1 / 7

WRITING WORKSHOP 9/28/12

WRITING WORKSHOP 9/28/12. Place Publish-Ready and Draft #2 of Claim/Evidence on front table  GHWT Prep. TEWWG: IRB (Completed Prior to Wednesday’s Mtg ). Annotations (MPs, SPs, Exs , Likes, Dislikes, Think Abouts , Unfamiliars )

chyna
Download Presentation

WRITING WORKSHOP 9/28/12

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. WRITING WORKSHOP9/28/12 • Place Publish-Ready and Draft #2 of Claim/Evidence on front table  GHWT Prep.

  2. TEWWG: IRB (Completed Prior to Wednesday’s Mtg) • Annotations (MPs, SPs, Exs, Likes, Dislikes, Think Abouts, Unfamiliars) • 4 IRB responses (ensure that you refer to the IRB Policy hdt) • Role Assignment work (e.g. Discussion Director brings in 5 thought-provoking and open-ended questions)

  3. Homework: 9/28/12 • Mon., Oct. 1: Search the Internet, Print and Bring in an example of the assigned form of composition (Feel free to use Pearsonsuccessnet.com): Essay, Speech, Friendly Letter, Business Letter, Editorial • Prepare to discuss on Tues., Oct. 2: Annotate Johnson’s “Games” for: MPs, SPs, Exs, Likes, Dislikes,ThinkAbouts, Unfamiliars • Week of Oct. 1-Oct. 5: Randomly-chosen names for IRB and Annotation Check (Lit. Circles Wks 2-3) and Binder Check • Mon., Oct. 8: Meet in Media Center for Learning Center Website Set-up • Wednes.-Fri. (Oct. 17,19, 25): Meet in Media Center for source info. session/ Research Paper Work/Learning Centers

  4. Claim-Analysis Test A claim states your position on the issue you have chosen to write about. (w/o using I, me, my). →A good claim is not obvious. →A good claim is engaging. →A good claim is not overly vague. →A good claim is logical. DOES YOUR CLAIM PASS THE CLAIM-ANALYSIS TEST?

  5. Student-Claims(SP-focus) • When children grow up watching horror movies there are many psychological effects in the form of family life, social interactions and thought processes. My Response: Hummmm, okay… Not too shabby! I’m interested in the way this author is going to prove this...what avenues will be taken to support this claim. Work on crafting this with better word choice(in other words, build up your argument more). Keep chipping Away…Great Start. • The development of robotics is accelerating at a blistering pace; soon robots will be a part of our daily lives just like computers. My Response: Hummmm, okay… needs some fine-tuning. This claim is too vague. Consider specifying a particular area. That would be more interesting and arguable to me. Keep chipping Away…you’re getting there. • With the rise of Coca-Cola products, the beverage industry is slowly evolving into a more competitive market. My Response: Hummmm, okay… this claim has peaked my interest. I’d like to see how this person is going to prove how Coca-Cola products have risen (reword “rise”), and how the ENTIRE industry has become more competitive as a result. Keep Chipping Away at this, though…Great Start!! • Set design is just as important as the actual production. My Response: Hummmm, okay… needs some fine-tuning. This claim is too obvious, and doesn’t engage me. This author needs to build up the argument so that I will care about how the . Keep chipping Away…you’re getting there.

  6. Student-Claims(SP-focus) • Cosmetologists are creative artists who make a difference in people’s lives, giving them the confidence and positive energy needed to make a difference in the community. My Response: Hummmm, okay… Much improved. I hear where the author is going with this and I appreciate her leap. Cosmetologists=community-builder… I like it! Work on the diction. Keep Chipping Away at this, though…Much-improved!! • Although there are many acceptable pastimes for teens, there are far too many still finding themselves in trouble. My Response: Hummmm, okay… needs a good bit of fine-tuning. This claim is too vague; it lacks specificity. Further, the author needs to build up the claim in such a way that I’ll be engaged. Upon reading this for a 2nd time, it reads in an incongruent fashion (acceptable pastimes ≠ too many in trouble. Not sure where you’re going with this. Keep chipping Away… • Playing an instrument helps stimulate brain activity and improves intelligence. My Response: Hummmm, okay… needs some fine-tuning. The author needs to craft this claim using more engaging diction to engage me. Keep chipping Away…Almost!  Is good advertising a direct correlation to increased sales or does the product speak for itself? My Response: Hummmm, okay… much fine-tuning. I can tell where the author is TRYING to go, but the argument is formed using an interrogative, and it needs to be a definitive statement. Rephrase this so that you are building/crafting your argument in a concise and engaging manner. Keep chipping away…

  7. Claim/Evidence Requirements Intro. ¶:  attention-grabber (INTERESTING • FACT/STAT., anecdote, INTERESTING • quote) •  Basic 2-3 sent. background summary of • the topic •  Central assertion/thesis/claim that you are • PROVING in your essay • Body ¶:  Transitional word or phrase •  Topic sentence •  Lead in for Evidence (in the form of a • Quote or Passage or another • form of Concrete Detail •  Commentary about the provided • evidence • Concluding ¶:  A general statement that explains how your central • Claim/Argument/Thesis is resolved • *Cited Sources (…….) • *Included Vocabulary Words from Units 1 & 2 or 3

More Related