ERWC Unit 1

1. ERWC Unit 1 Day 6: Writing, Editing, Revising, and Modals

2. Standards Objectives Students will be able to: write a persuasive essay peer edit essays for organization and content identify and utilize the writing process apply organization strategies to their own writing revise their own writing • Writing • 1.0 Writing Strategies: Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students' awareness of the audience and purpose and progression through the stages of the writing process. • Organization and Focus: 1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments. 1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples. • Research and Technology: 1.7 Use systematic strategies to organize and record information (e.g., anecdotal scripting, annotated bibliographies).

3. STEP 1:  PREWRITINGTHINK • Decide on a topic to write about. • Consider who will read or listen to your written work. • Brainstorm ideas about the subject. • List places where you can research information. • Do your research.

4. STEP 2: DRAFTINGWRITE • Put the information you researched into your own words. • Write sentences and paragraphs even if they are not perfect. • Read what you have written and judge if it says what you mean. • Show it to others and ask for suggestions.

5. STEP 3: REVISINGMAKE IT BETTER • Read what you have written again. • Think about what others said about it. • Rearrange words or sentences. • Take out or add parts. • Replace overused or unclear words. • Read your writing aloud to be sure it flows smoothly.

6. STEP 4: PROOFREADINGMAKE IT CORRECT • Be sure all sentences are complete. • Correct spelling, capitalization, and punctuation. • Change words that are not used correctly. • Have someone check your work. • Recopy it correctly and neatly.

7. STEP 5: PUBLISHINGSHARE THE FINISHED PRODUCT • Turn it in! • Read your writing aloud to a group. • Create a book/portfolio of your work. • Send a copy to a friend or relative. • Put your writing on display. • Illustrate, perform, or set your creation to music. • Congratulate yourself on a job well done!

8. Step Up to Writing • Like a formula • Helps with organization • Should be able to color code your own writing or someone else's

9. Organization • You should have the following: • Introduction, usually 1-2 paragraphs, “hooks” the reader, provides background and thesis statement (which is a “road map” for the reader). • Body, as many paragraphs as necessary, no set number, all paragraphs should support thesis point by point. • Conclusion, 1 paragraph usually, can be 1 statement as well, summarizes main points, explains significance, provides cal to action or agreement.

10. The Checklist: Does the essay… • 1. state the writer’s opinion on the topic in the thesis statement? • 2. show knowledge and understanding of the audience? • 3. have evidence that supports the thesis statement? • 4. anticipate opposing points of view? • 5. find some common ground? • 6. maintain a reasonable tone? • 7. organize and present the writer’s position as effectively as possible? • Comment on each of these points for your partner’s essay, you can write on the draft if there is room or on a separate piece of paper. Make sure to refer to each step whether they did a good job or not. Tell them what they did well AND what they need to work on.

11. Grammar: Modals • A special kind of verb • Different from helping verbs such as have, do, and be. • Do not have endings like regular verbs • Example: He has, not He cans • Used to express ability, possibility, permission, certainty, necessity, obligation, and prediction. • Changes the logical meaning of the main verb, so you must make an inference or prediction.

12. Examples • “The policeman stopped the speeding cars” is just a statement of fact. • “The policeman might stop the speeding cars” suggests it is possible he will stop the cars, but there is also a chance he won’t. • “The policeman should stop the speeding cars” makes a recommendation, but just because you believe it should happen, doesn’t mean it really will. • “The policeman must stop the speeding cars” communicates that you believe it is urgent for him to stop the cars. • Using modals appropriately is an important way to communicate these and other precise meanings to readers or listeners

13. Modals and Their Meanings

14. Rules • Modals • Always come first in the verb phrase • Always occur with a subject • Are always followed by the simple form of the verb, or by have and be • Never have an –s or –ed • Never followed by an infinitive (“to” plus simple verb)

15. Present/future time modals • May refer to either present or future • English does not have a real future tense. We use the modal “will” to predict what will happen in the future. • Examples: • You should clean your room. • I can buy a new car. • He will be late.

16. Past time modals (modal perfects) • Are followed by “have” and the past participle • May refer to the past or the past of a future present time • Examples: • Past- He may have broken the window. • Past of a future present time- They could have invented flying cars by 2020.

17. Phrasal Modals • Some verbs have the same meaning as modals, but are formed like regular verbs. • They have an –s in the third person singular, present tense • Are followed by an infinitive (to + verb) • See the following chart

18. Phrasal Modals & Equivalent Modals

19. Homework • Second rough draft of essay- must be brought to next class. • Bring outside reading book next class. • Review notes on active/passive and modals for grammar work next class.