Download - Teaching Expository Writing Williamson County …mrsburhenn.weebly.com/uploads/8/4/6/1/8461247/jane_schaffer... · Teaching Expository Writing Williamson County Schools Franklin,

Jane Schaffer Enterprises 3955 St. James Pl.

San Diego CA 92103 (800) 471-8844

fax (619) 297-9487 email: [email protected]

web: janeschaffer.com © 2008 The Jane Schaffer Writing Program™

Teaching Expository Writing Williamson County Schools

Franklin, Tennessee June 2008

Teaching the Persuasive Essay

This file contains handouts for the workshop(s) scheduled for your school or district. You are welcome to download this to your computer for use with your own students, but please don’t post any of these materials on a website without checking with us first, and please don’t share the files with anyone outside of your own school. All materials published by Jane Schaffer Enterprises, including all materials and instructional strategies including in the Jane Schaffer Writing Program™, are copyrighted and trademarked with the United States Government and may be presented at meetings and inservices only by trainers licensed by Jane Schaffer Enterprises. If you are interested in becoming a licensed trainer, please email us for more information.

Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008

Table of Contents PAGE CONTENT 1 Website copyright information 2-3 Table of contents 4 Contact and copyright information 5 Non-negotiables 6 Stages in teaching 7-9 Persuasive prompts from various sources 10 Mantras for state tests 11-12 3 layouts for persuasive essays 13 Concrete detail/commentary synonym chart, persuasive essays14 Model, 5 paragraphs, no counterarguments, one chunk 15-16 Model, 5 paragraphs, no counterarguments, two chunks 17-18 Model, 5 paragraphs with counterarguments embedded, one

chunk 19-20 Model, 5 paragraphs with counterarguments embedded, two

chunks 21-22 Model, 6 paragraphs with all counterarguments in their own

body paragraph 23 Thesis, framed and 3-part model 24-25 Introduction shaping sheet and paragraph form 26 Thesis/topic sentence shaping sheet 27 T-chart, 1st body paragraph/1st reason 28-29 Shaping sheets, one-chunk body paragraphs 30-33 Shaping sheets, two-chunk body paragraphs 34 Paragraph form 35 T-chart, 2nd body paragraph/2nd reason 36-37 Shaping sheets, one-chunk body paragraphs 38-41 Shaping sheets, two-chunk body paragraphs 42 Paragraph form 43 T-chart, 3rd body paragraph/3rd reason 44-45 Shaping sheets, one-chunk body paragraphs 46-49 Shaping sheets, two-chunk body paragraphs 50 Paragraph form 51 Concluding paragraph, shaping sheets, 2 versions 52 Paragraph form

2


53 Pro/con chart, blank 54 Pro/con chart, junk food model 55 Pro/con chart, required P.E. 56 Topic sentence/counterargument/counter-counterargument

chart, partially filled in for junk food 57 Topic sentence/counterargument/counter-counterargument

chart, blank 58-59 Introduction shaping sheet, blank, and paragraph form 60 T-chart, 1st body paragraph, 1st reason with counterarguments

embedded 61 Paragraph form 62 T-chart, 2nd body paragraph, 2nd reason with counterarguments

embedded 63 Paragraph form 64 T-chart, 3rd body paragraph, 3rd reason with counterarguments

embedded 65 Paragraph form 66 Concluding paragraph, shaping sheets, 2 versions 67 Paragraph form 68 Sample timeline, regular and gifted/honors students 69-71 Sample timeline, ELL and special education students 72-74 Hot Topics sample pages (out of print, buy on Amazon or

Barnes and Noble) 75-76 Prompt construction, model, samples and blank 77 Cover sheet 78-80 Scoring guides/rubrics, 2 versions 81 Corrections assignment, student sample 82-88 Grading codes, various versions and student sample for

practice 89 Non-negotiables, ELA details 90 Non-negotiables, writing folders 91 Timeline for state test preparation 92 Teaching sequence from response to literature to the research

paper

3


The Jane Schaffer Writing Program™

Jane Schaffer

3955 St. James Place

San Diego CA 92103

(800) 471-8844

email: [email protected]

web: janeschaffer.com (sign up for User Forum freebies)

web: curriculumguides.com

Federal Law prohibits use of this material other than as follows:

Only those schools named in the contract may send teachers; we do not allow

visitors from any other school, district, or program. Workshop participants may

use or reproduce these materials with their own students and for no other

purpose or use. All materials and instructional strategies published or used by

Jane Schaffer Enterprises are copyrighted and trademarked with the United

States Government. They may be presented only by trainers licensed by Jane

Schaffer Enterprises and only at meetings and inservices arranged by Jane

Schaffer Enterprises. Workshop participants may not present these materials or

instructional strategies at any meeting, workshop, or inservice in any school,

district, or other gathering. No school or district may establish any site or local

trainers who are not licensed by Jane Schaffer Enterprises. Attending a

workshop or inservice does not constitute licensing. No part of the Jane

Schaffer Writing Program™ may be included on any website or electronic

storage system without permission in writing from the publisher. This includes

any notes taken on laptops during the workshop; they are for the use of the

individual workshop participant and no one else.

4


© 2007 The Jane Schaffer Writing Program™ · janeschaffer.com

NON-NEGOTIABLES Philosophical points 1. All students can think, and all students can write. 2. Formula/structure is a place to start for students who need it;

some don’t need it at all. We want students to leave the formula behind when they are ready to do so. Breaking the formula is called weaving –- mixing fact and opinion/concrete detail and commentary.

3. Consistency of program outweighs individual teacher preference.

Everyone abides by majority votes. 4. Common terminology for the paragraph and essay helps students

learn. 5. Writing is a process that includes the prompt, prewriting, T-charts,

webbing pages, graphic organizers/shaping sheets, drafting, revisions, and rubrics. All of these steps are required.

6. Meeting regularly to talk about student work is critical. What We Do in Class 7. We color-code the paragraph and the essay on the overhead or a

whiteboard (black, blue, red, and green pens). 8. We use a department-wide scoring guide for all writing

assignments. You can Google rubrics and click on Kathy Schrock to find a wealth of information.

9. We see students in one-on-one conferencing as often as possible. 10. We have multiyear, cumulative writing folders for each student

that we pass on to the next teacher each fall. 11. We write with each other and with our students (Shared Writing);

“We can’t teach what we don’t do” (Carol Jago).

5


© 2006 The Jane Schaffer Writing Program™

STAGES IN TEACHING SEQUENCE

All writing assignments have the following teaching sequence in common:

1

Model “I do”

• Give the class a completed example

• Credit for copying

2

Shared writing “We do”

• Write together as a

class • Not for a letter grade;

credit only

3

Pair/Small Group

“You do”

• Write in pairs or small

groups • Not for a letter grade;

credit only

4

Independent/

Individual “You do”

• Write individually • For a letter grade

6


© 2006 The Jane Schaffer Writing Program™ • janeschaffer.com

1

PERSUASIVE PROMPTS 1. Write a persuasive essay saying whether or not everyone in the

family should help with chores around the house.

2. Write a persuasive essay explaining which is better—elementary school or junior high school.

3. Write a persuasive essay saying whether or not Physical Education

should be required.

4. Choose one class from the list below and write a persuasive essay saying whether or not the course should be required.

• Art • Computers • Music (which can include chorus or band)

5. Write a persuasive essay saying whether or not dances should be

provided by the school. 6. Pick one class from the list below and write a persuasive essay

saying whether or not the class should be offered at your school.

• Foreign language • Photography • Wood shop • Fitness class • Self-defense • Bowling • Movie appreciation

7. Write a persuasive essay saying whether or not television was a good

invention. 8. Write a persuasive essay saying whether or not teenagers should

have a computer of their own in their bedroom. 9. Write a persuasive essay saying whether or not teenagers should

have a television of their own in their bedroom. 10. Write a persuasive essay saying whether or not helmets should be

required for skateboarders, rollerbladers, and bikers.

7



2

11. Write a persuasive essay saying whether or not there should be a nutrition break during the morning.

12. Write a persuasive essay saying whether or not homework should be

required. 13. Write a persuasive essay saying whether or not electronic devices

should be allowed on campus. 14. Write a persuasive essay discussing the advantages or disadvantages

of cell phones. 15. Write a persuasive essay about whether or not teenagers should

receive an allowance. 16. Write a persuasive essay about whether or not teenagers should be

allowed to chew gum in class. 17. Write a persuasive essay about whether or not junk food should be

sold on campus. 18. Write a persuasive essay about whether or not teenagers should be

allowed to wear hats in class. 19. Write a persuasive essay about whether or not teenagers should be

allowed to wear heelies at school. 20. Write a persuasive essay about whether or not a rapper should be

invited to speak at your school.

