mapping for success essay writing

7/24/2019 Mapping for success essay writing

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Essay Writing

Mapping for Success

for middle and high school students

Written by Nicole Welding and Donna Herold


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DearEducator:

Thestakeshaverisenforstudentstodemonstratecompetenceinwriting.While

educatorsacrossthecurriculumareworkingtoimprovestudentperformance,the

gapbetweenwhatisexpectedofstudentwritersandwhatstudentwritersareable

todocontinuestowiden.Thiswritingguidewasborninanefforttohelpeduca-torsndasimplewaytopresentbasicwritingskills.Designedfortheinstructionof

expository,persuasive,andliteraryanalysisessays,MappingforSuccessscaffolds

necessaryskillsandbeginsthewritersjourneytowardcontrolofhisorherwriting.

BothauthorsareNationalBoardcertiedteacherswhohavetaughtwritinginthe

classroomformorethanadecade.Theircombinedknowledgehasallowedthem

tocarefullycraftasimpleprocessthat,withguidedinstruction,iscapableofhelping

studentsbetterorganizeandelaboratetheirwriting.Whatsetsthismethodapart

fromotherapproachestowritingessaysisitseasy-to-understandformatthatallowsteacherstobringtheirowncreativitytothestudentswritingprocesswhileequipping

studentswithavisualcuetohelpdeveloptheirideas.

Thismethodisnotmeanttocreateanewvocabularyforstudentsandteachersto

learn;rather,itispurposefullydesignedsothatstudentsexistingknowledgeabout

writingcanbeeasilytappedwhenbeginningtomapoutanewessay.Theterm

Mappinghasbeenidentiedsimplytoaccentuatetheneedforstudentstoplan

theiressaybeforebeginningtheirinitialdrafts.

Usedasascaffold,thismethodcanbetaughtsuccessfullyinmiddleandhigh

school.Pageswithinthisbookletaremeanttobephotocopiedandusedinthe

classroom,asthegraphicdisplayofcontentorganizationistheprimarystrategy

thatwillassiststudentswhentheyarerequiredtowriteforanassignmentorahigh

stakestest.Aswithallgoodscaffolds,theintentistomovestudentspastthe

scaffoldassoonastheyarecapable.

LetsMapforSuccess!

NicoleWelding DonnaHerold


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Table of ContentsWriting an Expository Essay..............4 Introduction and Teacher Tips

Mapping the Prompt

Mapping Essay Hook and Release Writing a Thesis Introductory Paragraph Mapping Body Paragraphs Conclusion Paragraph

Writing a Persuasive Essay.........21

Introduction Mapping the Prompt Mapping Essay Hook and Release Writing a Thesis Introductory Paragraph Mapping Body Paragraphs Conclusion Paragraph

Writing a Literary Analysis....... 39 Introduction Mapping the Prompt Pre-Analysis Hook and Release Mapping Essay Writing a Thesis Introductory Paragraph

Mapping Body Paragraphs Conclusion Paragraph

Appendix I . . . . Research.............................59Appendix II . . . . Prewriting and Brainstorming


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InstructionRationale

Essaysfollowanorganizationalpatternthat,oncelearned,allowsstudentsto

writeinanintuitiveandorganizedmanner.Thisismostimportantwhenstudents

arerequiredtorespondcoherentlytoanessayquestiononatestorformalizearesponseforanexpositoryprompt.Butwhatmustourstudentsunderstandabout

purposefulexpositoryessaywritingandhowcanwemovethemtowardthose

understandings?

Importanceofpromptanalysis:Itisalwaysappropriatetodenemode,audience,

purpose,andsubjectbeforebeginningtowrite.Thefollowingpageintroducesthe

basicsofMAPS,demonstratingtheinitialquestionsthatshouldbeaskedbefore

beginningthewritingprocess.

Importanceofpre-writing:Thevalueofgraphicorganizerstoteachessaywriting

cannotbeunderestimated.Withthatsaid,itisalsoworthwhiletopointoutthat

moststudentsthatweteacharevisuallearners.Allowstudentstoseethelogical

owofinformationbeforebeginningtoteachthemtowrite.Byrequiringstudents

tovisuallymaptheirbrainstormingandpre-writing,theylearnhowgoodwriters

crafteffectivetexts.Studentswillalsolearnhowtheytoocanbeeffectivewriters.

Importanceoforganization:Asstudentsmovefrommiddleschooltohighschool

toposthighschoolinstitutions,theywillbewritingcontinuouslymorecomplexandintricateresponsesinavarietyofcontentareas.Thebasicstructureofanessay

isrelativelyeasyformoststudentstolearn.Oncetheyhavetheorganizational

patternofthesis,mainideas,andsupportingdetails,studentscanbegintobring

theirowncreativityintotheprocess.Forexample,althoughthesisstatementis

normallytaughttoappearasthelastsentenceintheintroductoryparagraph,a

thesisstatementcanalsobemovedtothebeginningsentence,movedtoa

subsequentparagraph,orcouldevenbeimplied.Studentsneedtobetaughtthe

basicstructureandthenhowtheycanbringtheirownpersonalitiestotheirwritten

products.

Importanceofpurposefulreading:Learningtheorganizationofanexpositorytext

willalsohelpstudentstobebetterreadersofnon-ctiontext.Theskillssuggest

thatthereisapatterninwhichinformationispresented--beginningwithmainideas

andfollowingwithsupportingdetails.Althoughsometextsmaystrayfromthis

structure,mostdonot.Understandingthelogicalowofhumanexpository

communicationisaskillstudentscannotaffordtomiss.


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IntroductiontotheExpositoryEssay

Mode:Whatmodeofwritingwillbesthelpthewritertoanswertheprompt?

