The class uses the previous nightrsquos homework to discuss possible place topics choosing the two most promising topics for each group member
bull Observing with senses
Class 3RESEARCH QUESTION amp FURTHER INVENTION
PURPOSE
Through interactive class discussion students will learn the importance of
research questions as well as the best way to create a research question They will work towards creating a research
question of their own
GOALS
1 Understand the uses of research questions
2 Establish possible research questions
3 Better understand observations techniques
FURTHER INVENTION
Seeing other perspectives
bull Students get into pairs and swap chosen places providing background information if necessary
bull Each student free writes on his or her partnerrsquos chosen place
bull Students discuss their partnersrsquo responses to their topics
bull Students change partners and redo this exercise
bull Students enter their partnersrsquo suspicions and questions into their observation journal
RESEARCH QUESTIONS
bull Class discusses formation of research questionsbull Class looks at example research questions and
establishes their worthbull In groups students discuss each memberrsquos five possible
research questions from previous nightrsquos homework bull worth as potential research questionsbull Students may work on establishing their actual research
question based on group discussion
CLASS 4USING SECONDARY SOURCES AND
AVOIDING PLAGIARISM
Purpose
bull Using both class discussion and small group work students will work on understanding and using secondary sources effectively
bull Students will also work on using attributive tags to separate their own ideas from their source material
bull In addition students will discuss plagiarism and its effect on their own writing
Goals1 Understand three ways to use
sources in an informative essay quotation paraphrase and summary
2 Clarify the difference between these sources and identify when they can be used effectively
3 Understand the difference between plagiarism and patch writing
4 Clarify the importance of avoiding plagiarism and patch writing in academic writing
DIFFERENT KINDS OF SECONDARY SOURCES
Books
Newspapers
Internet
Magazines and Journals
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
The Hard Rock Casino
Hollywood Beach Broadwalk
Villa Paula
Bayside Marketplace
Adrienne Arsht Center
Van Dyke Cafe
The
Bilt
mor
e
Coral Castle
WHAT DO THESE IMAGES
HAVE IN COMMON
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Purpose - The purpose of your assignment is to write an essay that educates interests and surprises the reader about a specific place in South Florida Your essay should present your reader with first hand observation and description of your location - this is known as primary research Your essay will also require secondary research in order to obtain background andor historical information about your location In the first essay you were asked to explore yourself through a literacy narrative You used rhetorical contexts such as audience purpose and genre and rhetorical appeals such as ethos pathos and logos to compose your essay In the second essay you will be using these same contexts and appeals but you will be writing with the aim to inform or educate the audience on a given location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Unit ObjectivesAfter completing this assignment you will learn how to1 Effectively observe and incorporate your observation into your essay using
descriptive language2 Compose a logically structured essay3 Navigate successfully between open and closed forms4 Design a surprising reversal thesis that gives shape and purpose to your informative essay5 Understand rhetorical contexts audience purpose and genre and rhetorical appeals ethos pathos and logos6 Develop an understanding of style that is appropriate and effective in your informative essay7 Understand and incorporate primary and secondary research in the essay effectively8 Demonstrate your writing process drafting revisions editing and proofreading
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Topic - A place in South Florida Since you will be required to observe this place the location you choose should be accessible and close enough to visit Your location should be small enough for a focused essay For example do not choose an entire city or large area Your location should be specific Some examples of specific locations include but are not limited to a part of a beach a restaurant a house of worship or any other interesting and significant location You may choose a location at FIU but make sure that your location is small and focused
Your essay should be interesting and surprising For the purpose of this essay you must make use of the ldquosurprising reversalrdquo technique to capture and hold your readers attention Audience - Your classmates and instructors and the larger FIU community
Primary research
An observation log You will use your observation log to help you record the details that you observe and to write about your location in a descriptive interesting and significant way
Secondary Research
At least one secondary source This may include but is not limited to local newspapers local magazines scholarly journals and books Do not use encyclopedic sources and only use Internet sources if they are credible You will use your source to deepen your understanding of your location You may discover new and surprising things about your location through your research Your location may have an interesting history or cultural significance or you may find that an interesting event takes place in your location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Research Requirements
FOR EXAMPLE DID YOU KNOW THAT THE COCONUT GROVE CEMETERY IS A HISTORICAL LOCATION WHERE THE VERY
FIRST BAHAMIAN IMMIGRANTS WERE BURIED AND THAT IT WAS USED IN MICHAEL JACKSONrsquoS THRILLER
Unit Assignment Activity Invention
1 Is this location specific enough for a focused essay Why or why not
2 What makes this location significant and interesting
3 Is there anything about this location that people may not know or that may be surprising
4 What kinds of things might I want to look up to find out more information about this location
Unit Assignment Activity
Discussion Points
Includes
1 Syllabus for ENC 1101
2 Informative Essay Unit assignment
3 Informative Essay Grading Rubric
4 Student schedule of events daily learning objectives and homework for Informative Essay Unit
5 Instructor schedule of events and complete lesson plans
6 Suggested Reading for Instructors
12 WEEK OVERVIEW OF INFORMATIVE ESSAY UNIT
Class 2INFORMATIVE ESSAY amp INVENTION
PURPOSE
Students will learn the conventions of an informative essay through group
discussion and hands on activities In groups students will work to brainstorm
possible topics for their essays
GOALS
1 Understand the conventions of an informative essay
2 Establish approaches for studentsrsquo essays
3 Invent possible topics for each studentrsquos essay
4 Work together to help narrow down possible topics to two per student
INFORMATIVE ESSAY
bull Students discuss the ways to build an informative essay
bull Students discuss the ldquoCrazy Things Seem Normal Normal Things Seem Crazyrdquo in relation to informative structures and incorporating observations
INVENTION TECHNIQUES
bull The class practices observation techniques by observing the beginning stages of class and discusses and analyzes the data they obtain
bull The class uses the previous nightrsquos homework to discuss possible place topics choosing the two most promising topics for each group member
bull Observing with senses
Class 3RESEARCH QUESTION amp FURTHER INVENTION
PURPOSE
Through interactive class discussion students will learn the importance of
research questions as well as the best way to create a research question They will work towards creating a research
question of their own
GOALS
1 Understand the uses of research questions
2 Establish possible research questions
3 Better understand observations techniques
FURTHER INVENTION
Seeing other perspectives
bull Students get into pairs and swap chosen places providing background information if necessary
bull Each student free writes on his or her partnerrsquos chosen place
bull Students discuss their partnersrsquo responses to their topics
bull Students change partners and redo this exercise
bull Students enter their partnersrsquo suspicions and questions into their observation journal
RESEARCH QUESTIONS
bull Class discusses formation of research questionsbull Class looks at example research questions and
establishes their worthbull In groups students discuss each memberrsquos five possible
research questions from previous nightrsquos homework bull worth as potential research questionsbull Students may work on establishing their actual research
question based on group discussion
CLASS 4USING SECONDARY SOURCES AND
AVOIDING PLAGIARISM
Purpose
bull Using both class discussion and small group work students will work on understanding and using secondary sources effectively
bull Students will also work on using attributive tags to separate their own ideas from their source material
bull In addition students will discuss plagiarism and its effect on their own writing
Goals1 Understand three ways to use
sources in an informative essay quotation paraphrase and summary
2 Clarify the difference between these sources and identify when they can be used effectively
3 Understand the difference between plagiarism and patch writing
4 Clarify the importance of avoiding plagiarism and patch writing in academic writing
DIFFERENT KINDS OF SECONDARY SOURCES
Books
Newspapers
Internet
Magazines and Journals
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
Hollywood Beach Broadwalk
Villa Paula
Bayside Marketplace
Adrienne Arsht Center
Van Dyke Cafe
The
Bilt
mor
e
Coral Castle
WHAT DO THESE IMAGES
HAVE IN COMMON
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Purpose - The purpose of your assignment is to write an essay that educates interests and surprises the reader about a specific place in South Florida Your essay should present your reader with first hand observation and description of your location - this is known as primary research Your essay will also require secondary research in order to obtain background andor historical information about your location In the first essay you were asked to explore yourself through a literacy narrative You used rhetorical contexts such as audience purpose and genre and rhetorical appeals such as ethos pathos and logos to compose your essay In the second essay you will be using these same contexts and appeals but you will be writing with the aim to inform or educate the audience on a given location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Unit ObjectivesAfter completing this assignment you will learn how to1 Effectively observe and incorporate your observation into your essay using
descriptive language2 Compose a logically structured essay3 Navigate successfully between open and closed forms4 Design a surprising reversal thesis that gives shape and purpose to your informative essay5 Understand rhetorical contexts audience purpose and genre and rhetorical appeals ethos pathos and logos6 Develop an understanding of style that is appropriate and effective in your informative essay7 Understand and incorporate primary and secondary research in the essay effectively8 Demonstrate your writing process drafting revisions editing and proofreading
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Topic - A place in South Florida Since you will be required to observe this place the location you choose should be accessible and close enough to visit Your location should be small enough for a focused essay For example do not choose an entire city or large area Your location should be specific Some examples of specific locations include but are not limited to a part of a beach a restaurant a house of worship or any other interesting and significant location You may choose a location at FIU but make sure that your location is small and focused
Your essay should be interesting and surprising For the purpose of this essay you must make use of the ldquosurprising reversalrdquo technique to capture and hold your readers attention Audience - Your classmates and instructors and the larger FIU community
Primary research
An observation log You will use your observation log to help you record the details that you observe and to write about your location in a descriptive interesting and significant way
Secondary Research
At least one secondary source This may include but is not limited to local newspapers local magazines scholarly journals and books Do not use encyclopedic sources and only use Internet sources if they are credible You will use your source to deepen your understanding of your location You may discover new and surprising things about your location through your research Your location may have an interesting history or cultural significance or you may find that an interesting event takes place in your location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Research Requirements
FOR EXAMPLE DID YOU KNOW THAT THE COCONUT GROVE CEMETERY IS A HISTORICAL LOCATION WHERE THE VERY
FIRST BAHAMIAN IMMIGRANTS WERE BURIED AND THAT IT WAS USED IN MICHAEL JACKSONrsquoS THRILLER
Unit Assignment Activity Invention
1 Is this location specific enough for a focused essay Why or why not
2 What makes this location significant and interesting
3 Is there anything about this location that people may not know or that may be surprising
4 What kinds of things might I want to look up to find out more information about this location
Unit Assignment Activity
Discussion Points
Includes
1 Syllabus for ENC 1101
2 Informative Essay Unit assignment
3 Informative Essay Grading Rubric
4 Student schedule of events daily learning objectives and homework for Informative Essay Unit
5 Instructor schedule of events and complete lesson plans
6 Suggested Reading for Instructors
12 WEEK OVERVIEW OF INFORMATIVE ESSAY UNIT
Class 2INFORMATIVE ESSAY amp INVENTION
PURPOSE
Students will learn the conventions of an informative essay through group
discussion and hands on activities In groups students will work to brainstorm
possible topics for their essays
GOALS
1 Understand the conventions of an informative essay
2 Establish approaches for studentsrsquo essays
3 Invent possible topics for each studentrsquos essay
4 Work together to help narrow down possible topics to two per student
INFORMATIVE ESSAY
bull Students discuss the ways to build an informative essay
bull Students discuss the ldquoCrazy Things Seem Normal Normal Things Seem Crazyrdquo in relation to informative structures and incorporating observations
INVENTION TECHNIQUES
bull The class practices observation techniques by observing the beginning stages of class and discusses and analyzes the data they obtain
bull The class uses the previous nightrsquos homework to discuss possible place topics choosing the two most promising topics for each group member
bull Observing with senses
Class 3RESEARCH QUESTION amp FURTHER INVENTION
PURPOSE
Through interactive class discussion students will learn the importance of
research questions as well as the best way to create a research question They will work towards creating a research
question of their own
GOALS
1 Understand the uses of research questions
2 Establish possible research questions
3 Better understand observations techniques
FURTHER INVENTION
Seeing other perspectives
bull Students get into pairs and swap chosen places providing background information if necessary
bull Each student free writes on his or her partnerrsquos chosen place
bull Students discuss their partnersrsquo responses to their topics
bull Students change partners and redo this exercise
bull Students enter their partnersrsquo suspicions and questions into their observation journal
RESEARCH QUESTIONS
bull Class discusses formation of research questionsbull Class looks at example research questions and
establishes their worthbull In groups students discuss each memberrsquos five possible
research questions from previous nightrsquos homework bull worth as potential research questionsbull Students may work on establishing their actual research
question based on group discussion
CLASS 4USING SECONDARY SOURCES AND
AVOIDING PLAGIARISM
Purpose
bull Using both class discussion and small group work students will work on understanding and using secondary sources effectively
bull Students will also work on using attributive tags to separate their own ideas from their source material
bull In addition students will discuss plagiarism and its effect on their own writing
Goals1 Understand three ways to use
sources in an informative essay quotation paraphrase and summary
2 Clarify the difference between these sources and identify when they can be used effectively
3 Understand the difference between plagiarism and patch writing
4 Clarify the importance of avoiding plagiarism and patch writing in academic writing
DIFFERENT KINDS OF SECONDARY SOURCES
Books
Newspapers
Internet
Magazines and Journals
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