8


WASL PERSUASIVE PROMPTS

1. To improve student learning, the school board is proposing daily

homework for every class. Take a position on this proposal. In a multiple-paragraph letter, persuade the school board to support your position. (2006)

2. Your local officials would like to offer a new activity or place for teens in

your community. What new activity or place would you suggest? Write a multiple-paragraph letter to your local community officials persuading them to select your new activity or place. (2006)

3. You have been asked to be on a committee to review your high school’s

rules. Choose a rule that needs to be revised, added, or eliminated. Write a multiple-paragraph letter to your principal persuading him or her to adopt your recommendation. (2005)

4. Many young people have strong opinions about whether or not their

community is a desirable place for teens to live. Consider the appeal your community has for teens. Write a multi-paragraph letter to parents of teens in another area and convince them to move to or avoid your community. (2004)

5. Some nutritionists think the snack offerings at your school are terrible.

Because of this, parents are asking the principal to remove all soda pop and candy machines. Take a position on this proposal. Write a multi-paragraph letter to your principal to convince him or her to agree with your position. (2003)

6. Many people have expresses concern about the starting time for high

school. The school board has suggested that school begin and end two hours later. Take a position on this proposal and write a multi-paragraph letter to the school board to convince them to agree with your position. (2002)

9



MANTRAS FOR STATE TESTS Elementary, Middle/Junior, and High School

Response to Literature

• 4 paragraphs • One character • 1st half, 2nd half

Narrative

• 5 paragraphs • Beginning, Middle, End • The 5 Ws and IMD

Persuasive

• 5 paragraphs • Take a stand and give me 3 • Remember the

counterarguments

Summary

• # of paragraphs can vary • Half as long in your own words

10


PERSUASIVE ESSAY LAYOUTS, 2 VERSIONS

¶ #

¶ CONTENT

VERSION #1

#1

Introductory paragraph

Intro with a thesis that takes a stand

#2

1st body paragraph

• 1st reason for your stand • CA/CCA come either after the topic sentence or

right before the concluding sentence

#3

2nd body paragraph

• 2nd reason for your stand • CA/CCA come either after the topic sentence or


#4

3rd body paragraph

• 3rd reason for your stand • CA/CCA come either after the topic sentence or


#5

Concluding paragraph

Conclusion with a call to action

¶ #

¶ CONTENT

VERSION #2

#1



#2

1st body paragraph

All the CA ideas in one paragraph *Some people put this paragraph right before the concluding paragraph.

#3

2nd body paragraph

• 1st reason for your stand

#4

3rd body paragraph

• 2nd reason for your stand

#5

4th body paragraph

• 3rd reason for your stand

#6



11



PERSUASIVE ESSAY LAYOUTS, WASL VERSION #3

¶ #

¶ CONTENT

VERSION #1

#1



#2

1st body paragraph

• 1st reason for your stand

#3

2nd body paragraph

• 2nd reason for your stand

#4

3rd body paragraph

• 3rd reason for your stand

#5



12


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ELECTRONIC DEVICES

ONE-CHUNK BODY PARAGRAPHS WITHOUT THE COUNTERARGUMENTS

In the past, life was calmer, simpler, less hectic. Today, however, with

our busier lifestyles and access to information, to pretend that we are still in

the 19th century is ridiculous. Although some may object to electronic devices

at school, there are many sound reasons in favor of allowing students to have

them.

First, students can entertain themselves with CD players to and from

school and during breaks. I Iive in Jamul, the farthest bus stop on the route,

and it often takes forty-five minutes door to door to get home. I can listen to

Jewel or play Tetris and make this time less boring and more exciting. After a

long, hard day at school and before I hit the homework crunch, I deserve a little

downtime to relax and shake off the stress from the day. With so much free

time, CD players will keep teenagers occupied and reduce problems on campus.

Second, students can use internet cell phones and Palm Pilots to do

better in school. In history class, they could access information on Lincoln

when they study the Civil War or check on CNN to see who Deep Throat really

is. Others could use these devices to get started right away on their Author

Report in English class and not waste any time. Technology makes it easy to

learn quickly and keep up with the most current information. Having quick

access to the internet can only improve performance in school.

Third, students can be reached by their parents or contact others for help

if they have their cell phones with them. Even when teenagers are home,

parents often don’t want them answering the house phone when they are there

alone. With cell phones, parents always know where their children are,

including before and after school. It’s a good way for parents to organize and

monitor everyone’s comings and goings. Communication is instantaneous,

easy, and vital to students’ safety and sense of security.

Electronic devices don’t hurt anyone. We are the computer generation,

and electronics will guide our lives more and more every day. It’s time to get

our heads out of the sand and join the 21st century.

14


© The Jane Schaffer Writing Program™

TWO-CHUNK BODY PARAGRAPHS, NO COUNTERARGUMENTS

In the past, life was calmer, simpler, less hectic. Today, however, with our busier lifestyles and access to information, to pretend that we are still in the 19th century is ridiculous. Although some may object to electronic devices at school, there are many sound reasons in favor of allowing students to have them.

First, students can entertain themselves with CD players to and from school and during breaks. l Iive in Jamul, the farthest bus stop on the route, and it often takes forty-five minutes door to door to get home. I can listen to Jewel or play Tetris and make this time less boring and more exciting. After a long, hard day at school and before I hit the homework crunch, I deserve a little downtime to relax and shake off the stress from the day. In addition, when there is free time at school during lunch or nutrition break, teenagers can catch up with the newest songs. We can hear Alanis Morrisette’s latest CD or see what Nine Inch Nails is doing these days. It’s cool to keep up with pop trends and share music with a friend in the quad. With so much free time, CD players will keep teenagers occupied and reduce problems on campus.

Second, students can use internet cell phones and Palm Pilots to do better in school. In history class, they could access information on Lincoln when they study the Civil War or check on CNN to see who Deep Throat really is. Others could use these devices to get started right away on their Author Report in English class and not waste any time. Technology makes it easy to learn quickly and keep up with the most current information. Unfortunately, our school library just doesn’t have what the internet does. Instead of spending an hour looking for an article in an old, dusty magazine, I’d rather have easy accept to information at my fingertips in sixty seconds. The magazines and books aren’t as up-to-date and efficient, and they are cumbersome to use compared to modern websites. Having easy access to the internet can only improve performance in school.

15



Third, students can be reached by their parents or contact others for help if they have their cell phones with them. Even when teenagers are home, parents often don’t want them answering the house phone when they are there alone. With cell phones, parents always know where their children are, including before and after school. It’s an easy way for parents to organize and monitor everyone’s comings and goings. Furthermore, cell phones can be especially important during emergencies. When Columbine High School was attacked by two students, staff and students were able to alert the police that the shooting was going on. By doing so, they averted even more devastation and killing. Communication is instantaneous, easy, and vital to students’ safety and sense of security.

Electronic devices don’t hurt anyone. We are the computer generation, and electronics will guide our lives more and more every day. It’s time to get our heads out of the sand and join the 21st century.

16


ELECTRONIC DEVICES

ONE-CHUNK BODY PARAGRAPHS





them.


school and during breaks. Today’s teenagers, though, could use the walk or

ride to appreciate nature or have a conversation with a friend on campus.

This argument isn’t convincing, though; many students live thirty or more

minutes from school, too much downtime to spend just looking or talking.

I Iive in Jamul, the farthest bus stop on the route, and it often takes forty-five

minutes door to door to get home. I can listen to Jewel or play Tetris and make

this time less boring and more exciting. After a long, hard day at school and

before I hit the homework crunch, I deserve a little downtime to relax and shake

off the stress from the day. With so much free time, CD players will keep

teenagers occupied and reduce problems on campus.


better in school. It’s possible that some teenagers could misuse the net and

use it to cheat. Those students are a small minority on campus, however,

and schools shouldn’t penalize those who want to learn. In history class,

they could access information on Lincoln when they study the Civil War or check

on CNN to see who Deep Throat really is. Others could use these devices to

get started right away on their Author Report in English class and not waste any

time. Technology makes it easy to learn quickly and keep up with the most

17


current information. Having easy access to the internet can only improve

performance in school.


if they have their cell phones with them. Some might say that there is

nothing so important that parents need to call their children three or four

times a day. Yet, it makes family communication hassle-free; parents are

happier calling their children directly and not relying on an often

unreliable message system at school. Even when teenagers are home,



including before and after school. It’s an easy way for parents to organize and

monitor everyone’s comings and goings. Communication is instantaneous,

easy, and vital to students’ safety and sense of security.