Writinganexpositoryessayismuchthesameaswritinganyessay.Thewritermustrstunderstandtheprompt.Anexpositoryresponseasksthewritertorespondwith

anexplanationaboutwhat,why,where,when,whoorhowsomethingisorcameto

be.

Afterthewriterhasidentiedtheappropriatemode,thenextstepistodenethe

audience,purpose,andsubject.

Audience:Whowillbereadingthisessay?

Insomeinstances,theteachershouldbeconsideredthereader;inothers,the

assignmentwillinstructthestudenttowritetoaspecicaudience.Onoccasion,the

authorwilldeterminetheaudience.Nomattertheinstance,thestudentmust

considerwhetherornotthereaderisfamiliarwiththetopicorwhetheraudience

opinionaboutthetopicwillinuencethewaytheessaywillberead.Thewriter

shouldconsiderbothaudienceandpurposeinordertoconstructatoneorpointof

viewthatelicitstheappropriateresponsefromthereader,whileconsideringhowto

crafttheessayusingaudience-appropriateexplanations,examples,andsupporting

detailstocreatethedesiredimpact.

Purpose:Whyistheessaybeingwritten?

Thewriterwillneedtounderstandthepurposebehindwritingtheexpository

essay.Whileanexpositoryessaymaybeusedtoassessstudentsforwriting

ability,itcanalsobeusedtoassessunderstandingofgiventopic.Thestudentwriter

mustbetrainedtoask,WhyamIwritingthisessay?andWhatamIexpectedto

accomplish?

Subject:DoIhaveenoughinformationtowritethisessay?

Thereadershouldunderstandthesubjectthatheisbeingaskedtowriteabout.Itis

importantthatthewriterhasenoughinformationorresearchtocompletethetaskof

writinganexpositoryessay.Onmanyoccasions,thewriterwillneedtoseek

additionalresourcestogainsufcientunderstandingofthesubjectbeforebeginning

towrite.


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ExpositoryEssayTeacherTips

StepOne:

IntroducestudentstoMode,Audience,Purpose,andSubject.Studentsshouldbegiven

theMappingthePrompthandout.Together,discusstheMAPoftheprompt:

Whatmodeshouldbeusedtoanswerthegivenprompt?

Whowillbereadingtheessays?

Whyaretheessaysbeingwritten?

Whatarethewritersexpectedtoaccomplish?

AfterconsideringMAP,thestudentsshouldconsidertheSubject.

Isadditionalresearchneededtoaccuratelyandeffectivelyproceed?

Ifso,whattypesandwherecanthebefound?

Insomecases,additionalresearchwillbeneededtoanswerthepromptthoroughly.

StepTwo:

Steptwofocusesonpre-writingandresearching(iftheteacherdeterminesresearchis

needed).Often,studentsbelievetheyhaveenoughinformationtowritetotheassigned

prompt,buttheteacherknowsthemorescaffoldedthepre-writing,themoresuccessthe

studentwillexperiencelaterinthewritingprocess.

Research:Iftheteacherhasdeterminedthatresearchisanecessaryportionofthe

pre-writingprocess,introducethestudentstothehandoutResearchNeeded,

availableinAppendixI.Modelforthestudentshowtodecidewhattypesofresearchtouse.Havestudentsnarrowtheirresearchtypechoicestoapredeterminednumber

(thischartdefaultstofour).Thenaskstudentstousethecirclehandout(AppendixI)to

createalistofspecicsourcesunderthefourresearch-typequadrants.Teachersmay

wanttobringinsources,takestudentstothelibrary,createresearchstations,or

otherwiselocateavarietyofsourcestoassiststudentsintheirresearch.

Pre-writing:Introducestudentstoanappropriatepre-writingscaffold.Theseare

simplygraphicsdesignedtohelpstudentsholdtheirthinkingwhileexploringelementsof

atopic.Teacherdiscretioniskeyintheselectionoftheappropriatescaffold.SeeAppendixII,Pre-writingandBrainstorming,andAppendixIV,StudentSamples.Mostof

thepre-writinginformationwillbetransferredtoMappingthePrompt.

StepThree:

Therstseveraltimesworkingonathesis,studentsshouldbeguidedthroughthesis

development.Thereisabrainstorminggraphicaswellastwosuggestedgraphic

organizerstohelpstudentdevelopanappropriatethesisstatement.Theteacherorthe

studentswillneedtochoosewhichapproach,sweepingorforetelling,touseforthe


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thesis.Aftermakingthechoice,studentswillneedtoconsidersubjectandits

importance.Thissteprequirestimeandfeedback.Itisnotuncommontospendan

entireclassperiodonacomplexprompt.Oncestudentshaveathesis,itistimeto

maptheprompt.

StepFour:

Nowitistimeforstudentstomapouttheiressays.Provideeachstudentwiththe

graphicorganizerMappingtheEssay.Studentswilllloutthisformwithbriefphrasestohelpthemorganizetheirresponse.Encouragestudentstousenotesfrom

theresearchthattheyvecompletedtohelpthemllinasmanyboxesas

possible.Thegraphicorganizersuggeststhatthreebodyparagraphswillneedtobe

addressed,butmulti-paragraphessaysofanylengthcanbecreatedwiththe

extrabodyparagraphorganizer.Itisappropriatetoallowstudentstocomplete

multiplesub-topics.Theincludedorganizerallowsforone,two,orthreesub-topics,

butteachersmayalsoprovidestudentswithadditionalhandoutsiftheessaywillhave

morethanthreebodyparagraphs.