Villa Paula
Bayside Marketplace
Adrienne Arsht Center
Van Dyke Cafe
The
Bilt
mor
e
Coral Castle
WHAT DO THESE IMAGES
HAVE IN COMMON
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Purpose - The purpose of your assignment is to write an essay that educates interests and surprises the reader about a specific place in South Florida Your essay should present your reader with first hand observation and description of your location - this is known as primary research Your essay will also require secondary research in order to obtain background andor historical information about your location In the first essay you were asked to explore yourself through a literacy narrative You used rhetorical contexts such as audience purpose and genre and rhetorical appeals such as ethos pathos and logos to compose your essay In the second essay you will be using these same contexts and appeals but you will be writing with the aim to inform or educate the audience on a given location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Unit ObjectivesAfter completing this assignment you will learn how to1 Effectively observe and incorporate your observation into your essay using
descriptive language2 Compose a logically structured essay3 Navigate successfully between open and closed forms4 Design a surprising reversal thesis that gives shape and purpose to your informative essay5 Understand rhetorical contexts audience purpose and genre and rhetorical appeals ethos pathos and logos6 Develop an understanding of style that is appropriate and effective in your informative essay7 Understand and incorporate primary and secondary research in the essay effectively8 Demonstrate your writing process drafting revisions editing and proofreading
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Topic - A place in South Florida Since you will be required to observe this place the location you choose should be accessible and close enough to visit Your location should be small enough for a focused essay For example do not choose an entire city or large area Your location should be specific Some examples of specific locations include but are not limited to a part of a beach a restaurant a house of worship or any other interesting and significant location You may choose a location at FIU but make sure that your location is small and focused
Your essay should be interesting and surprising For the purpose of this essay you must make use of the ldquosurprising reversalrdquo technique to capture and hold your readers attention Audience - Your classmates and instructors and the larger FIU community
Primary research
An observation log You will use your observation log to help you record the details that you observe and to write about your location in a descriptive interesting and significant way
Secondary Research
At least one secondary source This may include but is not limited to local newspapers local magazines scholarly journals and books Do not use encyclopedic sources and only use Internet sources if they are credible You will use your source to deepen your understanding of your location You may discover new and surprising things about your location through your research Your location may have an interesting history or cultural significance or you may find that an interesting event takes place in your location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Research Requirements
FOR EXAMPLE DID YOU KNOW THAT THE COCONUT GROVE CEMETERY IS A HISTORICAL LOCATION WHERE THE VERY
FIRST BAHAMIAN IMMIGRANTS WERE BURIED AND THAT IT WAS USED IN MICHAEL JACKSONrsquoS THRILLER
Unit Assignment Activity Invention
1 Is this location specific enough for a focused essay Why or why not
2 What makes this location significant and interesting
3 Is there anything about this location that people may not know or that may be surprising
4 What kinds of things might I want to look up to find out more information about this location
Unit Assignment Activity
Discussion Points
Includes
1 Syllabus for ENC 1101
2 Informative Essay Unit assignment
3 Informative Essay Grading Rubric
4 Student schedule of events daily learning objectives and homework for Informative Essay Unit
5 Instructor schedule of events and complete lesson plans
6 Suggested Reading for Instructors
12 WEEK OVERVIEW OF INFORMATIVE ESSAY UNIT
Class 2INFORMATIVE ESSAY amp INVENTION
PURPOSE
Students will learn the conventions of an informative essay through group
discussion and hands on activities In groups students will work to brainstorm
possible topics for their essays
GOALS
1 Understand the conventions of an informative essay
2 Establish approaches for studentsrsquo essays
3 Invent possible topics for each studentrsquos essay
4 Work together to help narrow down possible topics to two per student
INFORMATIVE ESSAY
bull Students discuss the ways to build an informative essay
bull Students discuss the ldquoCrazy Things Seem Normal Normal Things Seem Crazyrdquo in relation to informative structures and incorporating observations
INVENTION TECHNIQUES
bull The class practices observation techniques by observing the beginning stages of class and discusses and analyzes the data they obtain
bull The class uses the previous nightrsquos homework to discuss possible place topics choosing the two most promising topics for each group member
bull Observing with senses
Class 3RESEARCH QUESTION amp FURTHER INVENTION
PURPOSE
Through interactive class discussion students will learn the importance of
research questions as well as the best way to create a research question They will work towards creating a research
question of their own
GOALS
1 Understand the uses of research questions
2 Establish possible research questions
3 Better understand observations techniques
FURTHER INVENTION
Seeing other perspectives
bull Students get into pairs and swap chosen places providing background information if necessary
bull Each student free writes on his or her partnerrsquos chosen place
bull Students discuss their partnersrsquo responses to their topics
bull Students change partners and redo this exercise
bull Students enter their partnersrsquo suspicions and questions into their observation journal
RESEARCH QUESTIONS
bull Class discusses formation of research questionsbull Class looks at example research questions and
establishes their worthbull In groups students discuss each memberrsquos five possible
research questions from previous nightrsquos homework bull worth as potential research questionsbull Students may work on establishing their actual research
question based on group discussion
CLASS 4USING SECONDARY SOURCES AND
AVOIDING PLAGIARISM
Purpose
bull Using both class discussion and small group work students will work on understanding and using secondary sources effectively
bull Students will also work on using attributive tags to separate their own ideas from their source material
bull In addition students will discuss plagiarism and its effect on their own writing
Goals1 Understand three ways to use
sources in an informative essay quotation paraphrase and summary
2 Clarify the difference between these sources and identify when they can be used effectively
3 Understand the difference between plagiarism and patch writing
4 Clarify the importance of avoiding plagiarism and patch writing in academic writing
DIFFERENT KINDS OF SECONDARY SOURCES
Books
Newspapers
Internet
Magazines and Journals
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
Bayside Marketplace
Adrienne Arsht Center
Van Dyke Cafe
The
Bilt
mor
e
Coral Castle
WHAT DO THESE IMAGES
HAVE IN COMMON
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Purpose - The purpose of your assignment is to write an essay that educates interests and surprises the reader about a specific place in South Florida Your essay should present your reader with first hand observation and description of your location - this is known as primary research Your essay will also require secondary research in order to obtain background andor historical information about your location In the first essay you were asked to explore yourself through a literacy narrative You used rhetorical contexts such as audience purpose and genre and rhetorical appeals such as ethos pathos and logos to compose your essay In the second essay you will be using these same contexts and appeals but you will be writing with the aim to inform or educate the audience on a given location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Unit ObjectivesAfter completing this assignment you will learn how to1 Effectively observe and incorporate your observation into your essay using
descriptive language2 Compose a logically structured essay3 Navigate successfully between open and closed forms4 Design a surprising reversal thesis that gives shape and purpose to your informative essay5 Understand rhetorical contexts audience purpose and genre and rhetorical appeals ethos pathos and logos6 Develop an understanding of style that is appropriate and effective in your informative essay7 Understand and incorporate primary and secondary research in the essay effectively8 Demonstrate your writing process drafting revisions editing and proofreading
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Topic - A place in South Florida Since you will be required to observe this place the location you choose should be accessible and close enough to visit Your location should be small enough for a focused essay For example do not choose an entire city or large area Your location should be specific Some examples of specific locations include but are not limited to a part of a beach a restaurant a house of worship or any other interesting and significant location You may choose a location at FIU but make sure that your location is small and focused
Your essay should be interesting and surprising For the purpose of this essay you must make use of the ldquosurprising reversalrdquo technique to capture and hold your readers attention Audience - Your classmates and instructors and the larger FIU community
Primary research
An observation log You will use your observation log to help you record the details that you observe and to write about your location in a descriptive interesting and significant way
Secondary Research
At least one secondary source This may include but is not limited to local newspapers local magazines scholarly journals and books Do not use encyclopedic sources and only use Internet sources if they are credible You will use your source to deepen your understanding of your location You may discover new and surprising things about your location through your research Your location may have an interesting history or cultural significance or you may find that an interesting event takes place in your location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Research Requirements
FOR EXAMPLE DID YOU KNOW THAT THE COCONUT GROVE CEMETERY IS A HISTORICAL LOCATION WHERE THE VERY
FIRST BAHAMIAN IMMIGRANTS WERE BURIED AND THAT IT WAS USED IN MICHAEL JACKSONrsquoS THRILLER
Unit Assignment Activity Invention
1 Is this location specific enough for a focused essay Why or why not
2 What makes this location significant and interesting
3 Is there anything about this location that people may not know or that may be surprising
4 What kinds of things might I want to look up to find out more information about this location
Unit Assignment Activity
Discussion Points
Includes
1 Syllabus for ENC 1101
2 Informative Essay Unit assignment
3 Informative Essay Grading Rubric
4 Student schedule of events daily learning objectives and homework for Informative Essay Unit
5 Instructor schedule of events and complete lesson plans
6 Suggested Reading for Instructors
12 WEEK OVERVIEW OF INFORMATIVE ESSAY UNIT
Class 2INFORMATIVE ESSAY amp INVENTION
PURPOSE
Students will learn the conventions of an informative essay through group
discussion and hands on activities In groups students will work to brainstorm
possible topics for their essays
GOALS
1 Understand the conventions of an informative essay
2 Establish approaches for studentsrsquo essays
3 Invent possible topics for each studentrsquos essay
4 Work together to help narrow down possible topics to two per student
INFORMATIVE ESSAY
bull Students discuss the ways to build an informative essay
bull Students discuss the ldquoCrazy Things Seem Normal Normal Things Seem Crazyrdquo in relation to informative structures and incorporating observations
INVENTION TECHNIQUES
bull The class practices observation techniques by observing the beginning stages of class and discusses and analyzes the data they obtain
bull The class uses the previous nightrsquos homework to discuss possible place topics choosing the two most promising topics for each group member
bull Observing with senses
Class 3RESEARCH QUESTION amp FURTHER INVENTION
PURPOSE
Through interactive class discussion students will learn the importance of
research questions as well as the best way to create a research question They will work towards creating a research
question of their own
GOALS
1 Understand the uses of research questions
2 Establish possible research questions
3 Better understand observations techniques
FURTHER INVENTION
Seeing other perspectives
bull Students get into pairs and swap chosen places providing background information if necessary
bull Each student free writes on his or her partnerrsquos chosen place
bull Students discuss their partnersrsquo responses to their topics
bull Students change partners and redo this exercise
bull Students enter their partnersrsquo suspicions and questions into their observation journal
RESEARCH QUESTIONS
bull Class discusses formation of research questionsbull Class looks at example research questions and
establishes their worthbull In groups students discuss each memberrsquos five possible
research questions from previous nightrsquos homework bull worth as potential research questionsbull Students may work on establishing their actual research
question based on group discussion
CLASS 4USING SECONDARY SOURCES AND
AVOIDING PLAGIARISM
Purpose
bull Using both class discussion and small group work students will work on understanding and using secondary sources effectively
bull Students will also work on using attributive tags to separate their own ideas from their source material
bull In addition students will discuss plagiarism and its effect on their own writing
Goals1 Understand three ways to use
sources in an informative essay quotation paraphrase and summary
2 Clarify the difference between these sources and identify when they can be used effectively
3 Understand the difference between plagiarism and patch writing
4 Clarify the importance of avoiding plagiarism and patch writing in academic writing
DIFFERENT KINDS OF SECONDARY SOURCES
Books
Newspapers
Internet
Magazines and Journals
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
Adrienne Arsht Center
Van Dyke Cafe
The
Bilt
mor
e
Coral Castle
WHAT DO THESE IMAGES
HAVE IN COMMON
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Purpose - The purpose of your assignment is to write an essay that educates interests and surprises the reader about a specific place in South Florida Your essay should present your reader with first hand observation and description of your location - this is known as primary research Your essay will also require secondary research in order to obtain background andor historical information about your location In the first essay you were asked to explore yourself through a literacy narrative You used rhetorical contexts such as audience purpose and genre and rhetorical appeals such as ethos pathos and logos to compose your essay In the second essay you will be using these same contexts and appeals but you will be writing with the aim to inform or educate the audience on a given location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Unit ObjectivesAfter completing this assignment you will learn how to1 Effectively observe and incorporate your observation into your essay using
descriptive language2 Compose a logically structured essay3 Navigate successfully between open and closed forms4 Design a surprising reversal thesis that gives shape and purpose to your informative essay5 Understand rhetorical contexts audience purpose and genre and rhetorical appeals ethos pathos and logos6 Develop an understanding of style that is appropriate and effective in your informative essay7 Understand and incorporate primary and secondary research in the essay effectively8 Demonstrate your writing process drafting revisions editing and proofreading
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Topic - A place in South Florida Since you will be required to observe this place the location you choose should be accessible and close enough to visit Your location should be small enough for a focused essay For example do not choose an entire city or large area Your location should be specific Some examples of specific locations include but are not limited to a part of a beach a restaurant a house of worship or any other interesting and significant location You may choose a location at FIU but make sure that your location is small and focused
