Today’s Warm-Up!

1. Today’s Warm-Up! • On a separate sheet of paper, explain the following simile in your own words… • “Composing a timed essay is like a race.” • Then, explain the steps in the writing process in your own words.

2. Step One: Breaking Down the Prompt • You will see one prompt on the day of the test. • One of the biggest essay test mistakes that students make is rushing through reading the prompt and then composing an essay that does not meet the outlined requirements or address the topic! • The first thing you should do as you begin your test is break down the prompt into its six main components… • …doing so will help get you focused and ready to begin your brainstorming and outlining!

3. Breaking Down the Prompt • Issue—the topic which you will discuss. • Descriptive Setup—brief background to the issue for your consideration; puts issue in a realistic context and provides any necessary additional info. • Knowledge Base—No allotted time for research, so from what personal areas of knowledge/experience can you draw? • Writer’s Intent /Task—You will be asked to do one of the following: choose a position, examine different sides of a controversy, provide support for a position, or analyze a problem and its solution. All of these are considered to be PERSUASIVE. • Audience—The audience to whom you will write is always indicated. • Form—Your essay will be evaluated on the appropriate use of form (do your ideas and word choices match the form) but not its special conventions (inclusion of an address on a letter, etc.). • Writing Situation: Many students do not think the subjects they study in high school prepare them for the real world they will face after graduation. The principal at your school is asking students for their opinions about new courses that could be offered to prepare students for life after high school. What new course do you think should be offered? • Directions for Writing: Write a letter to convince the principal that your new course should be offered. Be sure to explain why your new course is needed, using specific examples and details. • ISSUE: relevance of high school courses to the real world • DESCRIPTIVE SETUP: “Many students do not think…” • KNOWLEDGE BASE: You’re a high schooler; you know “real world” people • WRITER’S INTENT/TASK: Choose a new course that you think is relevant to the real world and convince the principal to back it • AUDIENCE: Principal • FORM: Letter

4. Practice Breaking Down Prompts • On the next 5 slides, you will see sample prompts. • Select one of the prompts and “Break” it down. • You may type or write the 6 steps on your own paper.

5. Sample One • Issue • Descriptive Setup • Knowledge Base • Writer’s Intent /Task • Audience • Form • Writing Situation • The hairstyles, clothing, and jewelry of students in today’s schools often reflect current fads and fashions that are sometimes controversial. Are dress codes necessary in today’s schools, or should students be allowed to dress as they wish? • Directions for Writing • Write a letter to the principal in which you defend your position for or against dress codes in schools. Use clear reasoning as well as your own experiences and observations to convince the principal to agree with you.

6. Sample Two • Issue • Descriptive Setup • Knowledge Base • Writer’s Intent /Task • Audience • Form • Writing Situation • Your family is considering getting a new pet. Some members of the family welcome the proposed addition, while others think that the pet will be another nuisance in the house. Your family is considering a dog, a fish, a cat, or a gerbil. To make this decision, your parents have asked each family member to write a letter that makes an argument for or against a specific pet. How do you feel about having a new pet? • Directions for Writing • Consider the positive and negative aspects of having a dog, a fish, a cat, or a gerbil as a pet. Write a letter to your family explaining whether or not to have a pet. Try to convince your family members to agree with you by providing well-developed supporting arguments.

7. Sample Three • Issue • Descriptive Setup • Knowledge Base • Writer’s Intent /Task • Audience • Form • Writing Situation • Recently, a student in New Mexico wanted to wear traditional Native American dress over her cap and gown for her high school graduation. The school district refused to grant her request. Should students be required to wear a cap and gown to participate in graduation ceremonies? Should they be permitted to add other items of clothing to their cap and gown? Think carefully about your position on this issue. • Directions for Writing • Write a letter to the district school board members in which you clearly assert your position on the cap and gown requirement. Try to convince the board members to agree with you by using well-developed arguments.

8. Sample Four • Issue • Descriptive Setup • Knowledge Base • Writer’s Intent /Task • Audience • Form • Writing Situation • Your yearbook is going to include an award for a student who is “Most Likely to Succeed.” You want to nominate a student for this award. Why do you think this student deserves to win this award? In what ways do you think he or she is likely to succeed? • Directions for Writing • Write a letter to the school yearbook staff in which you nominate a student for the award of “Most Likely to Succeed.” Be sure to include specific examples that support your choice.

9. Sample Five • Issue • Descriptive Setup • Knowledge Base • Writer’s Intent /Task • Audience • Form • Writing Situation • Citizens and conservationists alike are concerned about the poor air quality in many big cities. Cars, buses, planes, and industry contribute to this pollution. You have been asked to speak at a community forum on this issue. • Directions for Writing • Write a speech that you will give at the community forum. Convince your audience of the best ways to improve air quality in your community.