StepFive:

HavestudentsbrainstormasmanyideasastheycantoincludeontheHookand

Releasehandout.Thisgraphicorganizerisusedtocollectasmanyideasas

possibleforstudentstohookintheirreaders.Oncetheyhaveseveralideas,they

mayuseacombinationoftwoormoretodeveloptheirhook.Thisformshouldalso

beavailabletousewhenwritingaconclusionparagraph.Makesurethatstudents

providenecessarycontextforthereaderastheytransitionfromhooktothesis.

StepSix:UsingMappingBodyParagraphs,studentsshouldorganizethebodyoftheiressays

beforebeginningtowrite.Oncetheyhavedeterminedhowmanyparagraphsthey

needandhavecompletedtheparagraphorganizers,studentsmaycontinuewriting

theirdraft.Guidestudentsastheypracticeelaboratingtheirideas.Studentsshould

practiceusingseveraltypesofelaborationuntiltheyarecomfortableproviding

qualityelaborationtoeffectivelyaddresstheprompt.Teachersshouldencourage

theirstudentstoworkwithpeersthroughoutthedraftingprocess,wheneverfeedback

andmultiplepointsofviewareappropriate.

StepSeven:

Studentswillplantheirconclusionparagraph.Usingthegraphicorganizer,students

shouldbeencouragedtowrapuptheiressaysbyreafrmingandredeningtheir

initialthesisnotonlybytryingtosayitanotherway,butalsobyaddingtoorreferring

tothereadersnewlyenrichedunderstanding.Thisisthegenesisofthetermreden-

ing,ratherthanmerelyrestating.Itisappropriateanddesirableforstudentstouse

theHookandReleasedocumenttocreateamoremeaningfulconclusion.Theteach-

ershouldmodelmultipletimesthetechniqueofcirclingbacktotheoriginalhook.


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Mode

Expository...Explain

Persuasive...Persuade

LiteraryAnalysis...Analyze

Prompt:

________________________

_________________________

_________________________

_________________________

_________________________

Audience

Purpose

WhyamIwritingthisessay? Whatisthedesiredoutcome?

Subject

Whatdoyouknow? Whatdoyouneedtoknow?

Casual

HighStakes

Novice Expert

Academic

Formal

Wellrehearsed

Academic

Informal

Relaxed

Concrete

Formal

SimpleDiction

Concrete

Informal

laid-back

ResearchNeeded:PersonalInterviews

InternetReferences

PrimarySources

SecondarySources

Statistics

ScienticData

HistoricalData

Jargon


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Thesis:

Su

b-t

op

ic:

pp

g

p

Support

forsu

b-t

op

ic:

Su

b-t

op

ic:

Support

fo

rsu

b-t

op

ic:

Su

b-t

op

ic:

Support

forsu

b-t

op

ic:


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Description Anecdote

RhetoricalQuestion(s) Denition

SimileorMetaphor Humor

Quote ImportantFact(s)orStatistic(s)

Hook and Release Subject:


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Allessaysassertaclaim.Thepointofviewormainideaoftheessayiscalleditsthesis.Typically

writteninoneortwosentences,thethesisstatementprovidesthereaderwiththemostgeneralidea

oroverarchingideaoftheentirework.Thethesisstatementprovidestheroadmapfortheessay.

ForetellingThesisStatements:Thistypeofthesisstatementidentiesthemainideabutalsotells

howthebodyoftheessaywillbedeveloped.Usedfrequentlyinpatternedessaysliketheve

paragraphessay,thistypeofthesisusuallyprovidesthereaderwithalistofideasthatthewriterwilldiscussintheessay.

SweepingThesisStatements:Thistypeofthesisgivesageneralpreviewofwhatistocomeinthe

bodyparagraphs.Itdoesnotspecifyeachtopictobecovered;ratherthistypeofthesisexposes

thewritersclaimbroadly.Thisapproachallowsforamoresophisticatedthesis,onethatguidesthe

readerbutleavesthespecictopicstobeuncovered.

Thesis Statement Overview

Sub-topic 1

Sub-topic 2

Sub-topic 3

Common Thread

Importance:

Important because...

Elaborate...

BrainstormingtheThesis


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Foretelling...(Iamwritingtoexplainthat:)____________________

__________________(transition)_________________,

________________,and_____________________.

DesigningaThesisStatement:Athesisstatementprovidestheroadmapfor

youressay.

ForetellingThesis

Consider:Whatareyouexplaining?

Subject;

Sub-topic1

Record your thesis below

Thesis Design

Sub-topic2 Sub-topic3

Foretelling...___________________________________________________________________________

___________________________________________

___________________________________________

________________________________________

________________________________________


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Sweeping...___________________________________________________________________________

___________________________________________

___________________________________________

________________________________________

________________________________________


youressay.

SweepingThesis

Consider:Whatareyouexplaining?

Whatisyourtopic?

Howwillyouexplainit?

Whyisitimportant?


Thesis Design


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(ForetellingThesis)______________________________

______________________________________

______________________________________

______________________________________

(SweepingThesis)______________________________

______________________________________

______________________________________

______________________________________

HOOK:___________________________________________________________________

_____________________________________________

__________________________________________________________________________________________

_____________________________________________

____________________________________________

____________________________________________

________________________________________________________________________________________

____________________________________________

______________________________________

______________________________________

__________________________________________

or

Introductory Paragraph

ThesisS

tatement

ThesisS

tatement


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Introductory Paragraph--First Draft

_____________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

__________________________________________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

Dontforgetyourhook... Youmustgrabyourreadersattention.

Youneedtobuild

contextforthereader

Isthereanyback-

groundknowledgethe

readerneedsbefore

goingfurther?