Your essay should be interesting and surprising For the purpose of this essay you must make use of the ldquosurprising reversalrdquo technique to capture and hold your readers attention Audience - Your classmates and instructors and the larger FIU community
Primary research
An observation log You will use your observation log to help you record the details that you observe and to write about your location in a descriptive interesting and significant way
Secondary Research
At least one secondary source This may include but is not limited to local newspapers local magazines scholarly journals and books Do not use encyclopedic sources and only use Internet sources if they are credible You will use your source to deepen your understanding of your location You may discover new and surprising things about your location through your research Your location may have an interesting history or cultural significance or you may find that an interesting event takes place in your location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Research Requirements
FOR EXAMPLE DID YOU KNOW THAT THE COCONUT GROVE CEMETERY IS A HISTORICAL LOCATION WHERE THE VERY
FIRST BAHAMIAN IMMIGRANTS WERE BURIED AND THAT IT WAS USED IN MICHAEL JACKSONrsquoS THRILLER
Unit Assignment Activity Invention
1 Is this location specific enough for a focused essay Why or why not
2 What makes this location significant and interesting
3 Is there anything about this location that people may not know or that may be surprising
4 What kinds of things might I want to look up to find out more information about this location
Unit Assignment Activity
Discussion Points
Includes
1 Syllabus for ENC 1101
2 Informative Essay Unit assignment
3 Informative Essay Grading Rubric
4 Student schedule of events daily learning objectives and homework for Informative Essay Unit
5 Instructor schedule of events and complete lesson plans
6 Suggested Reading for Instructors
12 WEEK OVERVIEW OF INFORMATIVE ESSAY UNIT
Class 2INFORMATIVE ESSAY amp INVENTION
PURPOSE
Students will learn the conventions of an informative essay through group
discussion and hands on activities In groups students will work to brainstorm
possible topics for their essays
GOALS
1 Understand the conventions of an informative essay
2 Establish approaches for studentsrsquo essays
3 Invent possible topics for each studentrsquos essay
4 Work together to help narrow down possible topics to two per student
INFORMATIVE ESSAY
bull Students discuss the ways to build an informative essay
bull Students discuss the ldquoCrazy Things Seem Normal Normal Things Seem Crazyrdquo in relation to informative structures and incorporating observations
INVENTION TECHNIQUES
bull The class practices observation techniques by observing the beginning stages of class and discusses and analyzes the data they obtain
bull The class uses the previous nightrsquos homework to discuss possible place topics choosing the two most promising topics for each group member
bull Observing with senses
Class 3RESEARCH QUESTION amp FURTHER INVENTION
PURPOSE
Through interactive class discussion students will learn the importance of
research questions as well as the best way to create a research question They will work towards creating a research
question of their own
GOALS
1 Understand the uses of research questions
2 Establish possible research questions
3 Better understand observations techniques
FURTHER INVENTION
Seeing other perspectives
bull Students get into pairs and swap chosen places providing background information if necessary
bull Each student free writes on his or her partnerrsquos chosen place
bull Students discuss their partnersrsquo responses to their topics
bull Students change partners and redo this exercise
bull Students enter their partnersrsquo suspicions and questions into their observation journal
RESEARCH QUESTIONS
bull Class discusses formation of research questionsbull Class looks at example research questions and
establishes their worthbull In groups students discuss each memberrsquos five possible
research questions from previous nightrsquos homework bull worth as potential research questionsbull Students may work on establishing their actual research
question based on group discussion
CLASS 4USING SECONDARY SOURCES AND
AVOIDING PLAGIARISM
Purpose
bull Using both class discussion and small group work students will work on understanding and using secondary sources effectively
bull Students will also work on using attributive tags to separate their own ideas from their source material
bull In addition students will discuss plagiarism and its effect on their own writing
Goals1 Understand three ways to use
sources in an informative essay quotation paraphrase and summary
2 Clarify the difference between these sources and identify when they can be used effectively
3 Understand the difference between plagiarism and patch writing
4 Clarify the importance of avoiding plagiarism and patch writing in academic writing
DIFFERENT KINDS OF SECONDARY SOURCES
Books
Newspapers
Internet
Magazines and Journals
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
Van Dyke Cafe
The
Bilt
mor
e
Coral Castle
WHAT DO THESE IMAGES
HAVE IN COMMON
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Purpose - The purpose of your assignment is to write an essay that educates interests and surprises the reader about a specific place in South Florida Your essay should present your reader with first hand observation and description of your location - this is known as primary research Your essay will also require secondary research in order to obtain background andor historical information about your location In the first essay you were asked to explore yourself through a literacy narrative You used rhetorical contexts such as audience purpose and genre and rhetorical appeals such as ethos pathos and logos to compose your essay In the second essay you will be using these same contexts and appeals but you will be writing with the aim to inform or educate the audience on a given location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Unit ObjectivesAfter completing this assignment you will learn how to1 Effectively observe and incorporate your observation into your essay using
descriptive language2 Compose a logically structured essay3 Navigate successfully between open and closed forms4 Design a surprising reversal thesis that gives shape and purpose to your informative essay5 Understand rhetorical contexts audience purpose and genre and rhetorical appeals ethos pathos and logos6 Develop an understanding of style that is appropriate and effective in your informative essay7 Understand and incorporate primary and secondary research in the essay effectively8 Demonstrate your writing process drafting revisions editing and proofreading
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Topic - A place in South Florida Since you will be required to observe this place the location you choose should be accessible and close enough to visit Your location should be small enough for a focused essay For example do not choose an entire city or large area Your location should be specific Some examples of specific locations include but are not limited to a part of a beach a restaurant a house of worship or any other interesting and significant location You may choose a location at FIU but make sure that your location is small and focused
Your essay should be interesting and surprising For the purpose of this essay you must make use of the ldquosurprising reversalrdquo technique to capture and hold your readers attention Audience - Your classmates and instructors and the larger FIU community
Primary research
An observation log You will use your observation log to help you record the details that you observe and to write about your location in a descriptive interesting and significant way
Secondary Research
At least one secondary source This may include but is not limited to local newspapers local magazines scholarly journals and books Do not use encyclopedic sources and only use Internet sources if they are credible You will use your source to deepen your understanding of your location You may discover new and surprising things about your location through your research Your location may have an interesting history or cultural significance or you may find that an interesting event takes place in your location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Research Requirements
FOR EXAMPLE DID YOU KNOW THAT THE COCONUT GROVE CEMETERY IS A HISTORICAL LOCATION WHERE THE VERY
FIRST BAHAMIAN IMMIGRANTS WERE BURIED AND THAT IT WAS USED IN MICHAEL JACKSONrsquoS THRILLER
Unit Assignment Activity Invention
1 Is this location specific enough for a focused essay Why or why not
2 What makes this location significant and interesting
3 Is there anything about this location that people may not know or that may be surprising
4 What kinds of things might I want to look up to find out more information about this location
Unit Assignment Activity
Discussion Points
Includes
1 Syllabus for ENC 1101
2 Informative Essay Unit assignment
3 Informative Essay Grading Rubric
4 Student schedule of events daily learning objectives and homework for Informative Essay Unit
5 Instructor schedule of events and complete lesson plans
6 Suggested Reading for Instructors
12 WEEK OVERVIEW OF INFORMATIVE ESSAY UNIT
Class 2INFORMATIVE ESSAY amp INVENTION
PURPOSE
Students will learn the conventions of an informative essay through group
discussion and hands on activities In groups students will work to brainstorm
possible topics for their essays
GOALS
1 Understand the conventions of an informative essay
2 Establish approaches for studentsrsquo essays
3 Invent possible topics for each studentrsquos essay
4 Work together to help narrow down possible topics to two per student
INFORMATIVE ESSAY
bull Students discuss the ways to build an informative essay
bull Students discuss the ldquoCrazy Things Seem Normal Normal Things Seem Crazyrdquo in relation to informative structures and incorporating observations
INVENTION TECHNIQUES
bull The class practices observation techniques by observing the beginning stages of class and discusses and analyzes the data they obtain
bull The class uses the previous nightrsquos homework to discuss possible place topics choosing the two most promising topics for each group member
bull Observing with senses
Class 3RESEARCH QUESTION amp FURTHER INVENTION
PURPOSE
Through interactive class discussion students will learn the importance of
research questions as well as the best way to create a research question They will work towards creating a research
question of their own
GOALS
1 Understand the uses of research questions
2 Establish possible research questions
3 Better understand observations techniques
FURTHER INVENTION
Seeing other perspectives
bull Students get into pairs and swap chosen places providing background information if necessary
bull Each student free writes on his or her partnerrsquos chosen place
bull Students discuss their partnersrsquo responses to their topics
bull Students change partners and redo this exercise
bull Students enter their partnersrsquo suspicions and questions into their observation journal
RESEARCH QUESTIONS
bull Class discusses formation of research questionsbull Class looks at example research questions and
establishes their worthbull In groups students discuss each memberrsquos five possible
research questions from previous nightrsquos homework bull worth as potential research questionsbull Students may work on establishing their actual research
question based on group discussion
CLASS 4USING SECONDARY SOURCES AND
AVOIDING PLAGIARISM
Purpose
bull Using both class discussion and small group work students will work on understanding and using secondary sources effectively
bull Students will also work on using attributive tags to separate their own ideas from their source material
bull In addition students will discuss plagiarism and its effect on their own writing
Goals1 Understand three ways to use
sources in an informative essay quotation paraphrase and summary
2 Clarify the difference between these sources and identify when they can be used effectively
3 Understand the difference between plagiarism and patch writing
4 Clarify the importance of avoiding plagiarism and patch writing in academic writing
DIFFERENT KINDS OF SECONDARY SOURCES
Books
Newspapers
Internet
Magazines and Journals
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
The
Bilt
mor
e
Coral Castle
WHAT DO THESE IMAGES
HAVE IN COMMON
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Purpose - The purpose of your assignment is to write an essay that educates interests and surprises the reader about a specific place in South Florida Your essay should present your reader with first hand observation and description of your location - this is known as primary research Your essay will also require secondary research in order to obtain background andor historical information about your location In the first essay you were asked to explore yourself through a literacy narrative You used rhetorical contexts such as audience purpose and genre and rhetorical appeals such as ethos pathos and logos to compose your essay In the second essay you will be using these same contexts and appeals but you will be writing with the aim to inform or educate the audience on a given location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Unit ObjectivesAfter completing this assignment you will learn how to1 Effectively observe and incorporate your observation into your essay using
descriptive language2 Compose a logically structured essay3 Navigate successfully between open and closed forms4 Design a surprising reversal thesis that gives shape and purpose to your informative essay5 Understand rhetorical contexts audience purpose and genre and rhetorical appeals ethos pathos and logos6 Develop an understanding of style that is appropriate and effective in your informative essay7 Understand and incorporate primary and secondary research in the essay effectively8 Demonstrate your writing process drafting revisions editing and proofreading
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Topic - A place in South Florida Since you will be required to observe this place the location you choose should be accessible and close enough to visit Your location should be small enough for a focused essay For example do not choose an entire city or large area Your location should be specific Some examples of specific locations include but are not limited to a part of a beach a restaurant a house of worship or any other interesting and significant location You may choose a location at FIU but make sure that your location is small and focused
Your essay should be interesting and surprising For the purpose of this essay you must make use of the ldquosurprising reversalrdquo technique to capture and hold your readers attention Audience - Your classmates and instructors and the larger FIU community
Primary research
An observation log You will use your observation log to help you record the details that you observe and to write about your location in a descriptive interesting and significant way
Secondary Research
At least one secondary source This may include but is not limited to local newspapers local magazines scholarly journals and books Do not use encyclopedic sources and only use Internet sources if they are credible You will use your source to deepen your understanding of your location You may discover new and surprising things about your location through your research Your location may have an interesting history or cultural significance or you may find that an interesting event takes place in your location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Research Requirements
FOR EXAMPLE DID YOU KNOW THAT THE COCONUT GROVE CEMETERY IS A HISTORICAL LOCATION WHERE THE VERY
FIRST BAHAMIAN IMMIGRANTS WERE BURIED AND THAT IT WAS USED IN MICHAEL JACKSONrsquoS THRILLER
Unit Assignment Activity Invention
1 Is this location specific enough for a focused essay Why or why not
2 What makes this location significant and interesting
3 Is there anything about this location that people may not know or that may be surprising
4 What kinds of things might I want to look up to find out more information about this location
Unit Assignment Activity
Discussion Points
Includes
1 Syllabus for ENC 1101
2 Informative Essay Unit assignment
3 Informative Essay Grading Rubric
4 Student schedule of events daily learning objectives and homework for Informative Essay Unit
5 Instructor schedule of events and complete lesson plans
6 Suggested Reading for Instructors
12 WEEK OVERVIEW OF INFORMATIVE ESSAY UNIT
Class 2INFORMATIVE ESSAY amp INVENTION
PURPOSE
Students will learn the conventions of an informative essay through group
discussion and hands on activities In groups students will work to brainstorm
possible topics for their essays
GOALS
1 Understand the conventions of an informative essay
2 Establish approaches for studentsrsquo essays
3 Invent possible topics for each studentrsquos essay
4 Work together to help narrow down possible topics to two per student
INFORMATIVE ESSAY