18


ELECTRONIC DEVICES

TWO-CHUNK BODY PARAGRAPHS





them.


school and during breaks. Today’s teenagers, though, could use the walk or

ride to appreciate nature or have a conversation with a friend on campus.

This argument isn’t convincing, though; many students live thirty or more

minutes from school, too much downtime to spend just looking or talking.

I Iive in Jamul, the farthest bus stop on the route, and it often takes forty-five




off the stress from the day. In addition, when there is free time at school

during lunch or nutrition break, teenagers can catch up with the newest songs.

We can hear Alanis Morrisette’s latest CD or see what Nine Inch Nails is doing

these days. It’s cool to keep up with pop trends and share music with a friend

in the quad. With so much free time, CD players will keep teenagers occupied

and reduce problems on campus.


better in school. It’s possible that some teenagers could misuse the net and

use it to cheat. Those students are a small minority on campus, however,

and schools shouldn’t penalize those who want to learn. In history class,

they could access information on Lincoln when they study the Civil War or check

19


on CNN to see who Deep Throat really is. Others could use these devices to

get started right away on their Author Report in English class and not waste any

time. Technology makes it easy to learn quickly and keep up with the most

current information. Unfortunately, our school library just doesn’t have what

the internet does. Instead of spending an hour looking for an article in an old,

dusty magazine, I’d rather have easy access to information at my fingertips in

sixty seconds. The magazines and books aren’t as up-to-date and efficient, and

they are cumbersome to use compared to modern websites. Having easy

access to the internet can only improve performance in school.


if they have their cell phones with them. Some might say that there is

nothing so important that parents need to call their children three or four

times a day. Yet, it makes family communication hassle-free; parents are

happier calling their children directly and not relying on an often

unreliable message system at school. Even when teenagers are home,



including before and after school. It’s an easy way for parents to organize and

monitor everyone’s comings and goings. Furthermore, cell phones can be

especially important during emergencies. When Columbine High School was

attacked by two students, staff and students were able to alert the police that

the shooting was going on. By doing so, they averted even more devastation

and killing. Communication is instantaneous, easy, and vital to students’ safety

and sense of security.




20



Counterarguments all in 1st body paragraph

In the past, life was calmer, simpler, less hectic. Today, however, with our

busier lifestyles and access to information, to pretend that we are still in the 19th

century is ridiculous. Although some may object to electronic devices at school,

there are many sound reasons for allowing students to have them.

Some may say, however, that electronic devices will only be a nuisance.

First, they would distract students from paying attention. Students might try

to surf the net on a cell phone hidden under their desks instead of listening

to the history lecture. They would miss out on important concepts for the

sake of a few minutes of off-task behavior. Second, students would use their

phones and Palm Pilots to cheat in class. Instead of writing their own

essays, they would scout the net to find one and download it. Having easy

access to one of the cheater sites would promote values that the school does

not like. Third, electronic devices are easy targets for thieves. What is more

tempting than a Palm Pilot or CD player left on the table in the cafeteria?

Administrators would waste valuable minutes investigating theft after theft.

Having these on campus is just inviting trouble for everyone.

These arguments don’t hold up to scrutiny, however. Students can

entertain themselves with CD players to and from school and during breaks. l

Iive in Jamul, the farthest bus stop on the route, and it often takes forty-five




off the stress from the day. In addition, when there is free time at school during

lunch or nutrition break, teenagers can catch up with the newest songs. We can

hear Alanis Morrisette’s latest CD or see what Nine Inch Nails is doing these days.

It’s cool to keep up with pop trends and share music with a friend in the quad.

With so much free time, CD players will keep teenagers occupied and reduce

problems on campus.

21



Second, students can use internet cell phones and Palm Pilots to do better

in school. In history class, they could access information on Lincoln when they

study the Civil War or check on CNN to see who Deep Throat really is. I could

use these devices to get started right away on their Author Report in English

class and not waste any time. Technology makes it easy to learn quickly and

keep up with the most current information. Unfortunately, our school library just

doesn’t have what the internet does. Instead of spending an hour looking for an

article in an old, dusty magazine, I’d rather have easy access to information at

my fingertips in sixty seconds. The magazines and books aren’t as up-to-date

and efficient, and they are cumbersome to use compared to modern websites.

Having easy access to the internet can only improve performance in school.

Third, students can be reached by their parents or contact others for help if

they have their cell phones with them. Even when teenagers are home, parents

often don’t want them answering the house phone when they are there alone.

With cell phones, parents always know where their children are, including before

and after school. It’s an easy way to organize and monitor everyone’s comings

and goings. Furthermore, cell phones can be especially important during

emergencies. When Columbine High School was attacked by two students, staff

and students were able to alert the police that the shooting was going on. By

doing so, they averted even more devastation and killing. Communication is

instantaneous, easy, and vital to students’ safety and sense of security.

Electronic devices don’t hurt anyone. We are the computer generation, and

electronics will guide our lives more and more every day. It’s time to get our

heads out of the sand and join the 21st century.

22



PERSUASIVE ESSAY THESIS, 3 WAYS

MODELS AND FRAMES 1. Model: Teenagers don’t like dress codes and school uniforms, but having a clear

clothing policy solves and forestalls many problems on campus.

2. Although _______________, ___________________. Model:

Although teenagers don’t like dress codes and school uniforms, having a clear clothing policy solves and forestalls many problems on campus.

3. _________________; however, __________________. Model:

Teenagers don’t like dress codes and school uniforms; however, having a clear clothing policy solves and forestalls many problems on campus.

4. And a variation that works with all 3 frames:

The 3-Part Thesis

… having a clear clothing policy improves student behavior, saves money, and reduces clothes competition.

___________________, but _____________________,

Although ________________, _________________,

_________________; however, _________________,

23



PERSUASIVE ESSAY INTRODUCTORY PARAGRAPH

SENTENCE # AND

WHAT IT DOES

SENTENCE

1

Gives a big sentence about the topic that puts it in perspective: • In the past,… • Over the years,… • Previously,…

2

Elaborates on sentence #1; says more stuff: • Today, however,… • Today,… • At the present,…

3

This is your thesis

24


PARAGRAPH FORM INTRODUCTORY PARAGRAPH

•_____________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

25



THESIS/TOPIC SENTENCE CHART PERSUASIVE ESSAY

Prompt: Write a persuasive essay___________________________________ __________________________________________________________ Thesis sentence: Although _________________________________

__________________________________________, __________________________________________ __________________________________________ Think of as many possible reasons to support your thesis and write them in the boxes below. Then choose the 3 strongest and number them in the order you want for your body paragraphs. 1ST reason: 2nd reason: 3rd reason: 4th reason: 5th reason:

26


PREWRITE FOR 1ST BODY PARAGRAPH/1ST REASON

Topic sentence: ________________________________ _________________________________________________

CDs

• Facts • Evidence • Examples • Illustrations • Anecdotes • Statistics • Support • Proof • Give an example that shows… • Tell about a time when…

CMs

• Web off the Word(s) from your topic sentence

and/or

• CM helper: (This is/was important

because...)

27


2+:1


CM

2ND CD

1ST CD

TS

CS

28


2+:1


CM

2 OR MORE CDS

TS

CS

29


SHAPING SHEET 2+:1 RATIO


1ST CHUNK 2ND CD

2ND CHUNK 2ND CD

CM

CM

1ST CHUNK 1ST CD

2ND CHUNK 1ST CD

TOPIC SENTENCE

CONCLUDING SENTENCE

30




CM

CM

1ST CHUNK 2 OR MORE CDS

2ND CHUNK 2 OR MORE CDS

TOPIC SENTENCE

CONCLUDING SENTENCE

31


©The Jane Schaffer Writing Program™

2ND CD

CM

1ST CD

TS

CM

2ND CD

1ST CD

CS

32



CM

2 OR MORE CDS

TS

CM

2 OR MORE CDS

CS

33


PARAGRAPH FORM •_____________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

34


PREWRITE FOR 2ND BODY PARAGRAPH/2ND REASON

Topic sentence: ________________________________ _________________________________________________

CDs


CMs


and/or


because...)

