Remediation PowerPoint for “Planning & Organization” Exam

1. Remediation PowerPoint for “Planning & Organization” Exam You need to use the handout for the remediation along with presentation to get credit.

2. This presentation • If you did not get a hand out from the classroom to complete this assignment, you need to print one off the website to use. • It is impossible to get credit for this assignment without having the handout.

3. Thesis statements

4. Thesis Statements • Thesis statements are used to give your essay focus. • It answers the question the prompt is asking. • It is only one sentence long. • A thesis is a clear statement of your position in your paper. • The rest of your essay builds the claim that you create in your thesis.

5. Reference to prior knowledge • Last year you learned about thesis statements using three reasons. You do not always need to list your three reasons. Many times it is much more effective to use a more general thesis statement.

6. Example thesis statement • Prompt: Bubble gum is not allowed in schools. Write an essay to your teacher to persuade her to allow you to chew gum in her class. • What is your prompt asking you to do? • “…persuade her to allow you to chew gum in her class.” This shows that the thesis should display the argument of why you should be able to chew gum in her class.

7. Example thesis statement • Why should you be able to chew gum in her class? • 3 Reason Thesis: Students should be able to chew gum in Ms. Kohler’s class because it increases brain activity, helps avoid distraction, and does not disrupt class time. • Direct Thesis: Students should be allowed to chew gum in class because it allows them to experience the benefits of gum chewing without disrupting the teacher.

8. The three reason thesis • The three reason thesis can be repetitive for the reader. It can also be confusing. The direct thesis tends to be stronger. It allows the essay to have direction without repeating the points over and over.

9. A strong thesis statement Strong Thesis Weak Thesis • Takes a stand • Shows your position • Gives one main idea • Is specific • Doesn’t take a clear position • Doesn’t have a direction • Gives many ideas instead of one main idea. • Is vague and unclear as to what the paper is about

10. Strong thesis statements often contain… • because, since, so, although, unless, and however

11. Choose the strongest thesis statement from the list • World hunger has many causes and effects. • Children around the world are starving and there are many reasons why we need to help them. • The growing starvation around the world needs to be addressed by nations immediately because there is no country untouched by the damaging effects of hunger.

12. Choose the weakest thesis statement from the list • World hunger has many causes and effects. • Children around the world are starving and there are many reasons why we need to help them. • The growing starvation around the world needs to be addressed by nations immediately because there is no country untouched by the damaging effects of hunger.

13. Restated thesis How do you restate your thesis?

14. Restated thesis • Your restated thesis should look very similar to your thesis statement. • It should clearly restate the position of your essay. • There should be no new information and this should not be a question. • It is the first sentence of your final, concluding paragraph and needs a transitional phrase.

15. Thesis & Restated Thesis • Students should be allowed to chew gum in class because it allows them to experience the benefits of gum chewing without disrupting the teacher. • Given these points, students should be allowed to chew gum in class because it doesn’t disrupt the class and benefits the student.

16. Do not… • Use a clincher as a restated thesis statement. A clincher is meant to end the essay. A restated thesis is meant to drive your point home. • Use questions in your thesis or restated thesis, ever. A question automatically makes it seem like you are unsure. Since your thesis is meant to present your paper’s argument, it should sound sure and confident.

17. Introductions

18. Introductions • Introductions have three parts: • An attention grabber: a one to four sentence idea that hooks the reader into your topic and essay. • A connection that connects your attention grabber to your thesis statement • A thesis statement which states your position on the topic or answers the prompt

19. What is the difference between an attention grabber and a thesis? • Attention grabbers are there for the single purpose of drawing in your reader. While they do introduce the topic, they do not state your position on it. • A thesis is the direction of your paper. An attention grabber is just the hook that gets your reader reading.

20. Transitional phrases What are they and why do we need them?

21. Transitional phrases • First, they are words that go at the beginning of a paragraph to signal to the reader how to read your paper. It is the glue that holds your information together. • For example, “In addition” would show that you are adding information while “In contrast” would show you are showing a completely different idea. • Furthermore, you must include transitional phrasing in all of your writing.

22. Examples of transitional phrases • First of all, • Secondly, • Thirdly, • To summarize, • In the first place, • Additionally, • In contrast, • For the most part, • For example, • In addition, • By the same token, • Therefore, • To demonstrate, • Nevertheless, • Given these points,

23. Topic sentences What they are and what they are not!

24. Topic sentences • A topic sentence is the first sentence of a paragraph and includes a transitional phrase. • It previews the topic of the paragraph and gives the reader a sense of flow. • Everything in the paragraph should support the topic sentence.

25. Topic sentences are not… • Fragments. “For example, potatoes” is not a topic sentence. It is not even a complete sentence. • Run-on sentences. “For example, potatoes are delicious and really fun to grow and sometimes you can make things out of them you can even make a battery out of them.” This is very confusing and jumbled for the reader. • A paragraph explains a single idea. That single idea is stated in the topic sentence. This focuses your writing.

26. The case for fragments & run-ons • World famous poets and fiction writers can sometimes use these to great effect. • Unless you’re writing poetry, don’t use them. Fragments and run-ons are very confusing in writing that is meant to explain or persuade. • Every sentence you write should be a single complete thought.

27. Tips for good topic sentences. • Keep them simple! Nothing disrupts the flow of writing more than when the writer doesn’t keep things simple and clear. • It is better to have more sentences in the paragraph than to have run on sentences. • Questions are confusing in writing. If you’re writing all of your topic sentences in questions, the reader doesn’t know if you know the answer or if you’re making them do all the work. My advice, skip the question and write a statement.

28. Tips for good essay writing • Do not overstate the “In my opinion” phrase. Everything in your essay is in your opinion. As you are the writer of your essay, unless you state otherwise the reader assumes it is in your opinion or something you think. • This also includes, “I think”

29. Expository Vs. Persuasive

30. Types of essay writing Expository Persuasive • Expository essays explain a topic to the reader. • Key word: explain • Persuasive essays persuade the reader of the writer’s opinion on a given topic. • Key words: convince, persuade

31. Do not forget • Always read the directions on your exams. It could be something very simple that you don’t do that brings down your test score. For example, make sure you circle whether the prompt is asking for a persuasive or expository essay. • Avoid writing in questions • Make sure your sentences are full, complete sentences and use transitional phrases.

32. All Done! • See, that wasn’t too bad. Make sure you fill out the entire remediation handout and turn it into Ms. Kohler