bull Students discuss the ways to build an informative essay
bull Students discuss the ldquoCrazy Things Seem Normal Normal Things Seem Crazyrdquo in relation to informative structures and incorporating observations
INVENTION TECHNIQUES
bull The class practices observation techniques by observing the beginning stages of class and discusses and analyzes the data they obtain
bull The class uses the previous nightrsquos homework to discuss possible place topics choosing the two most promising topics for each group member
bull Observing with senses
Class 3RESEARCH QUESTION amp FURTHER INVENTION
PURPOSE
Through interactive class discussion students will learn the importance of
research questions as well as the best way to create a research question They will work towards creating a research
question of their own
GOALS
1 Understand the uses of research questions
2 Establish possible research questions
3 Better understand observations techniques
FURTHER INVENTION
Seeing other perspectives
bull Students get into pairs and swap chosen places providing background information if necessary
bull Each student free writes on his or her partnerrsquos chosen place
bull Students discuss their partnersrsquo responses to their topics
bull Students change partners and redo this exercise
bull Students enter their partnersrsquo suspicions and questions into their observation journal
RESEARCH QUESTIONS
bull Class discusses formation of research questionsbull Class looks at example research questions and
establishes their worthbull In groups students discuss each memberrsquos five possible
research questions from previous nightrsquos homework bull worth as potential research questionsbull Students may work on establishing their actual research
question based on group discussion
CLASS 4USING SECONDARY SOURCES AND
AVOIDING PLAGIARISM
Purpose
bull Using both class discussion and small group work students will work on understanding and using secondary sources effectively
bull Students will also work on using attributive tags to separate their own ideas from their source material
bull In addition students will discuss plagiarism and its effect on their own writing
Goals1 Understand three ways to use
sources in an informative essay quotation paraphrase and summary
2 Clarify the difference between these sources and identify when they can be used effectively
3 Understand the difference between plagiarism and patch writing
4 Clarify the importance of avoiding plagiarism and patch writing in academic writing
DIFFERENT KINDS OF SECONDARY SOURCES
Books
Newspapers
Internet
Magazines and Journals
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
Coral Castle
WHAT DO THESE IMAGES
HAVE IN COMMON
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Purpose - The purpose of your assignment is to write an essay that educates interests and surprises the reader about a specific place in South Florida Your essay should present your reader with first hand observation and description of your location - this is known as primary research Your essay will also require secondary research in order to obtain background andor historical information about your location In the first essay you were asked to explore yourself through a literacy narrative You used rhetorical contexts such as audience purpose and genre and rhetorical appeals such as ethos pathos and logos to compose your essay In the second essay you will be using these same contexts and appeals but you will be writing with the aim to inform or educate the audience on a given location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Unit ObjectivesAfter completing this assignment you will learn how to1 Effectively observe and incorporate your observation into your essay using
descriptive language2 Compose a logically structured essay3 Navigate successfully between open and closed forms4 Design a surprising reversal thesis that gives shape and purpose to your informative essay5 Understand rhetorical contexts audience purpose and genre and rhetorical appeals ethos pathos and logos6 Develop an understanding of style that is appropriate and effective in your informative essay7 Understand and incorporate primary and secondary research in the essay effectively8 Demonstrate your writing process drafting revisions editing and proofreading
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Topic - A place in South Florida Since you will be required to observe this place the location you choose should be accessible and close enough to visit Your location should be small enough for a focused essay For example do not choose an entire city or large area Your location should be specific Some examples of specific locations include but are not limited to a part of a beach a restaurant a house of worship or any other interesting and significant location You may choose a location at FIU but make sure that your location is small and focused
Your essay should be interesting and surprising For the purpose of this essay you must make use of the ldquosurprising reversalrdquo technique to capture and hold your readers attention Audience - Your classmates and instructors and the larger FIU community
Primary research
An observation log You will use your observation log to help you record the details that you observe and to write about your location in a descriptive interesting and significant way
Secondary Research
At least one secondary source This may include but is not limited to local newspapers local magazines scholarly journals and books Do not use encyclopedic sources and only use Internet sources if they are credible You will use your source to deepen your understanding of your location You may discover new and surprising things about your location through your research Your location may have an interesting history or cultural significance or you may find that an interesting event takes place in your location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Research Requirements
FOR EXAMPLE DID YOU KNOW THAT THE COCONUT GROVE CEMETERY IS A HISTORICAL LOCATION WHERE THE VERY
FIRST BAHAMIAN IMMIGRANTS WERE BURIED AND THAT IT WAS USED IN MICHAEL JACKSONrsquoS THRILLER
Unit Assignment Activity Invention
1 Is this location specific enough for a focused essay Why or why not
2 What makes this location significant and interesting
3 Is there anything about this location that people may not know or that may be surprising
4 What kinds of things might I want to look up to find out more information about this location
Unit Assignment Activity
Discussion Points
Includes
1 Syllabus for ENC 1101
2 Informative Essay Unit assignment
3 Informative Essay Grading Rubric
4 Student schedule of events daily learning objectives and homework for Informative Essay Unit
5 Instructor schedule of events and complete lesson plans
6 Suggested Reading for Instructors
12 WEEK OVERVIEW OF INFORMATIVE ESSAY UNIT
Class 2INFORMATIVE ESSAY amp INVENTION
PURPOSE
Students will learn the conventions of an informative essay through group
discussion and hands on activities In groups students will work to brainstorm
possible topics for their essays
GOALS
1 Understand the conventions of an informative essay
2 Establish approaches for studentsrsquo essays
3 Invent possible topics for each studentrsquos essay
4 Work together to help narrow down possible topics to two per student
INFORMATIVE ESSAY
bull Students discuss the ways to build an informative essay
bull Students discuss the ldquoCrazy Things Seem Normal Normal Things Seem Crazyrdquo in relation to informative structures and incorporating observations
INVENTION TECHNIQUES
bull The class practices observation techniques by observing the beginning stages of class and discusses and analyzes the data they obtain
bull The class uses the previous nightrsquos homework to discuss possible place topics choosing the two most promising topics for each group member
bull Observing with senses
Class 3RESEARCH QUESTION amp FURTHER INVENTION
PURPOSE
Through interactive class discussion students will learn the importance of
research questions as well as the best way to create a research question They will work towards creating a research
question of their own
GOALS
1 Understand the uses of research questions
2 Establish possible research questions
3 Better understand observations techniques
FURTHER INVENTION
Seeing other perspectives
bull Students get into pairs and swap chosen places providing background information if necessary
bull Each student free writes on his or her partnerrsquos chosen place
bull Students discuss their partnersrsquo responses to their topics
bull Students change partners and redo this exercise
bull Students enter their partnersrsquo suspicions and questions into their observation journal
RESEARCH QUESTIONS
bull Class discusses formation of research questionsbull Class looks at example research questions and
establishes their worthbull In groups students discuss each memberrsquos five possible
research questions from previous nightrsquos homework bull worth as potential research questionsbull Students may work on establishing their actual research
question based on group discussion
CLASS 4USING SECONDARY SOURCES AND
AVOIDING PLAGIARISM
Purpose
bull Using both class discussion and small group work students will work on understanding and using secondary sources effectively
bull Students will also work on using attributive tags to separate their own ideas from their source material
bull In addition students will discuss plagiarism and its effect on their own writing
Goals1 Understand three ways to use
sources in an informative essay quotation paraphrase and summary
2 Clarify the difference between these sources and identify when they can be used effectively
3 Understand the difference between plagiarism and patch writing
4 Clarify the importance of avoiding plagiarism and patch writing in academic writing
DIFFERENT KINDS OF SECONDARY SOURCES
Books
Newspapers
Internet
Magazines and Journals
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
WHAT DO THESE IMAGES
HAVE IN COMMON
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Purpose - The purpose of your assignment is to write an essay that educates interests and surprises the reader about a specific place in South Florida Your essay should present your reader with first hand observation and description of your location - this is known as primary research Your essay will also require secondary research in order to obtain background andor historical information about your location In the first essay you were asked to explore yourself through a literacy narrative You used rhetorical contexts such as audience purpose and genre and rhetorical appeals such as ethos pathos and logos to compose your essay In the second essay you will be using these same contexts and appeals but you will be writing with the aim to inform or educate the audience on a given location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Unit ObjectivesAfter completing this assignment you will learn how to1 Effectively observe and incorporate your observation into your essay using
descriptive language2 Compose a logically structured essay3 Navigate successfully between open and closed forms4 Design a surprising reversal thesis that gives shape and purpose to your informative essay5 Understand rhetorical contexts audience purpose and genre and rhetorical appeals ethos pathos and logos6 Develop an understanding of style that is appropriate and effective in your informative essay7 Understand and incorporate primary and secondary research in the essay effectively8 Demonstrate your writing process drafting revisions editing and proofreading
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Topic - A place in South Florida Since you will be required to observe this place the location you choose should be accessible and close enough to visit Your location should be small enough for a focused essay For example do not choose an entire city or large area Your location should be specific Some examples of specific locations include but are not limited to a part of a beach a restaurant a house of worship or any other interesting and significant location You may choose a location at FIU but make sure that your location is small and focused
Your essay should be interesting and surprising For the purpose of this essay you must make use of the ldquosurprising reversalrdquo technique to capture and hold your readers attention Audience - Your classmates and instructors and the larger FIU community
Primary research
An observation log You will use your observation log to help you record the details that you observe and to write about your location in a descriptive interesting and significant way
Secondary Research
At least one secondary source This may include but is not limited to local newspapers local magazines scholarly journals and books Do not use encyclopedic sources and only use Internet sources if they are credible You will use your source to deepen your understanding of your location You may discover new and surprising things about your location through your research Your location may have an interesting history or cultural significance or you may find that an interesting event takes place in your location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Research Requirements
FOR EXAMPLE DID YOU KNOW THAT THE COCONUT GROVE CEMETERY IS A HISTORICAL LOCATION WHERE THE VERY
FIRST BAHAMIAN IMMIGRANTS WERE BURIED AND THAT IT WAS USED IN MICHAEL JACKSONrsquoS THRILLER
Unit Assignment Activity Invention
1 Is this location specific enough for a focused essay Why or why not
2 What makes this location significant and interesting
3 Is there anything about this location that people may not know or that may be surprising
4 What kinds of things might I want to look up to find out more information about this location
Unit Assignment Activity
Discussion Points
Includes
1 Syllabus for ENC 1101
2 Informative Essay Unit assignment
3 Informative Essay Grading Rubric
4 Student schedule of events daily learning objectives and homework for Informative Essay Unit
5 Instructor schedule of events and complete lesson plans
6 Suggested Reading for Instructors
12 WEEK OVERVIEW OF INFORMATIVE ESSAY UNIT
Class 2INFORMATIVE ESSAY amp INVENTION
PURPOSE
Students will learn the conventions of an informative essay through group
discussion and hands on activities In groups students will work to brainstorm
possible topics for their essays
GOALS
1 Understand the conventions of an informative essay
2 Establish approaches for studentsrsquo essays
3 Invent possible topics for each studentrsquos essay
4 Work together to help narrow down possible topics to two per student
INFORMATIVE ESSAY
bull Students discuss the ways to build an informative essay
bull Students discuss the ldquoCrazy Things Seem Normal Normal Things Seem Crazyrdquo in relation to informative structures and incorporating observations
INVENTION TECHNIQUES
bull The class practices observation techniques by observing the beginning stages of class and discusses and analyzes the data they obtain
bull The class uses the previous nightrsquos homework to discuss possible place topics choosing the two most promising topics for each group member
bull Observing with senses
Class 3RESEARCH QUESTION amp FURTHER INVENTION
PURPOSE
Through interactive class discussion students will learn the importance of
research questions as well as the best way to create a research question They will work towards creating a research
question of their own
GOALS
1 Understand the uses of research questions
2 Establish possible research questions
3 Better understand observations techniques
FURTHER INVENTION
Seeing other perspectives
bull Students get into pairs and swap chosen places providing background information if necessary
bull Each student free writes on his or her partnerrsquos chosen place
bull Students discuss their partnersrsquo responses to their topics
bull Students change partners and redo this exercise
bull Students enter their partnersrsquo suspicions and questions into their observation journal
RESEARCH QUESTIONS
bull Class discusses formation of research questionsbull Class looks at example research questions and
establishes their worthbull In groups students discuss each memberrsquos five possible
research questions from previous nightrsquos homework bull worth as potential research questionsbull Students may work on establishing their actual research
question based on group discussion
CLASS 4USING SECONDARY SOURCES AND
AVOIDING PLAGIARISM
Purpose
bull Using both class discussion and small group work students will work on understanding and using secondary sources effectively
bull Students will also work on using attributive tags to separate their own ideas from their source material
bull In addition students will discuss plagiarism and its effect on their own writing
Goals1 Understand three ways to use
sources in an informative essay quotation paraphrase and summary
2 Clarify the difference between these sources and identify when they can be used effectively
3 Understand the difference between plagiarism and patch writing
4 Clarify the importance of avoiding plagiarism and patch writing in academic writing