35


2+:1


CM

2ND CD

1ST CD

TS

CS

36


2+:1


2 OR MORE CDS

CM

TS

CS

37




1ST CHUNK 2ND CD

2ND CHUNK 2ND CD

CM

CM

1ST CHUNK 1ST CD

2ND CHUNK 1ST CD

TOPIC SENTENCE

CONCLUDING SENTENCE

38




CM

CM



TOPIC SENTENCE

CONCLUDING SENTENCE

39



2ND CD

CM

1ST CD

TS

CM

2ND CD

1ST CD

CS

40



CM

2 OR MORE CDS

TS

CM

2 OR MORE CDS

CS

41


PARAGRAPH FORM •_____________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

42


PREWRITE FOR 3RD BODY PARAGRAPH/3RD REASON

Topic sentence: ________________________________ _________________________________________________

CDs


CMs


and/or


because...)

43


2+:1


CM

2ND CD

1ST CD

TS

CS

44


2+:1


2 OR MORE CDS

CM

TS

CS

45




1ST CHUNK 2ND CD

2ND CHUNK 2ND CD

CM

CM

1ST CHUNK 1ST CD

2ND CHUNK 1ST CD

TOPIC SENTENCE

CONCLUDING SENTENCE

46




CM

CM



TOPIC SENTENCE

CONCLUDING SENTENCE

47



2ND CD

CM

1ST CD

TS

CM

2ND CD

1ST CD

CS

48



CM

2 OR MORE CDS

TS

CM

2 OR MORE CDS

CS

49


PARAGRAPH FORM •_____________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

50


© 2

007

The

Jane

Sch

affe

r W

ritin

g Pr

ogra

m™

· ja

nesc

haff

er.c

om

CO

NC

LU

DIN

G P

AR

AG

RA

PH

A

ll C

M

GIV

ES A

FIN

ISH

ED

FEELIN

G T

O T

HE W

HO

LE E

SSA

Y

SEN

TEN

CE C

ON

TEN

T

SEN

TEN

CE

1

(I w

an

t to

pers

uad

e m

y

read

er

that)

…

2

(beca

use

)…sa

y m

ore

stu

ff

ab

ou

t se

nte

nce

#1

3

(In

th

e f

inal an

aly

sis,

)…

or

(In

th

e b

ig p

ictu

re,)…

o

r U

ltim

ate

ly,…

© 2

007

The

Jane

Sch

affe

r W

ritin

g Pr

ogra

m™

· ja

nesc

haff

er.c

om

CO

NC

LU

DIN

G P

AR

AG

RA

PH

A

ll C

M

GIV

ES A

FIN

ISH

ED

FEELIN

G T

O T

HE W

HO

LE E

SSA

Y

SEN

TEN

CE C

ON

TEN

T

SEN

TEN

CE

1

(In

th

is e

ssay, I

wan

t to

p

ers

uad

e m

y r

ead

er

that)

…

2

We n

eed

to

___

Ou

r jo

b i

s to

___

It

is

ou

r re

spo

nsi

bil

ity t

o__

_ W

e c

an

___

It i

s im

po

rtan

t to

___

In o

rder

to _

__, w

e m

ust

___

W

e a

re c

ap

ab

le o

f __

_ It

wo

uld

be t

o o

ur

ben

efi

t/ad

van

tag

e t

o _

__

Th

ere

fore

,___

In

do

ing

so, __

_

3

We n

eed

to

___

Ou

r jo

b i

s to

___

It

is

ou

r re

spo

nsi

bil

ity t

o__

_ W

e c

an

___

It i

s im

po

rtan

t to

___

In o

rder

to _

__, w

e m

ust

___

W

e a

re c

ap

ab

le o

f __

_ It

wo

uld

be t

o o

ur

ben

efi

t/ad

van

tag

e t

o _

__

Th

ere

fore

,___

In

do

ing

so, __

_ In

th

e f

inal

an

aly

sis,

___

51


PARAGRAPH FORM •_____________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

52



TOPIC: ___________________________________________________________

___________________________________________________________

Thesis-Pro

Although ________________________ _____________________________________________________________________, ______________________________________________________________________

Thesis-Con

Although ________________________ _____________________________________________________________________, ______________________________________________________________________

1st reason:

1st reason:

2nd reason:

2nd reason:

3rd reason:

3rd reason:

4th reason:

4th reason:

5th reason:

5th reason:

53




TOPIC: Selling junk food on school campuses

Thesis-Pro

Although many people like junk food, it should not be sold at school.

Thesis-Con

Although junk food can lead to many problems, it should be available at school.

1st reason:

• costs more than non-junk food

1st reason:

• good, wholesome food cheaper in the long run

2nd reason:

• leads to a variety of health problems—obesity, diabetes, heart

2nd reason:

• tastes good

3rd reason:

• establishes long-term poor eating habits

3rd reason:

• great fundraiser

4th reason:

• leads to behavior probems from sugar highs and lows that can affect achievement in school

4th reason:

• can give a needed boost of energy

5th reason:

•

5th reason:

• convenient and quick

54



TOPIC: Requiring Physical Education classes in middle/junior/ high school

Thesis:

Although some think physical education classes are not important, they should be required.

Thesis:

Although some think that physical education classes are important, they should not be required.

1st reason:

1st reason:

2nd reason:

2nd reason:

3rd reason:

3rd reason:

4th reason:

4th reason:

5th reason:

5th reason:

55


© 2

006

The

Jane

Sch

affe

r Writ

ing

Prog

ram

™ •

jan

esch

affe

r.com

THES

IS/T

OPI

C SE

NTE

NCE

CH

ART

PERS

UASI

VE E

SSAY

To

pic:

Ban

ning

junk

food

on

scho

ol c

ampu

ses

Thes

is:

Alth

ough

junk

food

app

eals

to te

enag

ers,

it s

houl

d be

ban

ned

on s

choo

l cam

puse

s.

RE

ASO

NS

TO S

UPPO

RT Y

OUR

TH

ESIS

CO

UNTE

RARG

UMEN

T CO

UNTE

R-CO

UNTE

RARG

UMEN

T 1st

rea

son:

Fi

rst,

bann

ing

junk

food

will

pre

vent

so

me

heal

th p

robl

ems

in th

e fu

ture

.

CA:

• Sc

hool

s, h

owev

er, a

re n

ot th

e on

ly c

ulpr

its w

hen

it co

mes

to

offe

ring

unhe

alth

y fo

od to

te

enag

ers.

•

Stud

ents

will

eat

junk

food

ou

tsid

e of

sch

ool a

nyw

ay, s

o w

e ca

n’t s

top

it.

• It’

s re

ally

the

fam

ily th

at s

ets

the

tone

and

rou

tine

for

good

ea

ting,

not

the

scho

ol.

CCA:

• N

ever

thel

ess,

(In

spite

of t

his,

Re

gard

less

,) sc

hool

s ha

ve a

re

spon

sibi

lity

to m

odel

goo

d be

havi

or.

• W

e te

ach

the

who

le c

hild

, not

ju

st th

e br

ain.

2nd r

easo

n:

Seco

nd, d

isci

plin

e pr

oble

ms

will

de

crea

se, a

nd s

tude

nt a

chie

vem

ent

will

incr

ease

.

CA:

CCA:

3rd r

easo

n:

CA:

CCA:

56


© T

he

Jane

Schaf

fer

Wri

ting P

rogra

m™

TH

ESIS

/TO

PIC

SEN

TEN

CE

CH

AR

T

PER

SUA

SIV

E ES

SAY

Thes

is: A

lthough _

____

____

____

____

____

____

____

____

____

____

____

____

____

, __

____

____

____

____

____

____

____

____

_ __

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_.

REA

SON

S TO

SU

PPO

RT Y

OU

R T

HES

IS

C

OU

NTER

AR

GU

MEN

T

C

OU

NTER

-CO

UN

TER

AR

GU

MEN

T

1st r

easo

n:

CA

:

CC

A:

2nd r

easo

n:

CA

:

CC

A:

3rd r

easo

n:

CA

: C

CA

:

57



PARAGRAPH #1 – INTRODUCTORY PARAGRAPH

All CM Gives an historical overview to the issue

Ends with the thesis

SENTENCE #

AND WHAT IT DOES

SENTENCE

1

Gives a big sentence about the topic that

puts it in perspective

(“In the past,” “Over the years,”

“Previously”)

2

Says more stuff about sentence

#1 (“Today,” “Today,

however,” “At the present,”

3

This is your thesis

58


PARAGRAPH FORM INTRODUCTORY PARAGRAPH

•_____________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

59



PERSUASIVE ESSAY

PREWRITE FOR 1ST BODY PARAGRAPH THESIS, TOPIC SENTENCES, CA, CCA AND T-CHART

TS: ____________________________________________________________________________

____________________________________________________________________________

CA: ____________________________________________________________________________

____________________________________________________________________________

CCA: ____________________________________________________________________________

____________________________________________________________________________

T-CHART FOR REST OF THE PARAGRAPH (SENTENCE 4 TO THE END)

CDs

CMs

(This is/was important because)... Why…?

