Postreading Summarizing and Responding Thinking Critically Connecting Reading to Writing Writing to Learn the Words of Others Negotiating Voices Writing Rhetorically Prewriting Reading the Assignment Getting Ready to Write Formulating a Working Thesis Writing Composing a Draft Organizing the Essay Developing the Content Revising and Editing Revising the Draft Revising Rhetorically Editing the Draft Reflecting on the Writing Evaluating and Responding Grading Holistically Responding to Student Writing Portfolios Reading Rhetorically Prereading EnglishLanguage Arts (ELA) Content Standard: Writing Applications (Genres and Their Characteristics) 2.3 reflective compositions: a. Explore the significance of Getting Ready to Read (Article 1) Activity 1: Quickwrite for 2 minutes on the topic of Oceans followed by discussion of quickwrite. Activity 2: Youtube video on Shark Finning Have students take notes from video to use later. Discuss the Getting Ready to Read (Article 2) Activity 3: KWL handout (fill out what they know and what they want to know) Activity 4: Youtube on Great Barrier Reef Have students take notes from video to use later. Discuss the video
Writing Strategies 1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples. Organizing the Essay The following are traditional parts of an essay, which should be included in the letter portion of the business letter. The number of paragraphs in an essay depends upon the nature and complexity of the student’s argument. Introduction Students might wasn’t to include the following in their introductory paragraph(s): A “hook” to get the reader’s attention Background information the audience may need A thesis statement, along with some indication of how the essay will be developed. Body Paragraphs that present support of the thesis statement, usually in sentences supported with evidence (see Getting ready to Write) Paragraphs that include different points of view or address Paragraphs or sentences where the writer addresses those points of view By refuting them By acknowledging them but showing the writer’s argument is better By granting them altogether but showing they are irrelevant Evidence that students have considered the values, beliefs, and assumptions of their audience, students’ own values, beliefs and assumptions, and whether they have found some common ground that appeals to the various points of view Conclusion A final paragraph or paragraphs that includes a solid argument to support the thesis and indicate the significance of the argument—the “so what” factor Writing Strategies 1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, Developing the Content Students need to understand that body paragraphs explain and support their thesis statements as they move their writing from writer-based to reader-based prose. Most body paragraphs consist of a topic sentence (or an implied topic sentence) and concrete details to support that topic sentence. Body paragraphs give evidence in the form of examples, illustrations, statistics, etc. and analyze the meaning of the evidence. Each topic sentence is usually directed related to the thesis statement. No set number of paragraphs make up an essay.