DIFFERENT KINDS OF SECONDARY SOURCES
Books
Newspapers
Internet
Magazines and Journals
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Purpose - The purpose of your assignment is to write an essay that educates interests and surprises the reader about a specific place in South Florida Your essay should present your reader with first hand observation and description of your location - this is known as primary research Your essay will also require secondary research in order to obtain background andor historical information about your location In the first essay you were asked to explore yourself through a literacy narrative You used rhetorical contexts such as audience purpose and genre and rhetorical appeals such as ethos pathos and logos to compose your essay In the second essay you will be using these same contexts and appeals but you will be writing with the aim to inform or educate the audience on a given location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Unit ObjectivesAfter completing this assignment you will learn how to1 Effectively observe and incorporate your observation into your essay using
descriptive language2 Compose a logically structured essay3 Navigate successfully between open and closed forms4 Design a surprising reversal thesis that gives shape and purpose to your informative essay5 Understand rhetorical contexts audience purpose and genre and rhetorical appeals ethos pathos and logos6 Develop an understanding of style that is appropriate and effective in your informative essay7 Understand and incorporate primary and secondary research in the essay effectively8 Demonstrate your writing process drafting revisions editing and proofreading
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Topic - A place in South Florida Since you will be required to observe this place the location you choose should be accessible and close enough to visit Your location should be small enough for a focused essay For example do not choose an entire city or large area Your location should be specific Some examples of specific locations include but are not limited to a part of a beach a restaurant a house of worship or any other interesting and significant location You may choose a location at FIU but make sure that your location is small and focused
Your essay should be interesting and surprising For the purpose of this essay you must make use of the ldquosurprising reversalrdquo technique to capture and hold your readers attention Audience - Your classmates and instructors and the larger FIU community
Primary research
An observation log You will use your observation log to help you record the details that you observe and to write about your location in a descriptive interesting and significant way
Secondary Research
At least one secondary source This may include but is not limited to local newspapers local magazines scholarly journals and books Do not use encyclopedic sources and only use Internet sources if they are credible You will use your source to deepen your understanding of your location You may discover new and surprising things about your location through your research Your location may have an interesting history or cultural significance or you may find that an interesting event takes place in your location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Research Requirements
FOR EXAMPLE DID YOU KNOW THAT THE COCONUT GROVE CEMETERY IS A HISTORICAL LOCATION WHERE THE VERY
FIRST BAHAMIAN IMMIGRANTS WERE BURIED AND THAT IT WAS USED IN MICHAEL JACKSONrsquoS THRILLER
Unit Assignment Activity Invention
1 Is this location specific enough for a focused essay Why or why not
2 What makes this location significant and interesting
3 Is there anything about this location that people may not know or that may be surprising
4 What kinds of things might I want to look up to find out more information about this location
Unit Assignment Activity
Discussion Points
Includes
1 Syllabus for ENC 1101
2 Informative Essay Unit assignment
3 Informative Essay Grading Rubric
4 Student schedule of events daily learning objectives and homework for Informative Essay Unit
5 Instructor schedule of events and complete lesson plans
6 Suggested Reading for Instructors
12 WEEK OVERVIEW OF INFORMATIVE ESSAY UNIT
Class 2INFORMATIVE ESSAY amp INVENTION
PURPOSE
Students will learn the conventions of an informative essay through group
discussion and hands on activities In groups students will work to brainstorm
possible topics for their essays
GOALS
1 Understand the conventions of an informative essay
2 Establish approaches for studentsrsquo essays
3 Invent possible topics for each studentrsquos essay
4 Work together to help narrow down possible topics to two per student
INFORMATIVE ESSAY
bull Students discuss the ways to build an informative essay
bull Students discuss the ldquoCrazy Things Seem Normal Normal Things Seem Crazyrdquo in relation to informative structures and incorporating observations
INVENTION TECHNIQUES
bull The class practices observation techniques by observing the beginning stages of class and discusses and analyzes the data they obtain
bull The class uses the previous nightrsquos homework to discuss possible place topics choosing the two most promising topics for each group member
bull Observing with senses
Class 3RESEARCH QUESTION amp FURTHER INVENTION
PURPOSE
Through interactive class discussion students will learn the importance of
research questions as well as the best way to create a research question They will work towards creating a research
question of their own
GOALS
1 Understand the uses of research questions
2 Establish possible research questions
3 Better understand observations techniques
FURTHER INVENTION
Seeing other perspectives
bull Students get into pairs and swap chosen places providing background information if necessary
bull Each student free writes on his or her partnerrsquos chosen place
bull Students discuss their partnersrsquo responses to their topics
bull Students change partners and redo this exercise
bull Students enter their partnersrsquo suspicions and questions into their observation journal
RESEARCH QUESTIONS
bull Class discusses formation of research questionsbull Class looks at example research questions and
establishes their worthbull In groups students discuss each memberrsquos five possible
research questions from previous nightrsquos homework bull worth as potential research questionsbull Students may work on establishing their actual research
question based on group discussion
CLASS 4USING SECONDARY SOURCES AND
AVOIDING PLAGIARISM
Purpose
bull Using both class discussion and small group work students will work on understanding and using secondary sources effectively
bull Students will also work on using attributive tags to separate their own ideas from their source material
bull In addition students will discuss plagiarism and its effect on their own writing
Goals1 Understand three ways to use
sources in an informative essay quotation paraphrase and summary
2 Clarify the difference between these sources and identify when they can be used effectively
3 Understand the difference between plagiarism and patch writing
4 Clarify the importance of avoiding plagiarism and patch writing in academic writing
DIFFERENT KINDS OF SECONDARY SOURCES
Books
Newspapers
Internet
Magazines and Journals
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Unit ObjectivesAfter completing this assignment you will learn how to1 Effectively observe and incorporate your observation into your essay using
descriptive language2 Compose a logically structured essay3 Navigate successfully between open and closed forms4 Design a surprising reversal thesis that gives shape and purpose to your informative essay5 Understand rhetorical contexts audience purpose and genre and rhetorical appeals ethos pathos and logos6 Develop an understanding of style that is appropriate and effective in your informative essay7 Understand and incorporate primary and secondary research in the essay effectively8 Demonstrate your writing process drafting revisions editing and proofreading
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Topic - A place in South Florida Since you will be required to observe this place the location you choose should be accessible and close enough to visit Your location should be small enough for a focused essay For example do not choose an entire city or large area Your location should be specific Some examples of specific locations include but are not limited to a part of a beach a restaurant a house of worship or any other interesting and significant location You may choose a location at FIU but make sure that your location is small and focused
Your essay should be interesting and surprising For the purpose of this essay you must make use of the ldquosurprising reversalrdquo technique to capture and hold your readers attention Audience - Your classmates and instructors and the larger FIU community
Primary research
An observation log You will use your observation log to help you record the details that you observe and to write about your location in a descriptive interesting and significant way
Secondary Research
At least one secondary source This may include but is not limited to local newspapers local magazines scholarly journals and books Do not use encyclopedic sources and only use Internet sources if they are credible You will use your source to deepen your understanding of your location You may discover new and surprising things about your location through your research Your location may have an interesting history or cultural significance or you may find that an interesting event takes place in your location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Research Requirements
FOR EXAMPLE DID YOU KNOW THAT THE COCONUT GROVE CEMETERY IS A HISTORICAL LOCATION WHERE THE VERY
FIRST BAHAMIAN IMMIGRANTS WERE BURIED AND THAT IT WAS USED IN MICHAEL JACKSONrsquoS THRILLER
Unit Assignment Activity Invention
1 Is this location specific enough for a focused essay Why or why not
2 What makes this location significant and interesting
3 Is there anything about this location that people may not know or that may be surprising
4 What kinds of things might I want to look up to find out more information about this location
Unit Assignment Activity
Discussion Points
Includes
1 Syllabus for ENC 1101
2 Informative Essay Unit assignment
3 Informative Essay Grading Rubric
4 Student schedule of events daily learning objectives and homework for Informative Essay Unit
5 Instructor schedule of events and complete lesson plans
6 Suggested Reading for Instructors
12 WEEK OVERVIEW OF INFORMATIVE ESSAY UNIT
Class 2INFORMATIVE ESSAY amp INVENTION
PURPOSE
Students will learn the conventions of an informative essay through group
discussion and hands on activities In groups students will work to brainstorm
possible topics for their essays
GOALS
1 Understand the conventions of an informative essay
2 Establish approaches for studentsrsquo essays
3 Invent possible topics for each studentrsquos essay
4 Work together to help narrow down possible topics to two per student
INFORMATIVE ESSAY
bull Students discuss the ways to build an informative essay
bull Students discuss the ldquoCrazy Things Seem Normal Normal Things Seem Crazyrdquo in relation to informative structures and incorporating observations
INVENTION TECHNIQUES
bull The class practices observation techniques by observing the beginning stages of class and discusses and analyzes the data they obtain
bull The class uses the previous nightrsquos homework to discuss possible place topics choosing the two most promising topics for each group member
bull Observing with senses
Class 3RESEARCH QUESTION amp FURTHER INVENTION
PURPOSE
Through interactive class discussion students will learn the importance of
research questions as well as the best way to create a research question They will work towards creating a research
question of their own
GOALS
1 Understand the uses of research questions
2 Establish possible research questions
3 Better understand observations techniques
FURTHER INVENTION
Seeing other perspectives
bull Students get into pairs and swap chosen places providing background information if necessary
bull Each student free writes on his or her partnerrsquos chosen place
bull Students discuss their partnersrsquo responses to their topics
bull Students change partners and redo this exercise
bull Students enter their partnersrsquo suspicions and questions into their observation journal
RESEARCH QUESTIONS
bull Class discusses formation of research questionsbull Class looks at example research questions and
establishes their worthbull In groups students discuss each memberrsquos five possible
research questions from previous nightrsquos homework bull worth as potential research questionsbull Students may work on establishing their actual research
question based on group discussion
CLASS 4USING SECONDARY SOURCES AND
AVOIDING PLAGIARISM
Purpose
bull Using both class discussion and small group work students will work on understanding and using secondary sources effectively
bull Students will also work on using attributive tags to separate their own ideas from their source material
bull In addition students will discuss plagiarism and its effect on their own writing
Goals1 Understand three ways to use
sources in an informative essay quotation paraphrase and summary
2 Clarify the difference between these sources and identify when they can be used effectively
3 Understand the difference between plagiarism and patch writing
4 Clarify the importance of avoiding plagiarism and patch writing in academic writing
DIFFERENT KINDS OF SECONDARY SOURCES
Books
Newspapers
Internet
Magazines and Journals
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Topic - A place in South Florida Since you will be required to observe this place the location you choose should be accessible and close enough to visit Your location should be small enough for a focused essay For example do not choose an entire city or large area Your location should be specific Some examples of specific locations include but are not limited to a part of a beach a restaurant a house of worship or any other interesting and significant location You may choose a location at FIU but make sure that your location is small and focused
Your essay should be interesting and surprising For the purpose of this essay you must make use of the ldquosurprising reversalrdquo technique to capture and hold your readers attention Audience - Your classmates and instructors and the larger FIU community
Primary research
An observation log You will use your observation log to help you record the details that you observe and to write about your location in a descriptive interesting and significant way
Secondary Research
At least one secondary source This may include but is not limited to local newspapers local magazines scholarly journals and books Do not use encyclopedic sources and only use Internet sources if they are credible You will use your source to deepen your understanding of your location You may discover new and surprising things about your location through your research Your location may have an interesting history or cultural significance or you may find that an interesting event takes place in your location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Research Requirements
FOR EXAMPLE DID YOU KNOW THAT THE COCONUT GROVE CEMETERY IS A HISTORICAL LOCATION WHERE THE VERY
FIRST BAHAMIAN IMMIGRANTS WERE BURIED AND THAT IT WAS USED IN MICHAEL JACKSONrsquoS THRILLER
Unit Assignment Activity Invention
1 Is this location specific enough for a focused essay Why or why not
2 What makes this location significant and interesting
3 Is there anything about this location that people may not know or that may be surprising
4 What kinds of things might I want to look up to find out more information about this location
Unit Assignment Activity
Discussion Points
Includes
1 Syllabus for ENC 1101
2 Informative Essay Unit assignment
3 Informative Essay Grading Rubric
4 Student schedule of events daily learning objectives and homework for Informative Essay Unit
5 Instructor schedule of events and complete lesson plans
6 Suggested Reading for Instructors
12 WEEK OVERVIEW OF INFORMATIVE ESSAY UNIT
Class 2INFORMATIVE ESSAY amp INVENTION
PURPOSE
Students will learn the conventions of an informative essay through group
discussion and hands on activities In groups students will work to brainstorm
possible topics for their essays
GOALS
1 Understand the conventions of an informative essay
2 Establish approaches for studentsrsquo essays
3 Invent possible topics for each studentrsquos essay
4 Work together to help narrow down possible topics to two per student
INFORMATIVE ESSAY
bull Students discuss the ways to build an informative essay
bull Students discuss the ldquoCrazy Things Seem Normal Normal Things Seem Crazyrdquo in relation to informative structures and incorporating observations
INVENTION TECHNIQUES
bull The class practices observation techniques by observing the beginning stages of class and discusses and analyzes the data they obtain