Doyouhaveaclearthesisstatement? Youneedtocreatearoadmapforyourreader. Makesurethereaderknowswhatyouareclaiming!


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Sub-topic: Importance:

Elaborate: Elaborate:

Mapping Body Paragraphs

RoadMapping:Howisthisrelatedtoyournextidea?Doyouneedatransitiontoyournextparagraph



Examples

Anecdote

Statistic(s)

Description

Metaphor

Simile

Denition

Explanation

Rationale

Examples

Anecdote

Statistic(s)

Description

Metaphor

Simile

Denition

Explanation

Rationale

Examples

Anecdote

Statistic(s)

Description

Metaphor

Simile

Denition

Explanation

Rationale

Examples

Anecdote

Statistic(s)

DescriptionMetaphor

Simile

Denition

Explanation

Rationale


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RoadMapping:Howisthisrelatedtoyournextidea?Doyouneedatransitiontoyournextparagraph?



Examples

Anecdote

Statistic(s)

Description

Metaphor

Simile

Denition

Explanation

Rationale

Examples

Anecdote

Statistic(s)

Description

Metaphor

Simile

Denition

Explanation

Rationale

Examples

Anecdote

Statistic(s)

Description

Metaphor

Simile

Denition

Explanation

Rationale

Examples

Anecdote

Statistic(s)

DescriptionMetaphor

Simile

Denition

Explanation

Rationale


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Body Paragraph One--First Draft

_____________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

__________________________________________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

Dontforgetyourtopicsentence!Whatsyour1stsub-topic?

Youneedtoelaborate.

Haveyouexplainedyour

sub-topicthoroughly?

Makesuretoelaborate

usingmorethanone

typeof

elaboration.Create

layersofelaboration

Doyouneedtotransitionyourreadertothenextparagraph?


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Body Paragraph Two--First Draft

_____________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

__________________________________________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

Dontforgetyourtopicsentence!Whatsyour2ndsub-topic?

Youneedtoelaborate.



Makesuretoelaborate

usingmorethanone

typeof

elaboration.Create

layersofelaboration



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Body Paragraph Three--First Draft

_____________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

__________________________________________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

Dontforgetyourtopicsentence!Whatsyour3rdsub-topic?

Youneedtoelaborate.



Makesuretoelaborate

usingmorethanone

typeof

elaboration.Create

layersofelaboration.



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Body Paragraph ______First Draft

_____________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

__________________________________________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

Dontforgetyourtopicsentence!Whatsyournextsub-topic?

Youneedtoelaborate.



Makesuretoelaborate

usingmorethanone

typeof

elaboration.Create

layersofelaboration.



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Conclusion Paragraph

RedeneThesisStatement:___________________________

________________________________________

________________________________________

Release(UseHookandReleaseDocument):___________________

________________________________________

________________________________________

FinalThoughtsorLearning:___________________________________________________________________

________________________________________

Conclusion:_______________________________

_________________________________________________________________________________________________

________________________________________________________

________________________________________

________________________________________

____________________________________________________________________________________________________

________________________________________

________________________________________

________________________________________

_________________________________________


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Conclusion Paragraph--First Draft

___________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

__________________________________________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

Haveyourefinedyourthesis?

GobacktoyourHook

andReleasedocument.

Canyoucirclebackto

yourintroductorypara-graph?

Doyouhaveanyfinalthoughtsforyourreader?


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IntroductiontothePersuasiveEssay

Mode:Whatmodeofwritingwillbesthelpthewritertoanswertheprompt?

Writingapersuasiveessayismuchthesameaswritinganyessay.Thewritermust

rstunderstandtheprompt.Apersuasiveresponseasksthewritertorespondpersua-

sivelyconstructinganargumentwithsound

reasoningandsolidevidence.

Afterthewriterhasidentiedtheappropriatemode,thenextstepisto

denetheaudience,purpose,andsubject.

Audience:Whowillbereadingthisessay?

Insomeinstances,theteachershouldbeconsideredthereader;in

others,theassignmentwillinstructthestudenttowritetoaspecic

audience.Onoccasion,theauthorwilldeterminetheaudience.Nomattertheinstance,thestudentmustconsiderwhetherornotthe

readerisfamiliarwiththetopicorwhetheraudienceopinionaboutthetopicwillinu-

encethewaytheessaywillberead.Thewritershouldconsiderbothaudienceand

purposeinordertoconstructatoneorpointofviewthatelicitstheappropriatere-

sponsefromthereader,while

consideringhowtocrafttheessayusingaudience-appropriate

explanations,examples,andsupportingdetailstocreatethedesired

impact.

Purpose:Whyistheessaybeingwritten?

Thewriterwillneedtounderstandthepurposebehindwritingthe

persuasiveessay.Whileapersuasiveessaybeusedtoassess

studentsforwritingability,thepersuasiveessaycanalsobeusedto

assessunderstandingofasubject.Thestudentwritermustbetrainedtoask,Whyam

Iwritingthisessay?andWhatamIexpectedtoaccomplish?

Subject:DoIhaveenoughinformationtowritethisessay?

Thereadershouldunderstandthesubjectthatheisbeingaskedtowriteabout.Itis

importantthatthewriterhasenoughinformationorresearchtocompletethetaskof

writingapersuasiveessay.Itisoftennotenoughtoknowyoursubject;thewritermust

knowtheargumentsmadebybothsupportingandopposingpointsofview.Onmany

occasions,thewriterwillneedtoseekadditionalresourcestogainsufcientunder-

standingofthesubjectbeforebeginningtowrite.


