Power Writing in Power Writing in Social StudiesSocial Studies
Power Writing in Power Writing in Social StudiesSocial Studies
A Formula forA Formula forPersuasive and Expository Persuasive and Expository
WritingWriting
Why do students have a hard time writing?
• What do I say in the introduction?
• How do I start?• How do I word it?• When do I say it?• What do I say next?• How do I develop my
ideas?• What do I say in the
introduction?• How do I start?
• How do I word it?• When do I say it?• What do I say next?• How do I develop my
ideas?• What can I use as
proof?• How do I get from one
idea to the next?• How do I write the
concluding paragraph?• What do I say at the
end?
The result of these obstacles…
These questions tend to paralyze writers.
Students only have…• 45 minutes to write their essay.
• They need a systematic way to approach writing an essay that is
clear and purposeful.
Teacher Evaluations- What teachers typically say about
their students’ writing• Topic sentences have more than one
focus • Body paragraphs are a series of
general statements without proof• Body paragraphs repeat the same
ideas over and over• Concluding sentences repeat topic
sentence• Concluding paragraph repeats essay
Steps- Teach them to Dance with their Pens•Why can’t we teach a few
basic STEPS IN WRITING that will reliably move them
through an expository or persuasive essay?
The Power Writing Formula
Body Paragraphs
4 Easy Steps
•Topic Sentence•General Statement•Proof•Commentary
Topic Sentence
•States the SINGLE POINT that the writer will prove in a body paragraph
General Statement
•States the ONE WAY that the writer will prove that the topic sentence is true
Proof•F= FACTS•I= INCIDENTS•R=REASONS•E=EXAMPLES•S=STATISTICS=NUMBERS
Commentary
•OPINION about the proof
The commentary tells the readers what to think about the proof
Body Paragraph Pattern
• Topic sentence• General statement• Proof • Commentary• General statement• Proof • Commentary• Concluding sentence
Topic Sentence• Topic Sentence:
The term for the President of the United States should be one six-year term.
Notice the single focus.
General Statement
In fact, or As a matter of fact, the current system
forces the President to spend at least two years of their four year term organizing their re-election campaign instead of implementing positive changes to improve the country.
This is one way to prove that the topic sentence is true.
Proof
For example,
For instance, When President Clinton was running for his second term, he spent more time on the campaign trail than he did in the White House thus, he was not fulfilling his presidential responsibilities.
CommentaryThis illustrates, This shows…
how the current policy of the two four-year term limit for president actually forces the president to abandon his/her duties and concentrate on re-election. If the system called for one six-year term, the president would not be concentrating on getting re-elected.Notice how the writer shapes the Notice how the writer shapes the reader’s opinion of the example.reader’s opinion of the example.
Second General Statement
Further.Furthermore,Moreover,Also,Additionally,
Likewise, a one six-year term policy for the President would allow the president more time to implement his/her ideas for improving the country. A four year term is not enough time to implement real change.
This statement introduces a second way to prove that the topic sentence is true.
Proof
• Consider this incident: President Carter was only elected for one term and much of his term was spent campaigning for re-election. Had he had one six-year term, he could have concentrated all of his efforts on important issues at the time, like the energy crises and the hostage crises in Iran, instead of campaigning for reelection.
Commentary• What an inefficient system under which
we live. Imagine how many changes Carter could have implemented during his one six-year term that might have solved important issues instead of worrying about politics and campaigning. Literally, a one six-year term could actually save lives, time, and money.
• Shape the readers’ opinion about the proof. Make the reader see it your way.
Concluding SentenceClearly,
Conclusively,
A one six-year term limit for President would be better for the country as a whole.
A concluding sentence is one statement that is true for ALL THE PROOF.
Body Paragraph Pattern
• Topic Sentence• General Statement• Proof • Commentary• General Statement• Proof • Commentary• Concluding Sentence
Focus•The focus of the essay is controlled by the topic sentences and general statements
Development of a Power Writing Essay
• A topic sentence that identifies a single point worth proving
• Two general statements each identifying one way to prove that the topic sentence is true
• Proof to back up each general statement• Commentary that shapes the writer’s opinion
about the proof• A concluding sentence that adds up the proof
and distills this thought into one sentence that is true for all the proof
Organization of a Power Writing Essay
•Argument and Support•Division and Classification•General to Specific
Reflection in a Power Writing Essay
•Commentary requires students to write reflectively drawing inferences and shaping opinion.
Transitions in a Power Writing Essay
To Introduce General Statements
Indeed, In fact, As a matter of fact, ; (semi-colon)
Transitions in a Power Writing Essay
To Introduce Proof For example, For instance, Consider the following
example, Consider this fact,
Transitions in Power Writing Essays
To Introduce Concluding Sentences
Clearly, Conclusively,
Certainly, Obviously,
State FCAT Writing Rubric
6• Writing is focused and purposeful,
reflecting insight into writing situation
• Organizational pattern provides for a logical progression of ideas; transitional devices give a sense of completeness
• Support is substantial, specific, relevant, concrete
Strategies to Teach Students How to Power Write
• Paragraph JumbleCut the sentences into strips and glue them on a sheet of
paper to form a single paragraph• Topic sentence• General statement • Proof • Commentary• General statement • Proof • Commentary• Concluding sentence
Strategies Continued• Read and Retell
Give the students a single Power Writing paragraph. Tell them to read the paragraph over and over again until they feel comfortable enough to turn the paper over and recreate it on the back without taking a peak.