bull The class uses the previous nightrsquos homework to discuss possible place topics choosing the two most promising topics for each group member
bull Observing with senses
Class 3RESEARCH QUESTION amp FURTHER INVENTION
PURPOSE
Through interactive class discussion students will learn the importance of
research questions as well as the best way to create a research question They will work towards creating a research
question of their own
GOALS
1 Understand the uses of research questions
2 Establish possible research questions
3 Better understand observations techniques
FURTHER INVENTION
Seeing other perspectives
bull Students get into pairs and swap chosen places providing background information if necessary
bull Each student free writes on his or her partnerrsquos chosen place
bull Students discuss their partnersrsquo responses to their topics
bull Students change partners and redo this exercise
bull Students enter their partnersrsquo suspicions and questions into their observation journal
RESEARCH QUESTIONS
bull Class discusses formation of research questionsbull Class looks at example research questions and
establishes their worthbull In groups students discuss each memberrsquos five possible
research questions from previous nightrsquos homework bull worth as potential research questionsbull Students may work on establishing their actual research
question based on group discussion
CLASS 4USING SECONDARY SOURCES AND
AVOIDING PLAGIARISM
Purpose
bull Using both class discussion and small group work students will work on understanding and using secondary sources effectively
bull Students will also work on using attributive tags to separate their own ideas from their source material
bull In addition students will discuss plagiarism and its effect on their own writing
Goals1 Understand three ways to use
sources in an informative essay quotation paraphrase and summary
2 Clarify the difference between these sources and identify when they can be used effectively
3 Understand the difference between plagiarism and patch writing
4 Clarify the importance of avoiding plagiarism and patch writing in academic writing
DIFFERENT KINDS OF SECONDARY SOURCES
Books
Newspapers
Internet
Magazines and Journals
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
Primary research
An observation log You will use your observation log to help you record the details that you observe and to write about your location in a descriptive interesting and significant way
Secondary Research
At least one secondary source This may include but is not limited to local newspapers local magazines scholarly journals and books Do not use encyclopedic sources and only use Internet sources if they are credible You will use your source to deepen your understanding of your location You may discover new and surprising things about your location through your research Your location may have an interesting history or cultural significance or you may find that an interesting event takes place in your location
Components of the Informative Essay ldquoSurprising Reversal Techniquerdquo Assignment Sheet
Research Requirements
FOR EXAMPLE DID YOU KNOW THAT THE COCONUT GROVE CEMETERY IS A HISTORICAL LOCATION WHERE THE VERY
FIRST BAHAMIAN IMMIGRANTS WERE BURIED AND THAT IT WAS USED IN MICHAEL JACKSONrsquoS THRILLER
Unit Assignment Activity Invention
1 Is this location specific enough for a focused essay Why or why not
2 What makes this location significant and interesting
3 Is there anything about this location that people may not know or that may be surprising
4 What kinds of things might I want to look up to find out more information about this location
Unit Assignment Activity
Discussion Points
Includes
1 Syllabus for ENC 1101
2 Informative Essay Unit assignment
3 Informative Essay Grading Rubric
4 Student schedule of events daily learning objectives and homework for Informative Essay Unit
5 Instructor schedule of events and complete lesson plans
6 Suggested Reading for Instructors
12 WEEK OVERVIEW OF INFORMATIVE ESSAY UNIT
Class 2INFORMATIVE ESSAY amp INVENTION
PURPOSE
Students will learn the conventions of an informative essay through group
discussion and hands on activities In groups students will work to brainstorm
possible topics for their essays
GOALS
1 Understand the conventions of an informative essay
2 Establish approaches for studentsrsquo essays
3 Invent possible topics for each studentrsquos essay
4 Work together to help narrow down possible topics to two per student
INFORMATIVE ESSAY
bull Students discuss the ways to build an informative essay
bull Students discuss the ldquoCrazy Things Seem Normal Normal Things Seem Crazyrdquo in relation to informative structures and incorporating observations
INVENTION TECHNIQUES
bull The class practices observation techniques by observing the beginning stages of class and discusses and analyzes the data they obtain
bull The class uses the previous nightrsquos homework to discuss possible place topics choosing the two most promising topics for each group member
bull Observing with senses
Class 3RESEARCH QUESTION amp FURTHER INVENTION
PURPOSE
Through interactive class discussion students will learn the importance of
research questions as well as the best way to create a research question They will work towards creating a research
question of their own
GOALS
1 Understand the uses of research questions
2 Establish possible research questions
3 Better understand observations techniques
FURTHER INVENTION
Seeing other perspectives
bull Students get into pairs and swap chosen places providing background information if necessary
bull Each student free writes on his or her partnerrsquos chosen place
bull Students discuss their partnersrsquo responses to their topics
bull Students change partners and redo this exercise
bull Students enter their partnersrsquo suspicions and questions into their observation journal
RESEARCH QUESTIONS
bull Class discusses formation of research questionsbull Class looks at example research questions and
establishes their worthbull In groups students discuss each memberrsquos five possible
research questions from previous nightrsquos homework bull worth as potential research questionsbull Students may work on establishing their actual research
question based on group discussion
CLASS 4USING SECONDARY SOURCES AND
AVOIDING PLAGIARISM
Purpose
bull Using both class discussion and small group work students will work on understanding and using secondary sources effectively
bull Students will also work on using attributive tags to separate their own ideas from their source material
bull In addition students will discuss plagiarism and its effect on their own writing
Goals1 Understand three ways to use
sources in an informative essay quotation paraphrase and summary
2 Clarify the difference between these sources and identify when they can be used effectively
3 Understand the difference between plagiarism and patch writing
4 Clarify the importance of avoiding plagiarism and patch writing in academic writing
DIFFERENT KINDS OF SECONDARY SOURCES
Books
Newspapers
Internet
Magazines and Journals
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
FOR EXAMPLE DID YOU KNOW THAT THE COCONUT GROVE CEMETERY IS A HISTORICAL LOCATION WHERE THE VERY
FIRST BAHAMIAN IMMIGRANTS WERE BURIED AND THAT IT WAS USED IN MICHAEL JACKSONrsquoS THRILLER
Unit Assignment Activity Invention
1 Is this location specific enough for a focused essay Why or why not
2 What makes this location significant and interesting
3 Is there anything about this location that people may not know or that may be surprising
4 What kinds of things might I want to look up to find out more information about this location
Unit Assignment Activity
Discussion Points
Includes
1 Syllabus for ENC 1101
2 Informative Essay Unit assignment
3 Informative Essay Grading Rubric
4 Student schedule of events daily learning objectives and homework for Informative Essay Unit
5 Instructor schedule of events and complete lesson plans
6 Suggested Reading for Instructors
12 WEEK OVERVIEW OF INFORMATIVE ESSAY UNIT
Class 2INFORMATIVE ESSAY amp INVENTION
PURPOSE
Students will learn the conventions of an informative essay through group
discussion and hands on activities In groups students will work to brainstorm
possible topics for their essays
GOALS
1 Understand the conventions of an informative essay
2 Establish approaches for studentsrsquo essays
3 Invent possible topics for each studentrsquos essay
4 Work together to help narrow down possible topics to two per student
INFORMATIVE ESSAY
bull Students discuss the ways to build an informative essay
bull Students discuss the ldquoCrazy Things Seem Normal Normal Things Seem Crazyrdquo in relation to informative structures and incorporating observations
INVENTION TECHNIQUES
bull The class practices observation techniques by observing the beginning stages of class and discusses and analyzes the data they obtain
bull The class uses the previous nightrsquos homework to discuss possible place topics choosing the two most promising topics for each group member
bull Observing with senses
Class 3RESEARCH QUESTION amp FURTHER INVENTION
PURPOSE
Through interactive class discussion students will learn the importance of
research questions as well as the best way to create a research question They will work towards creating a research
question of their own
GOALS
1 Understand the uses of research questions
2 Establish possible research questions
3 Better understand observations techniques
FURTHER INVENTION
Seeing other perspectives
bull Students get into pairs and swap chosen places providing background information if necessary
bull Each student free writes on his or her partnerrsquos chosen place
bull Students discuss their partnersrsquo responses to their topics
bull Students change partners and redo this exercise
bull Students enter their partnersrsquo suspicions and questions into their observation journal
RESEARCH QUESTIONS
bull Class discusses formation of research questionsbull Class looks at example research questions and
establishes their worthbull In groups students discuss each memberrsquos five possible
research questions from previous nightrsquos homework bull worth as potential research questionsbull Students may work on establishing their actual research
question based on group discussion
CLASS 4USING SECONDARY SOURCES AND
AVOIDING PLAGIARISM
Purpose
bull Using both class discussion and small group work students will work on understanding and using secondary sources effectively
bull Students will also work on using attributive tags to separate their own ideas from their source material
bull In addition students will discuss plagiarism and its effect on their own writing
Goals1 Understand three ways to use
sources in an informative essay quotation paraphrase and summary
2 Clarify the difference between these sources and identify when they can be used effectively
3 Understand the difference between plagiarism and patch writing
4 Clarify the importance of avoiding plagiarism and patch writing in academic writing
DIFFERENT KINDS OF SECONDARY SOURCES
Books
Newspapers
Internet
Magazines and Journals
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
Unit Assignment Activity Invention
1 Is this location specific enough for a focused essay Why or why not
2 What makes this location significant and interesting
3 Is there anything about this location that people may not know or that may be surprising
4 What kinds of things might I want to look up to find out more information about this location
Unit Assignment Activity
Discussion Points
Includes
1 Syllabus for ENC 1101
2 Informative Essay Unit assignment
3 Informative Essay Grading Rubric
4 Student schedule of events daily learning objectives and homework for Informative Essay Unit
5 Instructor schedule of events and complete lesson plans
6 Suggested Reading for Instructors
12 WEEK OVERVIEW OF INFORMATIVE ESSAY UNIT
Class 2INFORMATIVE ESSAY amp INVENTION
PURPOSE
Students will learn the conventions of an informative essay through group
discussion and hands on activities In groups students will work to brainstorm
possible topics for their essays
GOALS
1 Understand the conventions of an informative essay
2 Establish approaches for studentsrsquo essays
3 Invent possible topics for each studentrsquos essay
4 Work together to help narrow down possible topics to two per student
INFORMATIVE ESSAY
bull Students discuss the ways to build an informative essay
bull Students discuss the ldquoCrazy Things Seem Normal Normal Things Seem Crazyrdquo in relation to informative structures and incorporating observations
INVENTION TECHNIQUES
bull The class practices observation techniques by observing the beginning stages of class and discusses and analyzes the data they obtain
bull The class uses the previous nightrsquos homework to discuss possible place topics choosing the two most promising topics for each group member
bull Observing with senses
Class 3RESEARCH QUESTION amp FURTHER INVENTION
PURPOSE
Through interactive class discussion students will learn the importance of
research questions as well as the best way to create a research question They will work towards creating a research
question of their own
GOALS
1 Understand the uses of research questions
2 Establish possible research questions
3 Better understand observations techniques
FURTHER INVENTION
Seeing other perspectives
bull Students get into pairs and swap chosen places providing background information if necessary
bull Each student free writes on his or her partnerrsquos chosen place
bull Students discuss their partnersrsquo responses to their topics
bull Students change partners and redo this exercise
bull Students enter their partnersrsquo suspicions and questions into their observation journal
RESEARCH QUESTIONS
bull Class discusses formation of research questionsbull Class looks at example research questions and
establishes their worthbull In groups students discuss each memberrsquos five possible
research questions from previous nightrsquos homework bull worth as potential research questionsbull Students may work on establishing their actual research
question based on group discussion
CLASS 4USING SECONDARY SOURCES AND
AVOIDING PLAGIARISM
Purpose
bull Using both class discussion and small group work students will work on understanding and using secondary sources effectively
bull Students will also work on using attributive tags to separate their own ideas from their source material
bull In addition students will discuss plagiarism and its effect on their own writing
Goals1 Understand three ways to use
sources in an informative essay quotation paraphrase and summary
2 Clarify the difference between these sources and identify when they can be used effectively
3 Understand the difference between plagiarism and patch writing
4 Clarify the importance of avoiding plagiarism and patch writing in academic writing
DIFFERENT KINDS OF SECONDARY SOURCES
Books
Newspapers
Internet
Magazines and Journals
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
1 Is this location specific enough for a focused essay Why or why not
2 What makes this location significant and interesting
3 Is there anything about this location that people may not know or that may be surprising
4 What kinds of things might I want to look up to find out more information about this location
Unit Assignment Activity
Discussion Points
Includes
1 Syllabus for ENC 1101
2 Informative Essay Unit assignment
3 Informative Essay Grading Rubric
4 Student schedule of events daily learning objectives and homework for Informative Essay Unit
5 Instructor schedule of events and complete lesson plans
6 Suggested Reading for Instructors
12 WEEK OVERVIEW OF INFORMATIVE ESSAY UNIT
Class 2INFORMATIVE ESSAY amp INVENTION
PURPOSE
Students will learn the conventions of an informative essay through group
discussion and hands on activities In groups students will work to brainstorm
possible topics for their essays
GOALS
1 Understand the conventions of an informative essay
2 Establish approaches for studentsrsquo essays
3 Invent possible topics for each studentrsquos essay
4 Work together to help narrow down possible topics to two per student
INFORMATIVE ESSAY
bull Students discuss the ways to build an informative essay
bull Students discuss the ldquoCrazy Things Seem Normal Normal Things Seem Crazyrdquo in relation to informative structures and incorporating observations
INVENTION TECHNIQUES
bull The class practices observation techniques by observing the beginning stages of class and discusses and analyzes the data they obtain
bull The class uses the previous nightrsquos homework to discuss possible place topics choosing the two most promising topics for each group member
bull Observing with senses
Class 3RESEARCH QUESTION amp FURTHER INVENTION
PURPOSE
Through interactive class discussion students will learn the importance of
research questions as well as the best way to create a research question They will work towards creating a research
question of their own
GOALS
1 Understand the uses of research questions
2 Establish possible research questions
3 Better understand observations techniques
FURTHER INVENTION
Seeing other perspectives
