Grade Quiz as a class

1. Grade Quiz as a class

2. Essay Writing Workshop

3. Introductory Paragraph • States background to the question/prompt/main idea of the paper • Defines terms of the question/prompt/main idea of the paper • Has a clear thesis • Takes a stand on the prompt/issue at hand • Has a “clincher” Broad Narrow

4. Writing Introductions • To Do… • 1-2 sentences that set some specific background details • Use the question as a guide—don’t just restate it, but don’t be afraid to let it guide you • End with a developed thesis • To Avoid • Starting with a sentence that means nothing • “History is a fascinating subject” • “Over time people change” • “Human have always been curious” • Using rhetorical questions • “Have you ever wondered why the Articles of Confederation never worked?” • Using personal pronouns • “In this essay, I am going to prove…”

5. Thesis Statements • Takes a position on a question/prompt/main idea of the paper • Thesis statements are the main idea of your paper – they state what you will be proving • basically the thesis is your opinion without using first person. • There are two types of thesis statements • open and closed

6. Thesis Statements Closed Thesis Statements Open Thesis Statements More advanced and do not limit the author, though they are tougher to do well Example: Reasons for settlement in the Americas by European Colonists depended upon a variety of factors that led to unique experiments throughout the New World. • Show the reader, like a map, where the paper will be going • Example: • Settlers came to the New World in order to escape overcrowding, take advantage of economic opportunities, and find adventure and glory in a strange land.

7. Thesis Writing (Closed) • All theses must do three things: • Tells the reader the organizational structure of this essay—what topics will come first, second, or third (etc.)? Use “categories” to organize your information—see GSPRITE model (Geography, Social, Political/Military, Religious, Intellectual/Cultural, Technological, Economics) • Answers the question clearly—answer the question asked, not the one you want to answer • Takes a position on the question asked when appropriate—in other words, makes an argument as opposed to just describes the facts

8. Intro Template and Sample • 1-2 sentences that takes the question, tweaks the wording a bit, and thus gives some background • 1 sentence in which you lay out your categories (thesis) • 1 additional sentence PER CATEGORY in which you develop your idea—preview what’s to come—this is where you add your “such as” • 1 final sentence in which you sum it up, offer some wise commentary, etc. The CLINCHER!

9. For future reference • Look at the other side of the paper at “The Rosch Scale” • Next, let’s look at the backside at the GEA Model • These are both great guides and pieces of advice for you to use when writing

10. Unit 1 Essay Prompt • Analyze the political, economic, and military weaknesses of the Articles of Confederation. Discuss the challenges faced by the young USA throughout the 1780s because of those weaknesses. • G.O. to help you organize your paper on next slide

11. To help you organize your paper

12. To Do in class and finish for HW • Hone the introduction paragraph (including thesis, clincher, etc.) • AT THE VERY LEAST, outline all the body paragraphs, giving good details to support your writing

13. Day 2—Essay Writing Workshop

14. Expectations for NB and T&SQs • Notebooks: • Your notebook needs to be turned in at the BEGINNING of the period, in your binder, with the checklist in the front • If you have not already graded yourself, you will receive a zero from me • Terms & SQs • Terms must be completed in the following format: A) definition B) significance/importance • Study Questions need to be answered fully—do not try to do it half way!

15. Group Discussion of Introductions • In groups of 4 (I will choose the groups), read each introduction and make comments on the paper • At the end, decide which person has the best intro amongst the 4 of you and it will be shared with the class

16. Intro Template and Sample—AOC Essay • 1-2 sentences that take the question, tweak the wording a bit, and thus give some background • Throughout the 1780s the young United States struggled suffered under a weak form of government known as the Articles of Confederation. • 1 sentence in which you lay out your categories • These problems the country faced resulted from political, economic, and military weaknesses within the Articles of Confederation. • 1 additional sentence PER CATEGORY in which you develop your idea—preview what’s to come. • Politically, … such as • Economically, … such as • Militarily, … such as • 1 final sentence in which you sum it up, offer some wise commentary, etc. The CLINCHER! • These weaknesses would each prove so problematic to the United States that by 1787 the Founding Fathers decided to scrap the AOC and form a new constitution.

17. Body Paragraphs • Have introductory statements with main ideas • Factsprove and illustrate main idea as well as support your thesis

18. Topic Sentences • The topic sentence should identify the main idea and point of the paragraph. • It is essentially the main idea and point of the paragraph • The supporting details in the paragraph (the sentences other than the topic sentence) will develop or explain the topic sentence. • The topic sentence should not be too general or too specific. • Example for the “Military” Paragraph of the AOC Essay: • Since the new Congress did not have the power to protect the nation militarily, the Articles of Confederation proved too weak for the country to survive due to the many national security threats that face any nation. • Details: No power to raise an army or quash domestic uprisings (e.g., Shays’s Rebellion); no ability to address outside threats (British, French, Spanish, Indians, etc.), etc.

19. Writing Body Paragraphs • Start with a TOPIC SENTENCE that summarizes the main idea of the paragraph • Then, introduce details/facts that back up that topic sentence • Be sure to “analyze” the details—tie them back to the main idea of the essay and discuss why the aspect addresses the prompt—in other words, discuss the consequences • End with a summary sentence

20. Conclusion • In 1-2 sentences, wrap it up • Restates the major points of the paper • Extends the concept into the future Narrow Broad

21. Bottom Line for Good Grade • Stick to format!!! • If you don’t write in the EXACT format that I have presented in class EVERY time you write an essay you will not do well • Details, details, details!!! • NEVER skimp on details! • If there are 5-6 details concerning a topic, write about ALL of them—never stop at just 2 or 3 details because you think that is enough!

22. Tips/Pet Peeves • Do not use 1st person, 2ndperson • Do not use words like “things”, “a lot”, “something”, etc.  • Do not use contractions or slang • Never ask questions – you should be answering questions, not asking them!

23. Suggestions for Improving Writing • Proofread, proofread, proofread! • Do not make unsubstantiated statements • Watch out for word use (there v. their v. they’re; your v. you’re; to v. too v. two, etc.) • Vary sentence structure

24. Suggestions for Improving Writing • Do not announce your intentions (In this paper I will . . ., etc.) • Do not end sentences with prepositions (into, for, in, etc.) • When using outside sources, only quote directly if you cannot paraphrase. • When citing sources in-text, allows punctuate AFTER the citation. • Each new paragraph should have a new idea (that supports the thesis)

25. Suggestions for Improving Writing • Opinions should be supported by details • Underline/italicize the names of books/movies • Watch out for Subject/Verb agreement • Use commas and use them correctly (when setting off clauses; before conjunctions) • Try to stay away from the use of “always,” “never,” etc.

26. Wrap-up Activity • Work on topic sentences and body paragraphs individually, and then we will have time to peer review them • Finally, work on your conclusion. If time, we will share them