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PersuasiveEssayTeacherTips

tepOne:

troducestudentstoMode,Audience,Purpose,andSubject.StudentsshouldbegiveneMappingthePrompthandout.Together,discusstheMAPoftheprompt:





fterconsideringMAP,thestudentsshouldconsidertheSubject.



somecases,additionalresearchwillbeneededtoanswerthepromptthoroughly.

tepTwo:

teptwofocusesonpre-writingandresearching(iftheteacherdeterminesresearchis

eeded).Often,studentsbelievetheyhaveenoughinformationtowritetotheassigned

rompt,buttheteacherknowsthemorescaffoldedthepre-writing,themoresuccessthe

udentwillexperiencelaterinthewritingprocess.

esearch:Iftheteacherhasdeterminedthatresearchisanecessaryportionofthepre-

ritingprocess,introducethestudentstothehandoutResearchNeeded,availableinppendixI.Modelforthestudentshowtodecidewhattypesofresearchtouse.Have

udentsnarrowtheirresearchtypechoicestoapredeterminednumber(thischartdefaults

ofour).Thenaskstudentstousethecirclehandout(AppendixI)tocreatealistofspecic

ourcesunderthefourresearch-typequadrants.Teachersmaywanttobringinsources,

kestudentstothelibrary,createresearchstations,orotherwiselocateavarietyof

ourcestoassiststudentsintheirresearch.

re-writing:Introducestudentstoanappropriatepre-writingscaffold.Thesearesimply

raphicsdesignedtohelpstudentsholdtheirthinkingwhileexploringelementsofatopic.eacherdiscretioniskeyintheselectionoftheappropriatescaffold.SeeAppendixII,

re-writingandBrainstorming,andAppendixIV,StudentSamples.Mostofthepre-writing

formationwillbetransferredtoMappingthePrompt.

tepThree:

herstseveraltimesworkingonathesis,studentsshouldbeguidedthroughthesisde-

elopment.Thereisabrainstorminggraphicaswellastwosuggestedgraphicorganizers

ohelpstudentdevelopanappropriatethesisstatement.Theteacherorthestudentswill

eedtochoosewhichapproach,sweepingorforetelling,touseforthethesis.Aftermak-


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ingthechoice,studentswillneedtoconsidersubjectanditsimportance.Thisstep

requirestimeandfeedback.Itisnotuncommontospendanentireclassperiodona

complexprompt.Oncestudentshaveathesis,itistimetomaptheprompt.

StepFour:

Nowitistimeforstudentstomapouttheiressays.Provideeachstudentwiththe

graphicorganizerMappingtheEssay.Studentswilllloutthisformwithbriefphrases

tohelpthemorganizetheirresponse.Encouragestudentstousenotesfromtheresearchthattheyvecompletedtohelpthemllinasmanyboxesaspossible.The

graphicorganizersuggeststhatthreebodyparagraphswillneedtobeaddressed,but

multi-paragraphessaysofanylengthcanbecreatedwiththeextrabodyparagraph

organizer.Itisappropriatetoallowstudentstocompletemultiplesub-topics.The

includedorganizerallowsforone,two,orthreesub-topics,butteachersmayalso

providestudentswithadditionalhandoutsiftheessaywillhavemorethanthreebody

paragraphs.

StepFive:HavestudentsbrainstormasmanyideasastheycantoincludeontheHookand


possibleforstudentstohookintheirreaders.Oncetheyhaveseveralideas,theymay

useacombinationoftwoormoretodeveloptheirhook.Thisformshouldalsobeavail

abletousewhenwritingaconclusionparagraph.Makesurethatstudentsprovide

necessarycontextforthereaderastheytransitionfromhooktothesis.

StepSix:

UsingMappingBodyParagraphs,studentsshouldorganizethebodyoftheiressaysbeforebeginningtowrite.Oncetheyhavedeterminedhowmanyparagraphsthey

needandhavecompletedtheparagraphorganizers,studentsmaycontinuewriting

theirdraft.Guidestudentsastheypracticeelaboratingtheirideas.Studentsshould

practiceusingseveraltypesofelaborationuntiltheyarecomfortableproviding

qualityelaborationtoeffectivelyaddresstheprompt.Teachersshouldencouragetheir

studentstoworkwithpeersthroughoutthedraftingprocess,wheneverfeedbackand

multiplepointsofviewareappropriate.

StepSeven:Studentswillplantheirconclusionparagraph.Usingthegraphicorganizer,students

shouldbeencouragedtowrapuptheiressaysbyreafrmingandredeningtheirinitial

thesisnotonlybytryingtosayitanotherway,butalsobyaddingtoorreferringtothe

readersnewlyenrichedunderstanding.Thisisthegenesisofthetermredening,

ratherthanmerelyrestating.Itisappropriateanddesirableforstudentstousethe

HookandReleasedocumenttocreateamoremeaningfulconclusion.Theteacher

shouldmodelmultipletimesthetechniqueofcirclingbacktotheoriginalhook.


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Mode




Prompt:

________________________

_________________________

_________________________

_________________________

_________________________

Audience

Purpose

WhyamIwritingthisessay? Whatisthedesiredoutcome?

Subject

WhatdoIknow?: Whatresearchisneeded?

Casual

HighStakes

Novice Expert

Academic

Formal

Wellrehearsed

Academic

Informal

Relaxed

Concrete

Formal

SimpleDiction

Concrete

Informal

laid-back

Examples:PersonalKnowledge

InternetReferences

PrimarySources

SecondarySources

Statistics

ScienticData

HistoricalData

Jargon


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Thesis:

Mapping

Prompt:

Claim:

Support

claim

,ma

ke

anappea

l,o

rre

fute:

Claim:

Supportc

laim

,ma

ke

an

appea

l,o

rref

ute:

Claim:

Support

claim

,ma

kean

appea

l,o

rre

fute:


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Quote StartlingFact(s)orStatistic(s)



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howthebodyoftheessaywillbedeveloped.Usedfrequentlyinpatternedessayslikethevepara -graphessay,thistypeofthesisusuallyprovidesthereaderwithalistofideasthatthewriterwilldis -

cussintheessay.