bull Students get into pairs and swap chosen places providing background information if necessary
bull Each student free writes on his or her partnerrsquos chosen place
bull Students discuss their partnersrsquo responses to their topics
bull Students change partners and redo this exercise
bull Students enter their partnersrsquo suspicions and questions into their observation journal
RESEARCH QUESTIONS
bull Class discusses formation of research questionsbull Class looks at example research questions and
establishes their worthbull In groups students discuss each memberrsquos five possible
research questions from previous nightrsquos homework bull worth as potential research questionsbull Students may work on establishing their actual research
question based on group discussion
CLASS 4USING SECONDARY SOURCES AND
AVOIDING PLAGIARISM
Purpose
bull Using both class discussion and small group work students will work on understanding and using secondary sources effectively
bull Students will also work on using attributive tags to separate their own ideas from their source material
bull In addition students will discuss plagiarism and its effect on their own writing
Goals1 Understand three ways to use
sources in an informative essay quotation paraphrase and summary
2 Clarify the difference between these sources and identify when they can be used effectively
3 Understand the difference between plagiarism and patch writing
4 Clarify the importance of avoiding plagiarism and patch writing in academic writing
DIFFERENT KINDS OF SECONDARY SOURCES
Books
Newspapers
Internet
Magazines and Journals
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
Includes
1 Syllabus for ENC 1101
2 Informative Essay Unit assignment
3 Informative Essay Grading Rubric
4 Student schedule of events daily learning objectives and homework for Informative Essay Unit
5 Instructor schedule of events and complete lesson plans
6 Suggested Reading for Instructors
12 WEEK OVERVIEW OF INFORMATIVE ESSAY UNIT
Class 2INFORMATIVE ESSAY amp INVENTION
PURPOSE
Students will learn the conventions of an informative essay through group
discussion and hands on activities In groups students will work to brainstorm
possible topics for their essays
GOALS
1 Understand the conventions of an informative essay
2 Establish approaches for studentsrsquo essays
3 Invent possible topics for each studentrsquos essay
4 Work together to help narrow down possible topics to two per student
INFORMATIVE ESSAY
bull Students discuss the ways to build an informative essay
bull Students discuss the ldquoCrazy Things Seem Normal Normal Things Seem Crazyrdquo in relation to informative structures and incorporating observations
INVENTION TECHNIQUES
bull The class practices observation techniques by observing the beginning stages of class and discusses and analyzes the data they obtain
bull The class uses the previous nightrsquos homework to discuss possible place topics choosing the two most promising topics for each group member
bull Observing with senses
Class 3RESEARCH QUESTION amp FURTHER INVENTION
PURPOSE
Through interactive class discussion students will learn the importance of
research questions as well as the best way to create a research question They will work towards creating a research
question of their own
GOALS
1 Understand the uses of research questions
2 Establish possible research questions
3 Better understand observations techniques
FURTHER INVENTION
Seeing other perspectives
bull Students get into pairs and swap chosen places providing background information if necessary
bull Each student free writes on his or her partnerrsquos chosen place
bull Students discuss their partnersrsquo responses to their topics
bull Students change partners and redo this exercise
bull Students enter their partnersrsquo suspicions and questions into their observation journal
RESEARCH QUESTIONS
bull Class discusses formation of research questionsbull Class looks at example research questions and
establishes their worthbull In groups students discuss each memberrsquos five possible
research questions from previous nightrsquos homework bull worth as potential research questionsbull Students may work on establishing their actual research
question based on group discussion
CLASS 4USING SECONDARY SOURCES AND
AVOIDING PLAGIARISM
Purpose
bull Using both class discussion and small group work students will work on understanding and using secondary sources effectively
bull Students will also work on using attributive tags to separate their own ideas from their source material
bull In addition students will discuss plagiarism and its effect on their own writing
Goals1 Understand three ways to use
sources in an informative essay quotation paraphrase and summary
2 Clarify the difference between these sources and identify when they can be used effectively
3 Understand the difference between plagiarism and patch writing
4 Clarify the importance of avoiding plagiarism and patch writing in academic writing
DIFFERENT KINDS OF SECONDARY SOURCES
Books
Newspapers
Internet
Magazines and Journals
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
12 WEEK OVERVIEW OF INFORMATIVE ESSAY UNIT
Class 2INFORMATIVE ESSAY amp INVENTION
PURPOSE
Students will learn the conventions of an informative essay through group
discussion and hands on activities In groups students will work to brainstorm
possible topics for their essays
GOALS
1 Understand the conventions of an informative essay
2 Establish approaches for studentsrsquo essays
3 Invent possible topics for each studentrsquos essay
4 Work together to help narrow down possible topics to two per student
INFORMATIVE ESSAY
bull Students discuss the ways to build an informative essay
bull Students discuss the ldquoCrazy Things Seem Normal Normal Things Seem Crazyrdquo in relation to informative structures and incorporating observations
INVENTION TECHNIQUES
bull The class practices observation techniques by observing the beginning stages of class and discusses and analyzes the data they obtain
bull The class uses the previous nightrsquos homework to discuss possible place topics choosing the two most promising topics for each group member
bull Observing with senses
Class 3RESEARCH QUESTION amp FURTHER INVENTION
PURPOSE
Through interactive class discussion students will learn the importance of
research questions as well as the best way to create a research question They will work towards creating a research
question of their own
GOALS
1 Understand the uses of research questions
2 Establish possible research questions
3 Better understand observations techniques
FURTHER INVENTION
Seeing other perspectives
bull Students get into pairs and swap chosen places providing background information if necessary
bull Each student free writes on his or her partnerrsquos chosen place
bull Students discuss their partnersrsquo responses to their topics
bull Students change partners and redo this exercise
bull Students enter their partnersrsquo suspicions and questions into their observation journal
RESEARCH QUESTIONS
bull Class discusses formation of research questionsbull Class looks at example research questions and
establishes their worthbull In groups students discuss each memberrsquos five possible
research questions from previous nightrsquos homework bull worth as potential research questionsbull Students may work on establishing their actual research
question based on group discussion
CLASS 4USING SECONDARY SOURCES AND
AVOIDING PLAGIARISM
Purpose
bull Using both class discussion and small group work students will work on understanding and using secondary sources effectively
bull Students will also work on using attributive tags to separate their own ideas from their source material
bull In addition students will discuss plagiarism and its effect on their own writing
Goals1 Understand three ways to use
sources in an informative essay quotation paraphrase and summary
2 Clarify the difference between these sources and identify when they can be used effectively
3 Understand the difference between plagiarism and patch writing
4 Clarify the importance of avoiding plagiarism and patch writing in academic writing
DIFFERENT KINDS OF SECONDARY SOURCES
Books
Newspapers
Internet
Magazines and Journals
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
Class 2INFORMATIVE ESSAY amp INVENTION
PURPOSE
Students will learn the conventions of an informative essay through group
discussion and hands on activities In groups students will work to brainstorm
possible topics for their essays
GOALS
1 Understand the conventions of an informative essay
2 Establish approaches for studentsrsquo essays
3 Invent possible topics for each studentrsquos essay
4 Work together to help narrow down possible topics to two per student
INFORMATIVE ESSAY
bull Students discuss the ways to build an informative essay
bull Students discuss the ldquoCrazy Things Seem Normal Normal Things Seem Crazyrdquo in relation to informative structures and incorporating observations
INVENTION TECHNIQUES
bull The class practices observation techniques by observing the beginning stages of class and discusses and analyzes the data they obtain
bull The class uses the previous nightrsquos homework to discuss possible place topics choosing the two most promising topics for each group member
bull Observing with senses
Class 3RESEARCH QUESTION amp FURTHER INVENTION
PURPOSE
Through interactive class discussion students will learn the importance of
research questions as well as the best way to create a research question They will work towards creating a research
question of their own
GOALS
1 Understand the uses of research questions
2 Establish possible research questions
3 Better understand observations techniques
FURTHER INVENTION
Seeing other perspectives
bull Students get into pairs and swap chosen places providing background information if necessary
bull Each student free writes on his or her partnerrsquos chosen place
bull Students discuss their partnersrsquo responses to their topics
bull Students change partners and redo this exercise
bull Students enter their partnersrsquo suspicions and questions into their observation journal
RESEARCH QUESTIONS
bull Class discusses formation of research questionsbull Class looks at example research questions and
establishes their worthbull In groups students discuss each memberrsquos five possible
research questions from previous nightrsquos homework bull worth as potential research questionsbull Students may work on establishing their actual research
question based on group discussion
CLASS 4USING SECONDARY SOURCES AND
AVOIDING PLAGIARISM
Purpose
bull Using both class discussion and small group work students will work on understanding and using secondary sources effectively
bull Students will also work on using attributive tags to separate their own ideas from their source material
bull In addition students will discuss plagiarism and its effect on their own writing
Goals1 Understand three ways to use
sources in an informative essay quotation paraphrase and summary
2 Clarify the difference between these sources and identify when they can be used effectively
3 Understand the difference between plagiarism and patch writing
4 Clarify the importance of avoiding plagiarism and patch writing in academic writing
DIFFERENT KINDS OF SECONDARY SOURCES
Books
Newspapers
Internet
Magazines and Journals
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
INFORMATIVE ESSAY
bull Students discuss the ways to build an informative essay
bull Students discuss the ldquoCrazy Things Seem Normal Normal Things Seem Crazyrdquo in relation to informative structures and incorporating observations
INVENTION TECHNIQUES
bull The class practices observation techniques by observing the beginning stages of class and discusses and analyzes the data they obtain
bull The class uses the previous nightrsquos homework to discuss possible place topics choosing the two most promising topics for each group member
bull Observing with senses
Class 3RESEARCH QUESTION amp FURTHER INVENTION
PURPOSE
Through interactive class discussion students will learn the importance of
research questions as well as the best way to create a research question They will work towards creating a research
question of their own
GOALS
1 Understand the uses of research questions
2 Establish possible research questions
3 Better understand observations techniques
FURTHER INVENTION
Seeing other perspectives
bull Students get into pairs and swap chosen places providing background information if necessary
bull Each student free writes on his or her partnerrsquos chosen place
bull Students discuss their partnersrsquo responses to their topics
bull Students change partners and redo this exercise
bull Students enter their partnersrsquo suspicions and questions into their observation journal
RESEARCH QUESTIONS
bull Class discusses formation of research questionsbull Class looks at example research questions and
establishes their worthbull In groups students discuss each memberrsquos five possible
research questions from previous nightrsquos homework bull worth as potential research questionsbull Students may work on establishing their actual research
question based on group discussion
CLASS 4USING SECONDARY SOURCES AND
AVOIDING PLAGIARISM
Purpose
bull Using both class discussion and small group work students will work on understanding and using secondary sources effectively
bull Students will also work on using attributive tags to separate their own ideas from their source material
bull In addition students will discuss plagiarism and its effect on their own writing
Goals1 Understand three ways to use
sources in an informative essay quotation paraphrase and summary
2 Clarify the difference between these sources and identify when they can be used effectively
3 Understand the difference between plagiarism and patch writing
4 Clarify the importance of avoiding plagiarism and patch writing in academic writing
DIFFERENT KINDS OF SECONDARY SOURCES
Books
Newspapers
Internet
Magazines and Journals
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
INVENTION TECHNIQUES
bull The class practices observation techniques by observing the beginning stages of class and discusses and analyzes the data they obtain
bull The class uses the previous nightrsquos homework to discuss possible place topics choosing the two most promising topics for each group member
bull Observing with senses
Class 3RESEARCH QUESTION amp FURTHER INVENTION
PURPOSE
Through interactive class discussion students will learn the importance of
research questions as well as the best way to create a research question They will work towards creating a research
question of their own
GOALS
1 Understand the uses of research questions
2 Establish possible research questions
3 Better understand observations techniques
FURTHER INVENTION
Seeing other perspectives
bull Students get into pairs and swap chosen places providing background information if necessary
bull Each student free writes on his or her partnerrsquos chosen place
bull Students discuss their partnersrsquo responses to their topics
bull Students change partners and redo this exercise
bull Students enter their partnersrsquo suspicions and questions into their observation journal
RESEARCH QUESTIONS
bull Class discusses formation of research questionsbull Class looks at example research questions and
establishes their worthbull In groups students discuss each memberrsquos five possible
research questions from previous nightrsquos homework bull worth as potential research questionsbull Students may work on establishing their actual research
question based on group discussion
CLASS 4USING SECONDARY SOURCES AND
AVOIDING PLAGIARISM
Purpose
bull Using both class discussion and small group work students will work on understanding and using secondary sources effectively
bull Students will also work on using attributive tags to separate their own ideas from their source material
bull In addition students will discuss plagiarism and its effect on their own writing
Goals1 Understand three ways to use
sources in an informative essay quotation paraphrase and summary
2 Clarify the difference between these sources and identify when they can be used effectively
3 Understand the difference between plagiarism and patch writing
4 Clarify the importance of avoiding plagiarism and patch writing in academic writing
DIFFERENT KINDS OF SECONDARY SOURCES
Books
Newspapers
Internet
Magazines and Journals
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
Class 3RESEARCH QUESTION amp FURTHER INVENTION
PURPOSE
Through interactive class discussion students will learn the importance of
research questions as well as the best way to create a research question They will work towards creating a research
question of their own
GOALS
1 Understand the uses of research questions
2 Establish possible research questions
3 Better understand observations techniques
FURTHER INVENTION
Seeing other perspectives
bull Students get into pairs and swap chosen places providing background information if necessary
bull Each student free writes on his or her partnerrsquos chosen place
bull Students discuss their partnersrsquo responses to their topics
bull Students change partners and redo this exercise