60


1ST BODY PARAGRAPH, FIRST DRAFT

•_____________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

61



PERSUASIVE ESSAY

PREWRITE FOR 2nd BODY PARAGRAPH THESIS, TOPIC SENTENCES, CA, CCA AND T-CHART

TS: ____________________________________________________________________________

____________________________________________________________________________

CA: ____________________________________________________________________________

____________________________________________________________________________

CCA: ____________________________________________________________________________

____________________________________________________________________________


CDs

CMs


62


2ND BODY PARAGRAPH, FIRST DRAFT •_____________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

63



PERSUASIVE ESSAY

PREWRITE FOR 3rd BODY PARAGRAPH THESIS, TOPIC SENTENCES, CA, CCA AND T-CHART

TS: ____________________________________________________________________________

____________________________________________________________________________

CA: ____________________________________________________________________________

____________________________________________________________________________

CCA: ____________________________________________________________________________

____________________________________________________________________________


CDs

CMs


64


3RD BODY PARAGRAPH, FIRST DRAFT

•_____________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

65


© 2

007

The

Jane

Sch

affe

r W

ritin

g Pr

ogra

m™

· ja

nesc

haff

er.c

om

CO

NC

LU

DIN

G P

AR

AG

RA

PH

A

ll C

M

GIV

ES A

FIN

ISH

ED

FEELIN

G T

O T

HE W

HO

LE E

SSA

Y

SEN

TEN

CE C

ON

TEN

T

SEN

TEN

CE

1

(I w

an

t to

pers

uad

e m

y

read

er

that)

…

2

(beca

use

)…sa

y m

ore

stu

ff

ab

ou

t se

nte

nce

#1

3

(In

th

e f

inal an

aly

sis,

)…

or

(In

th

e b

ig p

ictu

re,)…

o

r U

ltim

ate

ly,…

© 2

007

The

Jane

Sch

affe

r W

ritin

g Pr

ogra

m™

· ja

nesc

haff

er.c

om

CO

NC

LU

DIN

G P

AR

AG

RA

PH

A

ll C

M

GIV

ES A

FIN

ISH

ED

FEELIN

G T

O T

HE W

HO

LE E

SSA

Y

SEN

TEN

CE C

ON

TEN

T

SEN

TEN

CE

1

(In

th

is e

ssay, I

wan

t to

p

ers

uad

e m

y r

ead

er

that)

…

2

We n

eed

to

___

Ou

r jo

b i

s to

___

It

is

ou

r re

spo

nsi

bil

ity t

o__

_ W

e c

an

___

It i

s im

po

rtan

t to

___

In o

rder

to _

__, w

e m

ust

___

W

e a

re c

ap

ab

le o

f __

_ It

wo

uld

be t

o o

ur

ben

efi

t/ad

van

tag

e t

o _

__

Th

ere

fore

,___

In

do

ing

so, __

_

3

We n

eed

to

___

Ou

r jo

b i

s to

___

It

is

ou

r re

spo

nsi

bil

ity t

o__

_ W

e c

an

___

It i

s im

po

rtan

t to

___

In o

rder

to _

__, w

e m

ust

___

W

e a

re c

ap

ab

le o

f __

_ It

wo

uld

be t

o o

ur

ben

efi

t/ad

van

tag

e t

o _

__

Th

ere

fore

,___

In

do

ing

so, __

_ In

th

e f

inal

an

aly

sis,

___

66


PARAGRAPH FORM CONCLUDING PARAGRAPH

•_____________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

67


© 2

006

The

Jane

Sch

affe

r W

ritin

g Pr

ogra

m™

SAM

PLE

TIM

ELIN

E PE

RSUA

SIVE

ESS

AY F

OR

CALI

FORN

IA, D

RAFT

9-2

4-06

D

ay 1

Mod

el

Elec

tron

ic d

evic

es e

ssay

O

ne-c

hunk

bod

y pa

ragr

aphs

Te

rms

Ratio

D

ay 2

Pro/

Con

char

t Sc

hool

uni

form

s Th

esis

and

topi

c se

nten

ces

Shar

ed w

ritin

g

D

ay 3

TS/C

A/CC

A ch

art

Scho

ol u

nifo

rms

Shar

ed w

ritin

g

D

ay 4

T-ch

art f

or 1

st b

ody

para

grap

h Fi

rst d

raft

of b

ody

para

grap

h Sh

ared

writ

ing

D

ay 5

T-ch

art f

or 2

nd b

ody

para

grap

h Fi

rst d

raft

of b

ody

para

grap

h Sh

ared

writ

ing

D

ay 6

T-ch

art f

or 3

rd b

ody

para

grap

h Fi

rst d

raft

of b

ody

para

grap

h Sh

ared

writ

ing

D

ay 7

Intr

oduc

tion

Conc

lusi

on

Shar

ed w

ritin

g

D

ay 8

Revi

ew a

nd q

uiz

D

ay 9

Pro/

Con

char

t Cu

rfew

(or

anot

her

topi

c)

Thes

is a

nd to

pic

sent

ence

s Pa

ir/sm

all g

roup

D

ay 1

0

TS/C

A/CC

A ch

art

Curf

ew

Pair/

smal

l gro

up

D

ay 1

1

All 3

bod

y pa

ragr

aphs

D

ivid

e cl

ass

into

3

T-ch

art a

nd fi

rst d

raft

Pa

ir/sm

all g

roup

D

ay 1

2

Intr

oduc

tion

Conc

lusi

on

Pair/

smal

l gro

up

D

ay 1

3

Asse

mbl

e th

e pi

eces

D

iscu

ss

D

ay 1

4

Revi

se

D

ay 1

5

Revi

se a

nd tu

rn in

fina

l dra

ft

Cred

it on

ly

D

ay 1

6

Pro/

Con

char

t Ba

nnin

g ju

nk fo

od o

n ca

mpu

s (o

r an

othe

r to

pic)

Th

esis

and

topi

c se

nten

ces

Inde

pend

ent

D

ay 1

7

TS/C

A/CC

A ch

art

Bann

ing

junk

food

on

cam

pus

Inde

pend

ent

D

ay 1

8

T-ch

art f

or 1

st b

ody

para

grap

h Fi

rst d

raft

of b

ody

para

grap

h In

depe

nden

t

Teac

her

read

s an

d co

mm

ents

on

firs

t dra

ft

D

ay 1

9

T-ch

art f

or 2

nd b

ody

para

grap

h Fi

rst d

raft

of b

ody

para

grap

h In

depe

nden

t

Teac

her

read

s an

d co

mm

ents

on

firs

t dra

fts

D

ay 2

0

T-ch

art f

o 3rd

bod

y pa

ragr

aph

Firs

t dra

ft o

f bod

y pa

ragr

aph

Inde

pend

ent

Te

ache

r re

ads

and

com

men

ts

on fi

rst d

raft

D

ay 2

1

Intr

oduc

tion

Conc

lusi

on

Inde

pend

ent

Te

ache

r re

ads

and

com

men

ts

on in

tro

and

conc

lusi

on

D

ay 2

2

Wor

k on

fina

l dra

ft

D

ay 2

3

Wor

k on

fina

l dra

ft

D

ay 2

4

Wor

k on

fina

l dra

ft

D

ay 2

5

Fina

l dra

ft d

ue

68


© 2

007

The

Jane

Sch

affe

r W

ritin

g Pr

ogra

m™

· ja

nesc

haff

er.c

om

SAM

PLE

TIM

ELIN

E, P

ERSU

ASIV

E ES

SAY,

50M

PER

IOD

S ST

RUG

GLI

NG

WRI

TERS

(whi

ch m

ay in

clud

e EL

L, E

LD, E

SL, a

nd S

PECI

AL E

DUC

ATIO

N S

TUD

ENTS

) D

RAFT

1-9

-07

So

me

give

ns:

1.

Man

tra:

Take

A S

tand A

nd G

ive

Me

Thre

e (3

rea

sons

for

your

opi

nion

); ad

d Rem

ember

the

CA

s and C

CA

s (c

ount

erar

gum

ents

and

cou

nter

-cou

nter

ar

gum

ents

) whe

n ap

prop

riate

. 2.