Evidence 1

Evidence 2

Evidence 3

Common Thread

OverallImportance:


Elaborate

BrainstormingtheClaim


31/6831

Foretelling...(Iamwritingtopersuadeyouthat:)____________________

__________________(transition)_________________,

________________,and_____________________.


youressay.

ForetellingThesis

Consider:Whatisyourposition?Whatareyougoingtoargue?

Position,claim,orstance:

Reason1


Thesis Design

Reason2 Reason3

Foretelling...___________________________________

________________________________________

___________________________________________

___________________________________________

________________________________________


32/6832

Sweeping...___________________________________________________________________________

___________________________________________

___________________________________________

________________________________________

DesigningaThesisStatement:Athesisstatementprovides

theroadmapforyouressay.

SweepingThesis


Whatisyourposition,claim,orstance?

Howwillyoupersuadeyourreader?

Whyisyourstanceimportant?


Thesis Design


33/6833


______________________________________

______________________________________

______________________________________

(SweepingThesis)______________________________

______________________________________

______________________________________

______________________________________

HOOK:___________________________________________________________________

_____________________________________________

__________________________________________________________________________________________

_____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

______________________________________

______________________________________

__________________________________________


ThesisS

tatement

ThesisS

tatement


34/6834


_____________________________

__________________________________________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

__________________________________________________________________

_________________________________

Dontforgetyourhook... Youmustgrabyourreadersatten-tion.

Youneedtobuil

contextfortheread

Isthereanyback

groundknowledge

readerneedsbefo

goingfurther?



35/6835

Claim: Importance:



Examples

Anecdote

Statistic(s)

Description

Metaphor

Simile

Denition

Appeal

Rationale

Refute


Examples

Anecdote

Statistic(s)

Description

Metaphor

Simile

Denition

Appeal

RationaleRefute

Claim: Importance:


Examples

Anecdote

Statistic(s)

Description

Metaphor

Simile

Denition

Appeal

Rationale

Refute

Examples

Anecdote

Statistic(s)

Description

MetaphorSimile

Denition

Appeal

Rationale

Refute


36/6836

Claim: Importance:




Examples

Anecdote

Statistic(s)

Description

Metaphor

Simile

Denition

Appeal

Rationale

Refute

Claim: Importance:


Examples

Anecdote

Statistic(s)

Description

Metaphor

Simile

Denition

Appeal

Rationale

Refute

Examples

Anecdote

Statistic(s)

Description

Metaphor

Simile

Denition

Appeal

Rationale

Refute

Examples

Anecdote

Statistic(s)

Description

Metaphor

Simile

Denition

Appeal

Rationale

Refute


37/6837

Body Paragraph One--First Draft

_____________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

__________________________________________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

Dontforgetyourtopicsentence!Whatsyourmostimportantclaim?

Youneedtoelaborate.

Haveyouconvinced

yourreader? Makesure

toelaborateusingmore

thanonetypeof

elaboration.



38/6838


_____________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

__________________________________________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

Dontforgetyourtopicsentence!Whatsyournextimportantclaim?

Youneedtoelaborate.Haveyouconvinced

yourreader? Makesure

toelaborateusingmore

thanonetypeof

elaboration.Youmay

wanttorefuteacoun-

terargument.



39/6839


_____________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

__________________________________________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________


YouneedtoelaborateHaveyouconvinced

yourreader? Makesur

toelaborateusingmor

thanonetypeof

elaboration.Youmay

wanttorefuteacoun

terargument.



40/6840

Body Paragraph ______ First Draft

_____________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

__________________________________________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________


YouneedtoelaborateHaveyouconvinced

yourreader? Makesur

toelaborateusingmor

thanonetypeof

elaboration.Youmay

wanttorefuteacoun

terargument.



41/6841


RedeneThesisStatement:___________________________

________________________________________

________________________________________

Release(UseHookandReleaseDocument):___________________

________________________________________

________________________________________

FinalThoughtsandCalltoAction:________________________

________________________________________________________________________________

Conclusion:_______________________________________________________________________

_________________________________________________________________________________________________________________

________________________________________

________________________________________

__________________________________________________

__________________________________________________________________________________________

________________________________________

________________________________________

_________________________________________


42/6842


___________________________

__________________________________________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

__________________________________________________________________

_________________________________


GobacktoyourHook

andReleasedocument.

Canyoucirclebackto


Doyouhaveanyfinalthoughtsforyourreader?Dontforgetacalltoaction.


43/6843

Introduction to the Literary Analysis Essay

Mode: What mode of writing will best help the writer to answer theprompt?

Writing a literary analysis is much the same as writing any essay. Thewriter must rst understand the prompt. An analytic prompt asks thewriter to respond to a literary passage, whether ction or non-ction, ina critical way constructing an argument with sound reasoning and solidevidence.

After the writer has identied the appropriate mode, the next step is todene the audience, purpose, and subject.

Audience: Who will be reading this essay?

In some instances, the teacher should be considered the reader; in others,the assignment will instruct the student to write to a specic audience. Onoccasion, the author will determine the audience. No matter the instance,the student must consider whether or not the reader is familiar with thetopic or whether audience opinion about the topic will inuence the way theessay will be read. The writer should consider both audience and purposein order to construct a tone or point of view that elicits the appropriateresponse from the reader, while considering how to craft the essay usingaudience-appropriate explanations, examples, and supporting details to

create the desired impact.