bull Students enter their partnersrsquo suspicions and questions into their observation journal
RESEARCH QUESTIONS
bull Class discusses formation of research questionsbull Class looks at example research questions and
establishes their worthbull In groups students discuss each memberrsquos five possible
research questions from previous nightrsquos homework bull worth as potential research questionsbull Students may work on establishing their actual research
question based on group discussion
CLASS 4USING SECONDARY SOURCES AND
AVOIDING PLAGIARISM
Purpose
bull Using both class discussion and small group work students will work on understanding and using secondary sources effectively
bull Students will also work on using attributive tags to separate their own ideas from their source material
bull In addition students will discuss plagiarism and its effect on their own writing
Goals1 Understand three ways to use
sources in an informative essay quotation paraphrase and summary
2 Clarify the difference between these sources and identify when they can be used effectively
3 Understand the difference between plagiarism and patch writing
4 Clarify the importance of avoiding plagiarism and patch writing in academic writing
DIFFERENT KINDS OF SECONDARY SOURCES
Books
Newspapers
Internet
Magazines and Journals
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
FURTHER INVENTION
Seeing other perspectives
bull Students get into pairs and swap chosen places providing background information if necessary
bull Each student free writes on his or her partnerrsquos chosen place
bull Students discuss their partnersrsquo responses to their topics
bull Students change partners and redo this exercise
bull Students enter their partnersrsquo suspicions and questions into their observation journal
RESEARCH QUESTIONS
bull Class discusses formation of research questionsbull Class looks at example research questions and
establishes their worthbull In groups students discuss each memberrsquos five possible
research questions from previous nightrsquos homework bull worth as potential research questionsbull Students may work on establishing their actual research
question based on group discussion
CLASS 4USING SECONDARY SOURCES AND
AVOIDING PLAGIARISM
Purpose
bull Using both class discussion and small group work students will work on understanding and using secondary sources effectively
bull Students will also work on using attributive tags to separate their own ideas from their source material
bull In addition students will discuss plagiarism and its effect on their own writing
Goals1 Understand three ways to use
sources in an informative essay quotation paraphrase and summary
2 Clarify the difference between these sources and identify when they can be used effectively
3 Understand the difference between plagiarism and patch writing
4 Clarify the importance of avoiding plagiarism and patch writing in academic writing
DIFFERENT KINDS OF SECONDARY SOURCES
Books
Newspapers
Internet
Magazines and Journals
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
RESEARCH QUESTIONS
bull Class discusses formation of research questionsbull Class looks at example research questions and
establishes their worthbull In groups students discuss each memberrsquos five possible
research questions from previous nightrsquos homework bull worth as potential research questionsbull Students may work on establishing their actual research
question based on group discussion
CLASS 4USING SECONDARY SOURCES AND
AVOIDING PLAGIARISM
Purpose
bull Using both class discussion and small group work students will work on understanding and using secondary sources effectively
bull Students will also work on using attributive tags to separate their own ideas from their source material
bull In addition students will discuss plagiarism and its effect on their own writing
Goals1 Understand three ways to use
sources in an informative essay quotation paraphrase and summary
2 Clarify the difference between these sources and identify when they can be used effectively
3 Understand the difference between plagiarism and patch writing
4 Clarify the importance of avoiding plagiarism and patch writing in academic writing
DIFFERENT KINDS OF SECONDARY SOURCES
Books
Newspapers
Internet
Magazines and Journals
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
CLASS 4USING SECONDARY SOURCES AND
AVOIDING PLAGIARISM
Purpose
bull Using both class discussion and small group work students will work on understanding and using secondary sources effectively
bull Students will also work on using attributive tags to separate their own ideas from their source material
bull In addition students will discuss plagiarism and its effect on their own writing
Goals1 Understand three ways to use
sources in an informative essay quotation paraphrase and summary
2 Clarify the difference between these sources and identify when they can be used effectively
3 Understand the difference between plagiarism and patch writing
4 Clarify the importance of avoiding plagiarism and patch writing in academic writing
DIFFERENT KINDS OF SECONDARY SOURCES
Books
Newspapers
Internet
Magazines and Journals
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
DIFFERENT KINDS OF SECONDARY SOURCES
Books
Newspapers
Internet
Magazines and Journals
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
SECONDARY SOURCES
Discussion
The Class discusses the difference between quotation paraphrase and summary
Group Workshops
Groups use articles from their homework to discuss examples of quotation paraphrase and summary and the use of attributive tags
Presentations
Each group has an opportunity to present their grouprsquos ideas
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
PLAGIARISM
Is plagiarism stealing
Journal
The class writes in their journals answering questions about
plagiarism
Discussion
The class discusses plagiarism and strategies for avoiding plagiarism
The class discusses the differences between plagiarism and patchwriting
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
Class 5 OBERVATION JOURNAL
Purpose
Students will learn how to use observations and the double-entry notebook as tools for their informative
essay
Goal 1 Understand how to use the double entry notebook as a tool for finding surprising insights and perspectives
Goal 2 Understand how to use descriptive details that show rather than tell
Goal 3 Analyze sample descriptive essay to practically understand how to use good observations
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
DOUBLE ENTRY NOTEBOOK
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
Using ldquoBehind Stone Wallsrdquo student essay (pg 182 Allyn amp Bacon) identify ldquoshow wordsrdquo
bull Discuss the essay with your groupbull In the group write the ldquoshow wordsrdquo down on a piece of paperbull On the board write down the show wordsbull Discuss with the class how the specific words help describe the placebull Using diagram 42 page 73 discuss where on the scale of
abstraction Carprsquos essay fits
GROUP ACTIVITY FEATURES OF GOOD OBSERVATION
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
Answer these three questions about surprising reversal on page 184 Allyn and Bacon
1 What is the audience that Cheryl Carp imagines
2 For this audience what is the common view of prisoners that Cheryl Carp attempts to reverse
3 What is her own surprising view
HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
CLASS 6RHETORICAL APPEALS AND STYLE
Purpose
Through class discussion and writing the students explore
the rhetorical appeals and their relation to style in an
informative essay
Goals
1 Understand the rhetorical appeals logos pathos and
ethos2 Develop an understanding
of the levels of style and the ways style can be used
in an informative essay
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
RHETORICAL APPEALS AND STYLE
bull Logosbull Pathosbull Ethos
The class discusses the rhetorical appeals and how they are used in an informative essay
The class discusses the concept of style and how it is affected by audience purpose and rhetorical
choices
Using the essay Behind Stone Walls the students re-write a paragraph in a different style
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
CLASS 7THESIS AND SURPRISING REVERSAL
Purpose
Using their own surprising reversal thesis ideas students will discuss and refine their ideas and supporting points through class discussion and
peer interaction in small groups
Goals
1 Understand thesis and surprising reversal in
informative essays
2 Grapple with the effective and non-effective use of
thesis and surprising reversal
Parts of an informative essay part I
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
CLASS 7THESIS AND SURPRISING REVERSAL ACTIVITY
The Thesis Monster
bull Students write in their journals answering questions about thesis statements and surprising reversal
bull The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements
bull The students work on their own surprising reversal thesis statements in small groups
bull The groups have an opportunity to present their statements to the class
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
Class 8INTRODUCTION
PURPOSE
Students will learn how to write a thesis driven introduction Each student will brainstorm on1 What is the purpose and function of
an introduction2 Learn the appropriate form of an
essay in order to be able to model and identify ways to bull Use various attention grabbers
motivators in writing an introduction
bull Identify sound thesis statements and the surprising reversal technique
bull Generate a blueprint for the paper
GOALS
1 Introduce the topic in an interesting way that entices the reader
2 Indicate how the topic is to be developed in the body paragraphs that follow
3 Learn how to seamlessly incorporate the thesis statement into the introduction
Parts of an inform
ative essay part II
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
Class 8PEER GROUP
ACTIVITY
2 Instruct students to exchange their draft1
bull Instruct them to identify the motivator Highlight in yellow the motivator
bull Instruct them to respond on the back of the draft they are reviewing
1 Was the motivator effective at hooking the reader Why or why not
3 Instruct them to identify the thesis statement Underline the thesis statement
bull Instruct them to respond on the back of the draft they are reviewing
1 Is the thesis statement clear What is the subject and the opinion
4 Instruct them to identify the blueprint Highlight in pink each idea provided that
will support the thesisbull Instruct them to respond on the back of the draft they are
reviewing1 How many ideas did the writer present What are the possible ideas mentioned to support the thesis and will form the remainder of the essay2 Are these ideas relevant and supportive of the thesis statement
5 Discuss ways the writer could possibly improve the introduction6 Return reviewed draft to Writer
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
Purpose Students will learn how to
structure the body and conclusion of their informative essay
Goals
1 Understand the purpose of the body and conclusion in an essay2 Understand how to use
observations and specific examples to provide support in
the body3 Analyze a sample student essay
on place to practically understand how to write the
essay
CLASS 9STRUCTURE BODY AND CONCLUSION
Parts of an informative essay part III
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
bull An introduction that engages the readerrsquos interest in a place and
provides needed context and background
bull A section that explains the common or popular view of this place
bull A section that gives the writerrsquos surprising view of the place developed with information derived from personal observations
bull A conclusion that summarizes the surprising reversal and analyzes the observations at the place
LECTURE AND DISCUSSION
Using chapter seven page 173 in Allyn and Bacon Shaping Drafting and Revising look at the shape of a surprising reversal essay
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
SPECTRUM FOR OPEN AND CLOSED FORM
PAGE 10 AND 11
Closed Forms Open FormsTop-down thesis-based prose
bull Thesis explicitly stated in introduction
bull All parts of essay linked clearly to thesis
bull Body paragraphs develop thesis
bull Body paragraphs have topic sentences
bull Structure forecasted
Delayed-thesis prose
bull Thesis appears near
endbull Text reads as
a mysterybull Reader held
in suspense
Thesis seeking prose
bull Essay organized around a question
rather than a thesis
bull Essay explores the problem or question
looking at it in many ways
bull Writer may or may not arrive
at thesis
Theme-based narrative
bull Often organized chronologically
or has story-like elements
bull Often used to heighten or deepen a
problem or show its human
significancebull Often has an
implicit theme rather than a
thesisbull Often violates
rules of closed-form prose by using literary
techniques
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
bull What surprising view does this essay addressbull What is the common expected or popular view held by the audiencebull What examples details or observations support the body of the essaybull What topic sentences does the essay usebull How does the writer transition between ideas in the essaybull How effective is the paper at hooking the readerrsquos interest in the placebull How does the writer analyze the observations throughout the paper and in
the conclusionbull Where on the spectrum of closed and open form does this essay fit See
page 10 and 11
GROUP ACTIVITY STUDENT SAMPLE ESSAY ON PLACE
Prompt After reading the student sample essay answer these eight questions in your groups and present to the class
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
CLASS 10
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
Class 11PEER REVIEW
PURPOSE
Using the rubric students will break into groups of two and peer review each
otherrsquos papers for global issues in their informative essay
GOALS1 Understand how to
evaluate and judge an informative essay paper
2 Understand the elements of an effective informative paper
3 Understand audience when writing an informative paper
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
Class 12CITING EDITING AND PROOFREADING
PURPOSE
Students will learn how to efficiently and effectively edit and proofread their paper They will understand
bull How to incorporate sources into their informative essay paper
bull How to correct errors in spelling mechanics and grammar not problems with organization
GOALS
1 Understand why we cite
2 Understand the importance of proofreading a paper prior to submission
3 Correctly use in-text citation and bibliography using the APA citation style
4 Effectively proofread a paper as an objective reader
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
Class 12HOMEWORK AND ACTIVITY
Homework Online grammar excercisePeer group procedure
1 Explain the aim is to point out minor problems not to fix them
2 Instruct students to mark the paper even if they are not sure if there is an error The author can check it later
3 On chalkboardwhite boardprojector draw the 4 symbols that will be used in the activity1 insert a commause a period here 2 begin a new paragraph no
paragraph3 spellingcapitalization and 4 deleteinsert
Peer group activity
1 Instruct students to pass their final copy to the person to their right
2 Instruct students to check for first proofreading error
3 When 6 minutes has passed pass papers to the right again this time check for next common error identified
4 Continue passing papers and checking specific aspects until the time is up and the person has once again received their own paper
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
Class 13Reflection
Purpose
Students will reflect on their informative essays and their
writing process
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-
This Presentation has been brought to you by the members of Group 4
Sarah Cash
Amanda Hosey
Michelle Munroe
Veronica Suarez
We thank you for your time and encourage you to take advantage of the resources we have provided for teaching with lsquobest practicesrsquo
- Slide 1
- Slide 2
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- FOR EXAMPLE did you know that the Coconut Grove Cemetery is a
- Slide 28
- Slide 29
- Slide 30
- 12 Week overview of informative essay unit
- Slide 32
- INFORMATIVE ESSAY
- Slide 34
- Slide 35
- FURTHER INVENTION
- RESEARCH QUESTIONS
- Class 4 Using Secondary Sources and Avoiding Plagiarism
- Different Kinds of Secondary Sources
- Secondary Sources
- Plagiarism
- Class 5 OBERVATION JOURNAL
- Double Entry Notebook
- Group Activity Features of Good Observation
- How do I use observation to support my surprising reversal info
- Class 6 Rhetorical Appeals and Style
- Rhetorical Appeals and Style
- Class 7 Thesis and Surprising Reversal
- Class 7 Thesis and Surprising Reversal Activity
- Slide 50
- Slide 51
- Class 9 structure Body and conclusion
- Lecture and Discussion
- Spectrum for Open and Closed Form page 10 and 11
- Group Activity Student Sample Essay on Place
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
-