Modeling• Give students a paragraph
written according to the Power Writing Formula. Triple space the paragraph giving the students enough room to write their own using the one you gave them as a model.
Incomplete Paragraphs• Give students a paragraph that
follows the Power Writing Formula but omit certain parts. Tell them to supply the missing parts. For example, give them a paragraph that has no commentary. Their job, then, is to add the commentary.
Second Body Paragraph
• Begin the second body paragraph by glancing back to the previous paragraph and then moving on to the next point.
• Topic sentence, general statement, proof, commentary, general statement, proof commentary, concluding sentence
Body Paragraph #2Transitional Topic Sentence
Not only……..but………...also
Besides……………., ____________
In addition to………., ___________
Persuasive Essay
Introductory ParagraphBody Paragraph #1Body Paragraph #2Rebuttal ParagraphConcluding Paragraph
3rd Body ParagraphRebuttal Paragraph
Place the paragraph of rebuttal before the concluding paragraph.
Rebuttal Paragraph•Give information about why
there are people who support the opposite view and explain to the reader why they should accept your view
Rebuttal Paragraph• Those who hold the opposite
opinion are mistaken. They assert (clearly and accurately state their positions). However, they are wrong. In fact, (tell your reader why this is a mistake). To be certain, (one clincher statement that will “seal the deal”).
Rebuttal Paragraph Ex.• Many people might argue against having a
one six-year term limit for president since it has been a long standing tradition, established by George Washington and supported by the 22nd Amendment to the U.S. Constitution (1951). However, they would be wrong. Just because something has been established over time and never changed, doesn’t make it the best practice or policy. This is why we are permitted to amend the Constitution.
Never:
•Attack opponent—attack the issues
•Misrepresent the opposing position
•Exaggerate and distort the opposing position
Introductory Paragraph
• Simple
Tell what you will prove and give two ways you will prove it.
• Advanced 1. Someone
….wanted..but…..so…… 2. Tell what you
will prove and tell two ways you will prove it.
Advanced Introductory Paragraph
•Quote•Anecdote•Dialogue•Poignant Memory
Persuasive Writing Prompt
Your principal is considering a plan that will give students more free time in school.
Think about this plan and whether you think that students need more free time in school.
Now write to convince your principal to agree with your position about giving students free time in school.
UNDERLINE
• Underline the THIRD PART of the prompt and underline the words that tell you what to do.
• Borrow words from THE THIRD PART OF THE PROMT ONLY
Introductory Paragraph
•Tells what you will prove THESIS STATEMENT•How you will prove it TWO DIFFERENT WAYS
Power Writing Formula
• Introductory Paragraph
• TWO WAYS TO PROVE THAT THESIS IS TRUE
• Body Paragraph
• TWO WAYS TO PROVE THAT THE TOPIC SENTENCE IS TRUE
Simple Introductory Paragraph
• Students need more free time between classes. In fact, extending the break time would help these young men and women meet their personal and their academic needs without sacrificing instructional time.
Advanced Introductory Paragraph
Principals want students in the classroom, but many students are in the halls during class time. Administrators don’t realize that students are in the halls because break-time is not long enough for them to take care of personal business. Although they don’t want to miss class, they don’t want to suffer either. Therefore, they need more free time between classes. In fact, extending the break time would help these young men and women meet their personal and their academic needs.
Concluding Paragraph
1. Discuss the thesis and explain the result
2. Create a metaphor, simile, allusion or analogy that will make the reader better understand your position and/or the result
Concluding Paragraph
• If students are given a 15 minute break between classes, they would benefit greatly from a more humane environment. After sitting for two hours, anyone needs a break—a mid-morning snack, a run to the restroom, a short conversation with a friend. In offices, factories, and businesses, breaks are common. Why can’t students enjoy the same? Giving them extra time will help recharge them for the next class. They will not be hungry or uncomfortable. They will have no need to leave the classroom and miss instruction. Therefore, our principal should give students a 15 minute break to help create a more caring environment.
Rhetorical Devices
• Exclamatory sentence
• Imperative sentence
• Rhetorical question
• Emotional appeal
• Simile• Metaphor• Allusion• Analogy
Writer’s Voice
• Use quotation marks around unusual words or phrases
• Define this unusual word or phrase by
1. using contrasting context clues2. using words that have a
similar meaning 3. using common sense context
clues
A Formula Works If It Is:
•Easy to memorize•Fun to learn•Easy to use•Reliable•Effective