M

ost,

if no

t all,

writ

ing

will

be

done

as

Shar

ed W

ritin

g (S

W) o

r a

com

bina

tion

of S

hare

d W

ritin

g an

d Pa

irs/S

mal

l Gro

up (P

SG).

Str

uggl

ing

writ

ers

need

m

ore

expe

rienc

e an

d a

larg

e en

ough

voc

abul

ary

bank

in o

rder

to w

rite

the

pers

uasi

ve e

ssay

at a

n in

depe

nden

t lev

el.

3.

The

pers

uasi

ve e

ssay

will

incl

ude

the

follo

win

g:

a.

a

one-

sent

ence

, the

sis-

only

intr

oduc

tion,

3-p

art f

ram

ed th

esis

b.

one-

chun

k bo

dy p

arag

raph

s

c.

no c

ount

erar

gum

ents

or

coun

ter-

coun

tera

rgum

ents

unt

il th

ey m

aste

r ve

rsio

n #1

(no

CAs

or C

CAs)

d.

a on

e-se

nten

ce c

oncl

udin

g pa

ragr

aph

D

ay 1

Mod

el o

f the

per

suas

ive

essa

y

• M

antr

a •

Elec

tron

ic d

evic

es

essa

y, 5

par

agra

phs

• O

ne-c

hunk

bod

y pa

ragr

aphs

•

No

CAs

or C

CAs

• Te

rms

• Ra

tio

• Q

uiz

at th

e en

d of

the

hour

, clo

ze

proc

edur

e/fil

l in

the

blan

k.

D

ay 2

Shar

ed W

ritin

g co

mbi

ned

with

Pa

ir/Sm

all G

roup

• Pr

o/Co

n ch

art

• Sc

hool

uni

form

s/

dres

s co

des

• Li

st id

eas

for

both

si

des

on th

e Pr

o/Co

n ch

art

• Pi

ck o

ne s

ide,

eith

er

pro

or c

on, a

nd

choo

se th

e 3

best

/str

onge

st

reas

ons

• Pu

t the

m in

ord

er

(bes

t firs

t or

last

but

no

t in

the

mid

dle)

•

Writ

e a

3-pa

rt fr

amed

th

esis

or

give

the

clas

s on

e yo

u’ve

w

ritte

n al

read

y •

Qui

z at

the

end

of th

e ho

ur, c

loze

pr

oced

ure/

fill i

n th

e bl

ank.

D

ay 3

Shar

ed W

ritin

g co

mbi

ned

with

Pa

ir/Sm

all G

roup

• Pr

o/Co

n ch

art

• O

pen

cam

pus

• Li

st id

eas

for

both

si

des

on th

e Pr

o/Co

n ch

art

• Pi

ck o

ne s

ide,

eith

er

pro

or c

on, a

nd

choo

se th

e 3

best

/str

onge

st

reas

ons

• Pu

t the

m in

ord

er

(bes

t firs

t or

last

but

no

t in

the

mid

dle)

•

Writ

e a

3-pa

rt fr

amed

th

esis

usi

ng o

r gi

ve

the

clas

s on

e yo

u’ve

w

ritte

n al

read

y, u

sing

th

e sh

apin

g sh

eet f

or

the

intr

oduc

tion

in

eith

er c

ase

• Q

uiz

at th

e en

d of

the

hour

, clo

ze

proc

edur

e/fil

l in

the

blan

k.

D

ay 4

Shar

ed W

ritin

g co

mbi

ned

with

Pa

ir/Sm

all G

roup

• Pr

o/Co

n ch

art

• Re

quire

d PE

•

List

idea

s fo

r bo

th

side

s on

the

Pro/

Con

char

t •

Pick

one

sid

e, e

ither

pr

o or

con

, and

ch

oose

the

3 be

st/s

tron

gest

re

ason

s •

Put t

hem

in o

rder

(b

est f

irst o

r la

st b

ut

not i

n th

e m

iddl

e)

• W

rite

a 3-

part

fram

ed

thes

is u

sing

or

give

th

e cl

ass

one

you’

ve

writ

ten

alre

ady,

usi

ng

the

shap

ing

shee

t for

th

e in

trod

uctio

n in

ei

ther

cas

e •

Qui

z at

the

end

of th

e ho

ur, c

loze

pr

oced

ure/

fill i

n th

e bl

ank.

D

ay 5

Shar

ed W

ritin

g co

mbi

ned

with

Pa

ir/Sm

all G

roup

• Q

uiz

over

the

wee

k’s

cont

ent:

• W

hat i

s th

e m

antr

a fo

r pe

rsua

sive

es

says

? •

Wha

t is

a th

esis

? •

Wha

t doe

s Pr

o m

ean?

•

Wha

t doe

s Co

n m

ean?

•

How

do

you

deci

de th

e or

der

of y

our

body

pa

ragr

aphs

? •

Each

topi

c se

nten

ce g

ives

on

e __

___

for

your

opi

nion

. •

The

ratio

of C

Ds

to C

Ms

in

pers

uasi

ve

writ

ing

is _

__ t

o __

_.

• W

hat i

s a

chun

k?

69


© 2

007

The

Jane

Sch

affe

r W

ritin

g Pr

ogra

m™

· ja

nesc

haff

er.c

om

Day

6

M

odel

the

T-ch

art a

nd fi

rst

draf

t for

th

e fir

st b

ody

para

grap

h

(firs

t rea

son)

• Re

view

the

Pro/

Con

char

t for

sch

ool

unifo

rms/

dre

ss

code

s fr

om D

ay 2

•

Stud

ents

rea

d an

d an

nota

te th

e T-

char

t fo

r th

e fir

st b

ody

para

grap

h w

ith th

e te

ache

r •

Mod

el o

f firs

t dra

ft o

f bo

dy p

arag

raph

•

Qui

z at

the

end

of th

e ho

ur, c

loze

pr

oced

ure/

fill i

n th

e bl

ank

D

ay 7

Shar

ed W

ritin

g co

mbi

ned

with

Pa

ir/Sm

all G

roup

for

the

seco

nd b

ody

para

grap

h (s

econ

d re

ason

)

• CD

s an

d CM

s: y

ou

deci

de w

hat d

egre

e of

sca

ffol

ding

the

clas

s ne

eds.

Co

mpl

ete

and

anno

tate

the

T-ch

art

as a

ppro

pria

te

• Tr

ansf

er T

-cha

rt

idea

s to

the

para

grap

h fo

rm

(hea

vy s

caff

oldi

ng b

y th

e te

ache

r)

OR

ha

ve a

pre

-prin

ted

co

py o

f the

par

agra

ph

read

y to

pas

s ou

t. If

pr

e-pr

inte

d, m

ake

su

re y

ou g

uide

the

CD

/CM

dis

cuss

ion

to

war

d th

ose

idea

s

that

you

kno

w a

re in

th

e pa

ragr

aph.

•

Qui

z at

the

end

of th

e ho

ur, c

loze

pr

oced

ure/

fill i

n th

e bl

ank

D

AY 8

Shar

ed W

ritin

g co

mbi

ned

with

Pa

ir/Sm

all G

roup

for

the

th

ird b

ody

para

grap

h (th

ird r

easo

n)

and

Mod

el th

e on

e-se

nten

ce

conc

ludi

ng p

arag

raph

• CD

s an

d CM

s: y

ou

deci

de w

hat d

egre

e of

sca

ffol

ding

the

clas

s ne

eds.

Co

mpl

ete

and

anno

tate

the

T-ch

art

as a

ppro

pria

te

• Tr

ansf

er T

-cha

rt

idea

s to

the

para

grap

h fo

rm

(hea

vy s

caff

oldi

ng b

y th

e te

ache

r)

OR

ha

ve a

pre

-prin

ted

co

py o

f the

par

agra

ph

read

y to

pas

s ou

t. If

pr

e-pr

inte

d, m

ake

su

re y

ou g

uide

the

CD

/CM

dis

cuss

ion

to

war

d th

ose

idea

s

that

you

kno

w a

re in

th

e pa

ragr

aph.

