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JOURNAL 9/17

JOURNAL 9/17. Add your John Locke or De Montesquieu quote to your journal and discuss WHY and HOW it connects to his revolutionary influence Locke – government by consent DeMont . – separation of powers/checks and balances. An intro to planning your GWT writing. Georgia Performance Standards

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JOURNAL 9/17

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  1. JOURNAL 9/17 Add your John Locke or De Montesquieu quote to your journal and discuss WHY and HOW it connects to his revolutionary influence • Locke – government by consent • DeMont. – separation of powers/checks and balances

  2. An intro to planning your GWT writing Georgia Performance Standards ELAAL11W1 (a-g)

  3. We never know… • what the GHSWT topic will be, but we can be prepared for almost anything by having this technique in our arsenal of skills. • It is not a strict formula, so you are free to alter the technique and use your own ideas.

  4. These comments are from actual GHSWT score sheets from 2007:

  5. More bad news…

  6. The students who received these score sheets from the state were good writers, but did not pass the writing part of the graduation test. How can you help yourself to maximize your writing skills?

  7. As you can see… • Major reasons for failing include repetitive content, lack of focus, lack of varied supporting detail and lack of organization. • The Adverb Advantage helps with all of these areas. • It also reminds you to use your best and most varied vocabulary.

  8. First, always “TAP” the question. Many good writers forget this crucial step. If a student strays from this, he or she will not pass. • Analyze and note (or circle): Topic: what are its main parts? Audience: to or for whom are you writing? Purpose: What is it asking for -- a formal letter? An essay for a principal?

  9. TAP this actual topic: • Many schools across the country have instituted dress codes; some have even begun to require that their students wear uniforms to school. Though some research shows that students in uniforms are better behaved and focus better on their studies, many of your friends feel that uniforms should not be required at your school. Write an essay to accompany a petition which will contain signatures of students opposed to uniforms. Your essay and petition will be sent to the superintendent of your district. • Some topics require you to choose a position (pro or con). Does this topic allow a choice of position? If determining a position, construct a quick pro/con chart to gather your thoughts and decide your position.

  10. Plan and “web” your paragraphs. Key topic and your position (if needed)

  11. Choose the best “PASSEF” adverb for each paragraph’s topic. • Physically • Academically • Socially • Spiritually • Emotionally • Financially What does each one mean? For how many state practice topics do they help generate ideas ? How can they be memorized? What if they do not all apply?

  12. What PASSEFs could be used for the sample topic?Here are three: Emotionally Physically Socially Uniforms negatively affect students….

  13. The PASSEFS provide structure. Use them as you: discuss a possible thesis statement Next, discuss a topic sentence for each paragraph.

  14. Now each paragraph needs supporting evidence. Use the “5w’s and 1 h” to generate ideas. • Who • What • When • Where • Why • How Practice with these. Will every one always apply? How will their use keep paragraphs unified? How can they make your paragraphs “FAT”?

  15. A sample web: Socially *Who:all who love fun styles *What:lack of individuality *When:every school day *Where:in all school classes *Why:because personal style matters to most young people *How: high school should be a time for fashion fun Emotionally *Who:all who are creative *What:feeling of boredom and conformity *Why:creativity doesn’t seem valued *How:school is not supposed to encourage uniformity; it can cause boredom and trouble Physically *Who: those who feel uncomfortable in a “borrowed” style *What:feeling of unattractiveness *Why:people are made differently and have different coloring *How:restrictive tailoring is not for everyone Uniforms negatively affect students…

  16. The PASSEF adverbs are • Physically • Academically • Socially • Spiritually • Emotionally • Financially

  17. Now you’re armed with solid knowledge of topic (TAP),structure(PASSEFs) and strong supporting detail (5W’s and 1H). As you write and proofread… • Try the CRAM method to save time. There are just four decisions to make. Either • Cut, or • Revise, or • Add, or • Move your content, to make “FAT” paragraphs.

  18. To review… • Look at the Warm-Up prompts. There are three. Let’s choose ONE as a class. • TAP • PASSEFs • Web and 5W’s and 1H strategies

  19. Remember… • You can pass the GHSWT! You are already a good writer.

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