Purpose: Why is the essay being written?

The writer will need to understand the purpose behind writing the literaryanalysis essay. While a literary analysis may be used to assess studentsfor writing ability, the analytic essay can also be used to assessunderstanding of a given reading. The student writer must be trained toask, Why am I writing this essay? and What am I expected to

accomplish?

Subject: Do I have enough information to write this essay?

The reader should understand the subject that he is being asked to writeabout. It is important that the writer has enough information or researchto complete the task of writing an analytic essay. It is often not enough tohave a reader response to the passage; the writer must know thecritical arguments made by both supporting and opposing points of view.


44/6844

LiteraryAnalysisEssayTeacherTips

StepOne:

IntroducestudentstoMode,Audience,Purpose,andSubject.Studentsshouldbegiven

theMappingthePrompthandout.Together,discusstheMAPoftheprompt:





AfterconsideringMAP,thestudentsshouldconsidertheSubject.



Insomecases,additionalresearchwillbeneededtoanswerthepromptthoroughly.

StepTwo:

Steptwofocusesonpre-writingandresearching(iftheteacherdeterminesresearchis

needed).Often,studentsbelievetheyhaveenoughinformationtowritetotheassigned

prompt,buttheteacherknowsthemorescaffoldedthepre-writing,themoresuccessthe

studentwillexperiencelaterinthewritingprocess.

Research:Iftheteacherhasdeterminedthatresearchisanecessaryportionofthepre-

writingprocess,introducethestudentstothehandoutResearchNeeded,availableinAppendixI.Modelforthestudentshowtodecidewhattypesofresearchtouse.Have

studentsnarrowtheirresearchtypechoicestoapredeterminednumber(thischartdefau

tofour).Thenaskstudentstousethecirclehandout(AppendixI)tocreatealistofspeci

sourcesunderthefourresearch-typequadrants.Teachersmaywanttobringinsources

takestudentstothelibrary,createresearchstations,orotherwiselocateavarietyof

sourcestoassiststudentsintheirresearch.

Pre-writing:Introducestudentstoanappropriatepre-writingscaffold.Thesearesimply

graphicsdesignedtohelpstudentsholdtheirthinkingwhileexploringelementsofatopicTeacherdiscretioniskeyintheselectionoftheappropriatescaffold.SeeAppendixII,

Pre-writingandBrainstorming,andAppendixIV,StudentSamples.Mostofthepre-writin

informationwillbetransferredtoMappingthePrompt.

StepThree:

Therstseveraltimesworkingonathesis,studentsshouldbeguidedthroughthesisde-

velopment.Thereisabrainstorminggraphicaswellastwosuggestedgraphicorganizer

tohelpstudentdevelopanappropriatethesisstatement.Theteacherorthestudentswil


45/6845

needtochoosewhichapproach,sweepingorforetelling,touseforthethesis.Aftermakin

thechoice,studentswillneedtoconsidersubjectanditsimportance.Thissteprequires

timeandfeedback.Itisnotuncommontospendanentireclassperiodonacomplex

prompt.Oncestudentshaveathesis,itistimetomaptheprompt.

StepFour:

Nowitistimeforstudentstomapouttheiressays.ProvideeachstudentwiththegraphicorganizerMappingtheEssay.Studentswilllloutthisformwithbriefphrasesto

helpthemorganizetheirresponse.Encouragestudentstousenotesfromthe

researchthattheyvecompletedtohelpthemllinasmanyboxesaspossible.The

graphicorganizersuggeststhatthreebodyparagraphswillneedtobeaddressed,but

multi-paragraphessaysofanylengthcanbecreatedwiththeextrabodyparagraph

organizer.Itisappropriatetoallowstudentstocompletemultiplesub-topics.The

includedorganizerallowsforone,two,orthreesub-topics,butteachersmayalso

providestudentswithadditionalhandoutsiftheessaywillhavemorethanthreebody

paragraphs.

StepFive:

HavestudentsbrainstormasmanyideasastheycantoincludeontheHookand


possibleforstudentstohookintheirreaders.Oncetheyhaveseveralideas,theymay

useacombinationoftwoormoretodeveloptheirhook.Thisformshouldalsobeavail-

abletousewhenwritingaconclusionparagraph.Makesurethatstudentsprovideneces

sarycontextforthereaderastheytransitionfromhooktothesis.

StepSix:

UsingMappingBodyParagraphs,studentsshouldorganizethebodyoftheiressays

beforebeginningtowrite.Oncetheyhavedeterminedhowmanyparagraphstheyneed

andhavecompletedtheparagraphorganizers,studentsmaycontinuewritingtheirdraft.

Guidestudentsastheypracticeelaboratingtheirideas.Studentsshouldpracticeusing

severaltypesofelaborationuntiltheyarecomfortableproviding

qualityelaborationtoeffectivelyaddresstheprompt.Teachersshouldencouragetheir

studentstoworkwithpeersthroughoutthedraftingprocess,wheneverfeedbackandmu

tiplepointsofviewareappropriate.

StepSeven:

Studentswillplantheirconclusionparagraph.Usingthegraphicorganizer,students

shouldbeencouragedtowrapuptheiressaysbyreafrmingandredeningtheirinitial

thesisnotonlybytryingtosayitanotherway,butalsobyaddingtoorreferringtothe

readersnewlyenrichedunderstanding.Thisisthegenesisofthetermredening,rathe

thanmerelyrestating.ItisappropriateanddesirableforstudentstousetheHookand

Releasedocumenttocreateamoremeaningfulconclusion.Theteachershouldmodel

multipletimesthetechniqueofcirclingbacktotheoriginalhook.