•

Mod

el th

e on

e-se

nten

ce c

oncl

udin

g pa

ragr

aph

and

show

ho

w y

ou d

id it

, usi

ng

the

shap

ing

shee

t for

th

e co

nclu

sion

•

Qui

z at

the

end

of th

e ho

ur, c

loze

pr

oced

ure/

fill i

n th

e bl

ank

D

ay 9

Shar

ed W

ritin

g co

mbi

ned

with

Pa

ir/Sm

all G

roup

• As

sem

ble

the

pape

r (w

hich

will

be

the

intr

o, 3

bod

y pa

ragr

aphs

, and

the

conc

lusi

on, a

ll fir

st

draf

ts) a

nd s

tapl

e •

Qui

z on

Day

s 1-

8 •

Re-t

each

as

appr

opria

te

D

ay 1

0

Chan

ge-u

p da

y

70


© 2

007

The

Jane

Sch

affe

r W

ritin

g Pr

ogra

m™

· ja

nesc

haff

er.c

om

D

ay 1

1

Shar

ed W

ritin

g co

mbi

ned

with

Pa

ir/Sm

all G

roup

N

ew to

pic,

firs

t bod

y pa

ragr

aph

•

Revi

ew th

e Pr

o/Co

n ch

art f

or o

pen

cam

pus

from

Day

3

• W

rite

a 3-

part

fram

ed

thes

is u

sing

or

give

th

e cl

ass

one

you’

ve

writ

ten

alre

ady,

usi

ng

the

shap

ing

shee

t for

th

e in

trod

uctio

n in

ei

ther

cas

e •

CDs

and

CMs:

you

de

cide

wha

t deg

ree

of s

caff

oldi

ng th

e cl

ass

need

s.

Com

plet

e an

d an

nota

te th

e T-

char

t as

app

ropr

iate

. •

Tran

sfer

T-c

hart

id

eas

to th

e pa

ragr

aph

form

(h

eavy

sca

ffol

ding

by

the

teac

her)

OR

have

a

pre-

prin

ted

copy

of

the

para

grap

h re

ady

to p

ass

out.

If p

re-

prin

ted,

mak

e su

re

you

guid

e th

e CD

/CM

di

scus

sion

tow

ard

thos

e id

eas

that

you

kn

ow a

re in

the

para

grap

h.

• Q

uiz

at th

e en

d of

the

hour

, clo

ze

proc

edur

e/fil

l in

the

blan

k

D

ay 1

2

Shar

ed W

ritin

g co

mbi

ned

with

Pa

ir/Sm

all G

roup

Se

cond

bod

y pa

ragr

aph

•

CDs

and

CMs:

you

de

cide

wha

t deg

ree

of s

caff

oldi

ng th

e cl

ass

need

s.

Com

plet

e an

d an

nota

te th

e T-

char

t as

app

ropr

iate

. •

Tran

sfer

T-c

hart

id

eas

to th

e pa

ragr

aph

form

(h

eavy

sca

ffol

ding

by

the

teac

her)

OR

have

a

pre-

prin

ted

copy

of

the

para

grap

h re

ady

to p

ass

out.

If p

re-

prin

ted,

mak

e su

re

you

guid

e th

e CD

/CM

di

scus

sion

tow

ard

thos

e id

eas

that

you

kn

ow a

re in

the

para

grap

h.

• Q

uiz

at th

e en

d of

the

hour

, clo

ze

proc

edur

e/fil

l in

the

blan

k

D

ay 1

3

Shar

ed W

ritin

g co

mbi

ned

with

Pa

ir/Sm

all G

roup

Th

ird b

ody

para

grap

h

•

CDs

and

CMs:

you

de

cide

wha

t deg

ree

of s

caff

oldi

ng th

e cl

ass

need

s.

Com

plet

e an

d an

nota

te th

e T-

char

t as

app

ropr

iate

. •

Tran

sfer

T-c

hart

id

eas

to th

e pa

ragr

aph

form

(h

eavy

sca

ffol

ding

by

the

teac

her)

OR

have

a

pre-

prin

ted

copy

of

the

para

grap

h re

ady

to p

ass

out.

If p

re-

prin

ted,

mak

e su

re

you

guid

e th

e CD

/CM

di

scus

sion

tow

ard

thos

e id

eas

that

you

kn

ow a

re in

the

para

grap

h.

• Su

pply

the

conc

ludi

ng p

arag

raph

(o

ne s

ente

nce)

and

sh

ow th

e cl

ass

how

yo

u di

d it,

usi

ng th

e sh

apin

g sh

eet f

or th

e co

nclu

sion

•

Qui

z at

the

end

of th

e ho

ur, c

loze

pr

oced

ure/

fill i

n th

e bl

ank

D

ay 1

4

Pair/

Smal

l Gro

up w

ith le

ss

Shar

ed W

ritin

g

• As

sem

ble

the

pape

r (w

hich

will

be

the

intr

o, 3

bod

y pa

ragr

aphs

, and

the

conc

lusi

on, a

ll fir

st

draf

ts) a

nd s

tapl

e •

Qui

z on

day

s 10

-13

(pre

tty

muc

h th

e sa

me

quiz

as

the

one

on D

ay 9

) •

Re-t

each

as

appr

opria

te

D

ay 1

5

Chan

ge-u

p da

y

• D

ecid

e if

the

clas

s is

re

ady

for

anot

her

essa

y ne

xt w

ith m

ore

Pair/

Smal

l Gro

up

wor

k an

d le

ss S

hare

d W

ritin

g, o

r if

they

ne

ed a

bre

ak fo

r a

bit

and

pick

up

the

inst

ruct

ion

late

r.

71


72


73


74



PROMPT CONSTRUCTION

1. Features of good prompts:

a. written as sentences, not questions.

b. quantifies the assignment (length and

ratio)

c. uses a verb that fits your subject and the assignment (e.g.,

discusses, comments on, explores, analyzes, interprets,

evaluates, investigates, describes, explains, states, defines,

summarizes)

d. narrows the focus of the topic

2. Model: Write a one-chunk 1:2+ paragraph that discusses how

Friar Lawrence feels in the first half of the play.

4. How to Test Your Prompts

a. Do the T-chart.

b. Do a little more (webbing, first draft) if you think you need to.

5. Sample prompts to discuss:

a. Write an essay that analyzes bullying.

b. Science: Write a one-chunk 2+:1 paragraph that describes the

process of natural selection and connect/apply it to real life.

c. Write a compare-contrast essay in which you explore the

similarities and differences between two subjects of your

choice.

d. Discuss the causes of the Civil War.

e. Write a one-chunk paragraph comparing and contrasting

parallel and perpendicular lines.

f. Analyze the significance of the story of the Garden of

Eden.

75



PROMPT WRITING PRACTICE

Features of good prompts:

a. written as sentences, not questions.

b. quantifies the assignment (length and

ratio)

c. uses a verb that fits your subject and the assignment (e.g.,

discusses, comments on, explores, analyzes, interprets,

evaluates, investigates, describes, explains, states, defines,

summarizes)

d. narrows the focus of the topic

1. Write a _____________________________ that _________________________

____________________________________________________________________.

2. Write a _____________________________ that _________________________

____________________________________________________________________.

3. Write a _____________________________ that _________________________

____________________________________________________________________.

76


COVER SHEET PARAGRAPHS AND ESSAYS

NAME: _______________________________________ DATE: _______________________________________ FORMAT: PROCESS PAPER (2 or more drafts)

TIMED WRITING ONE-CHUNK PARAGRAPH TWO-CHUNK PARAGRAPH

PROMPT: ___________________________________________ ___________________________________________ CLASS/LEVEL: __________________________________ TEACHER: __________________________________ IF YOU DID NOT DO THIS ASSIGNMENT, COMPLETE THIS SECTION AND SIGN BELOW: I did not do this assignment because _____________________________________________________ _____________________________________________________ SIGNED: ___________________________________________

77


TEACHING THE MULTIPARAGRAPH ESSAY

ESSAY SCORING GUIDE

A Excellent

Excellent concrete detail; correct and skillful use of transitions and lead-ins

Insightful commentary Finds connections Organization is clear and logical Very few, if any, mechanical errors Powerful vocabulary Excellent sentence variety Repeats little or not at all

B Good

Good concrete detail; correct use of transitions and lead-ins.

