Getting Started with Analytic Writing

1. Getting Started with Analytic Writing Paula Freiermuth Summer Institute August 2013

2. Goals • To look at ways we can help learners get started with analytic writing • To begin to identify the challenges our learners will face with the extended response questions • To begin to identify resources to help us help our learners with the new requirements for extended response questions

3. What is analytic writing? • expository • explores a central idea based on a text • shows the relationship between ideas • pulls out facts to show a conclusion

4. Types of writing to get started with • Simple summariesof multi-paragraph text • Simple summaries of text with paraphrases and quotations • Paragraphs that compare and contrast information in two texts • Sentences that analyze graphic documents

5. Scaffold the Process On your own Frames, Fill-in-the-Blank, Complete Examples, Modeling, Think-Aloud, Show

6. Scaffold the Complexity At grade level, complex responses Close to grade level, more complex responses Well below grade level, simplistic responses

7. Simple Summaries • Read a paragraph. • Determine the topic; this is often just one or two words. (Helpful method—count the frequency a noun or its synonym occurs. Most frequently occurring is probably the topic.) • Write a phrase that answers the question, “What does the author say about the topic?” • Turn the phrases into sentences in a paragraph.

8. Alternative Process for Simple Summaries—5WH • Create questions for the reading that start with who, what, when, where, why, how • Use the answers to compose the summary

9. Simple Summaries • “Benjamin Franklin” activity • Goal of the activity—to write a summary of the article • Steps • Read each paragraph and come up with the topic • Turn each topic into a sentence • Put the sentences together into a paragraph

10. Benjamin Franklin Benjamin Franklin loved to write. When he was twenty-two, he set up his own printing shop and started a newspaper. He also printed a book called Poor Richard’s Almanac. It had funny stories, information about the weather, and wise sayings. Benjamin Franklin loved the city of Philadelphia. He started the city’s first hospital and fire department. Ben also started Philadelphia’s first public library. Benjamin Franklin worked very hard to make Philadelphia a better place to live. Benjamin Franklin was very interested in electricity. One day he tried a very dangerous experiment to prove that lightning was electricity. He attached a key to a kite string and flew the kite during a thunderstorm. When the lightning hit the kite, sparks flew from the key. Benjamin Franklin proved that lightning was electricity. Benjamin Franklin invented many things that made life easier in the late 1700’s. He invented the lightning rod that saved many homes from fires. He also invented the Franklin stove. The stove could heat a room better than a fireplace and saved people a lot of fuel. He also invented a special kind of glasses called bifocals. This new kind of glasses helped people to read better.

11. Sentence Frames • Give students the words to express their ideas • Is often used as a vocabulary building activity for ESL students • Helps any student be less stressed about putting a sentence together. • Example: • Your goal—to have the students state a reason about why the Pilgrims came to the New World. • Sentence frame: The Pilgrims came to the New World because they __________.

12. Sentence Frames • Daily Habit Article Activity • Goal—To complete sentences that show analysis of an article • Steps • Read the article and take notes for topic/what the author says • Complete the sentences The article is about _________. A European analysis showed that __________ causes ___________.

13. Sentence Frames • Activity • Read the passage “Water” • Write a sentence frame (or two) for the passage that gets at a detail or conclusion

14. Quoting and Paraphrasing • Quoting and Paraphrasing activity • Goal of the activity--to identify evidence in a text, quote it, and then paraphrase it • Steps • Read the text together • Identify the topic and a main idea (what the author says about the topic) • Find/underline the evidence (there are several) • Finish the quote frame. • Finish the paraphrase frame.

15. Paragraph Writing Level • “Bike Safety Campaign” Activity • Goal of the activity—to identify a statistic and effect and write it into a paragraph • Steps • Read the paragraph and identify the main idea • Identify statistics (as opposed to details) • Paraphrase the solution • Complete the paragraph • link to paragraph form

16. Paragraphing with quotes and paraphrases • Read the article and reading questions for “All you need is love—and a lullaby.” • Write a paragraph frame that students could use that includes at least one quote and one paraphrase based off the reading questions.

17. Writing about graphic documents • Graph Activity • Goal—to identify the main idea, a detail, and make a conclusion about a graph and write sentences about it • Steps • Step-by-step reading/understanding of the graph; title, axis titles, what does graph show • Look for the detail (use math questions) • Make a conclusion • Write sentences

18. Writing about graphic documents • Graph Activity

19. Compare/Contrast • New Years Activity • Goal—to identify the similarities and differences about New Years in two simple texts, complete two types of graphic organizers with the details, write two paragraphs • Steps • Read the articles; take notes (topic, what the author says per paragraph or section) • Complete the pre-made question graphic organizer • Complete the 3-column chart organizer • Write the paragraphs • link to edhelper

20. Compare/Contrast Note-Taking • Read the article “Framingham votes to verify ESL students.” • As you read take notes on what each person who is quoted says in a for/against T chart What would you have students do next?

21. Questions