Good commentary but less so than an "A"

Organization is clear but not as skillfully done as the "A" papers

Some mechanical errors may be present, more than the "A" papers

Good vocabulary Above-average sentence variety Repeats more than the “A” paper

but less than the “C” paper C Adequate

Follows format (ratio; word counts; sentence layout, if required)

Acceptable CD; generic CD Obvious, superficial, irrelevant, or

generic commentary (GC) Organization is present but less

skillfully done than the "B" papers Some mechanical errors present ,

more than a B paper Average vocabulary or odd word

choice Limited sentence variety Repeats are a problem

D Demonstrates Problems

Too many mechanical errors (run-ons, fragments, spelling, contractions, apostrophes)

Did not copy correctly from the story or the board

Uses past tense instead of literary present tense (LP)

Does not follow the format (ratio; word counts; sentence layout)

CD problems: weak CD (WCD); factual errors; problems with MLA citation format; problems with TLCD;

no lead-in; weak lead-in. CM problems: weak CM (WCM); not

commentary (NCM); mainly plot summary or restatement of CD; CM doesn’t fit the CD, generic CM.

Chunk doesn’t fit TS (not coherent). Filler Organization is unclear. Simple vocabulary and word choice

(WC), odd word choice; slang (SL); wrong word (WW); odd phrasing

Little sentence variety Repeats are a bigger problem than

with the "C" paper Uses no-no words, including

you, your, yours, would, should, could, may, might; I, me, my in a literature paper

F Fails to meet standards

78



JANE SCHAFFER WRITING PROGRAM™ SCORING GUIDE WITH 6 TRAITS

Ideas and Content A B C D F

• Thesis/topic sentences contain commentary words • Appropriate and significant concrete detail • Insightful commentary that finds connections between characters,

events, themes, or global perspectives • Follows format as appropriate (ratio, sentence layout,

word counts, chunking) • Ideas are fully developed

Organization A B C D F

• Transitions and lead-ins used skillfully • Sequencing of ideas clear, logical, and effective • Pacing and overall effect and smooth and balanced • Sustained focus to each paragraph and essay as a whole • Composition has a sense of completeness • Intro and conclusion are meaningful and add depth to the

composition • Writer’s progression of thought from sentence to sentence

and paragraph to paragraph is smooth and controlled • Logical movement from idea to idea • Organization enhances the writer’s ability to present ideas

clearly and effectively Voice A B C D F

• Individual, expressive, and engaging concrete detail and commentary

• Appropriate for audience and purpose • Authentic and original sound to the paper • Shows writer’s individuality or unique perspective • Writer engages the reader

79



Word Choice A B C D F

• Powerful, accurate, specific vocabulary • Academic language as appropriate • Few repeats • Word choice enhances the overall effectiveness

of the communication of ideas Sentence Fluency A B C D F

• Strong, concise sentences that are smooth and fluid • Sentences vary in length and structure • Easy to read aloud • Sentences enhance the overall effectiveness of the • communication of ideas

Conventions A B C D F

• Overall strength of the conventions contributes to the effectiveness of the composition

• Few/no weak words: thing, something, anything, everything, nothing, you

• No speculative words in a literature paper (would, could, should, may, might, if, then)

• No personal pronouns in body paragraphs in a literature paper (I, me, my, we, us, our, ours, mine)

• Text looks clean, edited, and polished

80


81


name:______________________________________ date:_________________________ essay topic:________________________________________________

#

DESCRIPTION OF MISTAKE

# OF TIMES

IN THIS PAPER

1 awkward/choppy

2 cliché/trite vocabulary

3 filler

4 fragment

5 generic concrete detail or commentary

6 huh? didn’t understand

7 miscellaneous

8 MLA problems (citation or heading)

9 no-no words (would, should, could, may, might, if, you, your, yours, I, me, my, we, us, our, ours in literature papers)

10 not commentary

11 not concrete detail

12 parallel structure

13 passive voice

14 problems with commentary

15 problems with concrete detail

16 pronoun antecedent

17 punctuation

18 repeats

19 run-on sentence

20 spelling (sp/cap/contr/abb/apost)

21 subject-verb agreement

22 TLCD problems

23 verb tense

24 word choice

25 wordy

26 wrong word

TOTAL NUMBER OF ERRORS IN THIS PAPER:

82


SAMPLE BODY PARAGRAPH

WITH NUMBER CODES FOR MARKING PAPERS

Daisy’s love life is split between her true

love and her unhappy marriage to Tom.

Gatsby and Daisy’s strong feelings for each

other was described as “blossoming for him

like a flower and the incarnation was

complete (117).” These lovers are described

as if they were the most perfect couple in the

world and like they are completely made for

each other, so why they parted and waiting

so long is a mystery. Gatsby’s death must

not have disturbed Daisy so much because

“She and Tom had gone away early that

afternoon, and taken baggage with them

83


nam

e:_

____

____

____

____

____

____

____

____

____

____

____

_

ESSA

Y/P

AR

AG

RA

PH

TO

PIC

AN

D D

AT

E

1

aw

kw

ard

/ch

op

py

2

clic

hé/t

rite

vo

cab

ula

ry

3

fill

er

4

frag

men

t

5

gen

eri

c co

ncr

ete

deta

il o

r co

mm

en

tary

6

hu

h?

did

n’t

un

ders

tan

d

7

mis

cell

an

eo

us

8

MLA

pro

ble

ms

(cit

ati

on

or

head

ing

)

9

no

-no

wo

rds (

wo

uld

, sh

ou

ld, c

ou

ld, m

ay,

mig

ht,

if,

yo

u, y

ou

r, y

ou

rs, I, m

e, m

y, w

e,

us,

ou

r, o

urs

in

lit

era

ture

pap

ers

)

10

n

ot

com

men

tary

11

n

ot

con

crete

deta

il

12

p

ara

llel

stru

ctu

re

13

p

ass

ive v

oic

e

14

p

rob

lem

s w

ith

co

mm

en

tary

15

pro

ble

ms

wit

h c

on

crete

deta

il

16

p

ron

ou

n a

nte

ced

en

t

17

p

un

ctu

ati

on

18

re

peats

19

ru

n-o

n s

en

ten

ce

20

sp

ell

ing

(sp

/cap

/co

ntr

/ab

b/a

po

st)

21

su

bje

ct-v

erb

ag

reem

en

t

22

T

LC

D p

rob

lem

s

23

verb

ten

se

24

w

ord

ch

oic

e

25

w

ord

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NON-NEGOTIABLES FOR ELA MIDDLE SCHOOL/HIGH SCHOOL NUMBER OF WRITING ASSIGNMENTS PER WEEK/GRADING PERIOD

1. EACH GRADING PERIOD

• one process paper (2 or more drafts) every grading period

• all pieces turned in with the final draft, scoring guide, and grading codes stapled to the back

2. EACH WEEK 2+ paragraphs a week (not necessarily using the entire process)

3. GENRES We teach the three major writing types in this order and don’t move

to the next type until students master the previous one:

• 1st : response to literature (paragraph first, essay second; some schools do only the response to literature paragraph and then move to the narrative) • 2nd : narrative (personal or fiction) essay • 3rd : persuasive essay Expository/informational/non-fiction writing about non- fiction text, either summary or analytical, is best addressed in content-area classes with the support of the English Department.

4. ASSESSMENT, PRE AND POST Pre-test (writing diagnostic at beginning of the year) and local assessment (post-test) each year 5. GRADES

Writing must count enough to make it impossible to pass the class without it. For us, this is at least 50% of the grade; the final draft of the process paper counts most of that category (80% or so).

6. BOOK REPORTS

Book reports: 20% of your grade.

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NON-NEGOTIABLES FOR MIDDLE SCHOOL/HIGH SCHOOL

WRITING FOLDERS

No one reads writing folders from beginning to end; that’s not our purpose in keeping them. Details below about what we put in them and reasons for keeping them: 1. Multi-year writing folders are passed on each year to the next teacher

(folder swap); they contain

• every process paragraph and essay

• every timed writing

• every local assessment

2. Four purposes for these folders:

• storage

• parent conferences

• student self-reflection and review

• teacher accountability

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TEACHING SEQUENCE: THE BASIC RECIPE 1

Response to literature paragraph, one chunk:

model shared writing group individual

5

Narrative essay (personal or fiction) about an event, five paragraphs, body paragraphs with one or two chunks


2

Response to literature essay, four or more paragraphs (intro, 2 or more bodies, conclusion), one-chunk body paragraphs:


6

Persuasive essay, five paragraphs, no counterarguments, not text/research based, body paragraphs with one or two chunks:

model shared writing group • individual

3

Response to literature paragraph, two chunks:


7

Persuasive essay, five or more paragraphs with counterarguments, not text/research based, body paragraphs with one or two chunks:


4

Response to literature essay, four or more paragraphs (intro, 2 or more bodies, conclusion), two-chunk body paragraphs:


8

Expository/informational writing/ analysis of non-fiction text, four or more paragraphs, text/ research based, body paragraphs with one or two chunks


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