46/6846

Mode




Prompt:

_______________________

_________________________

_________________________

_________________________

_________________________

Audience

Purpose

WhyamIwritingthisessay? WhatamIexpectedtoaccomplish?

Subject

ResearchCompleted: ResearchNeeded:

Casual

HighStakes

Novice Expert

Academic

Formal

Wellrehearsed

Academic

Informal

Relaxed

Concrete

Formal

SimpleDiction

Concrete

Informal

laid-back

Examples:PersonalResponse

InternetReferences

LiteraryCriticism

Authorsworks

Worksabouttheauthor

HistoricalContext


47/6847

Setting(How): Conict(How)

Events/Complications(How) Characterization(How)

Mood(How) Tone(How)

Imagery(How)

Theme(WhatorWhy):

Pre-Analysis


48/6848







49/6849

Thesis:Observation

(Whatishappening

inthestory?)

orassertion

(Whatisthecentralconceptofimportance?)

Howtheau

thorshowingit?(Literary

tools)

Whyisheshowingit?(Whatisthet

heme?)

Thes

issu

pport

statemen

t2:

Thes

iss

upport

statement

1:

Thes

iss

upport

statem

en

t3:

Support

from

tex

t:

Support

from

tex

t:

Support

from

tex

t:


50/6850





howthebodyoftheessaywillbedeveloped.Usedfrequentlyinpatternedessayslikethevepara -

graphessay,thistypeofthesisusuallyprovidesthereaderwithalistofideasthatthewriterwilldis -

cussintheessay.






Sub-topic 1

Sub-topic 2

Sub-topic 3

Common Thread

OverallImportanceofSub-Topics:


BrainstormingtheThesis

Elaborate...


51/6851

Foretelling...(Iamwritingtoconvinceyouthat:)____________________

__________________(transition)_________________,

________________,and_____________________.


youressay.

ForetellingThesis


Assertion,claim,orstance:

How1


Thesis Design

How2 How3

Foretelling...___________________________________

________________________________________

___________________________________________

___________________________________________

________________________________________


52/6852

Sweeping...___________________________________________________________________________

___________________________________________

___________________________________________

________________________________________


youressay.

SweepingThesis


Whatishappeninginthestory?

Howistheauthorshowingit?

Whyisitimportantorwhatislearned.(Whatisthetheme?)


Thesis Design


53/6853


______________________________________

______________________________________

(SweepingThesis)______________________________

______________________________________

______________________________________

HOOK:______________________________________________________________________

____________________________________________

________________________________________________________________________________________

____________________________________________

____________________________________________

_____________________________________________

________________________________________________________________________________________

____________________________________________

______________________________________

______________________________________

__________________________________________

__________________________________________

______________________________________

or


Thesi

sS

tatement

ThesisS

tatement


54/6854


_____________________________

__________________________________________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

__________________________________________________________________

_________________________________

Dontforgetyourhook... Youmustgrabyourreadersatten-tion.

Youneedtobuild

contextfortheread

Haveyouincludedt

titleofthetextyou

discussing?Dontfo

theauthorsnam



55/6855

Statementofsupport: Leadin:

Citepassage: Citepassage: Citepassage:





Impactofpassage?Howdoes

thepassageupholdthesis?












56/6856











Impactofpassage?Howdoesthepassageupholdthesis?








57/68


58/6858


_____________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

__________________________________________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

Dontforgetyourtopisentence!


Youneedtosuppo

yourthesis. Usethtext,andmakesure

discusstheimpact

thepassageandhow

upholdsthetheme


59/6859


_____________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

__________________________________________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

Dontforgetyourtopisentence!


Youneedtosuppo

yourthesis. Usethtext,andmakesure

discusstheimpact

thepassageandhow

upholdsthetheme


60/6860

Body Paragraph ______First Draft

_____________________________

__________________________________________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

__________________________________________________________________

_________________________________

_________________________________

Dontforgetyourtopicsentence!


Youneedtosupport

yourthesis. Usethe

text,andmakesureto

discusstheimpactof

thepassageandhow

upholdsthetheme.


61/6861


RedeneObservationorAssertion:_______________________

________________________________________

________________________________________

FinalThoughtsorLearning:___________________________

________________________________________

________________________________________

Conclusion:_______________________________________________________________________

_________________________________________________________________________________________________________________

________________________________________

________________________________________

__________________________________________________

__________________________________________________________________________________________

________________________________________

________________________________________

_________________________________________


62/6862


___________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

__________________________________________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________


GobacktoyourHook

andReleasedocument.

Canyoucirclebackto


Doyouhaveanyfinalthoughtsforyourreader?


63/6863

Appendix I

Research Scaffolds


64/6864

Examples:PersonalResponse

InternetReferences

LiteraryCriticism

Authorsworks

Worksabouttheauthor

HistoricalContext

____________________

_______________________________________________________________

____________________

_______________________________________________________________

____________________

_______________________________________________________________

____________________

_______________________________________________________________

Data Needed:

ResearchNeeded--LiteraryAnalysis

Thinkaboutwhaty

oualreadyknowabouty

our

topic.Whatadditionalinformationdoyou

need

tobestinformyourrea

ders?

Prompt:_____________________________________________________

_____________________________________________________

Whatkindofres

earchwillhelpyo

u

preparetowrite

youressay?


65/6865

ResearchNeeded--ExpositoryorPersuasive

Examples:PersonalKnowledge

InternetReferences

PrimarySources

SecondarySources

Statistics

ScienticData

HistoricalData

Jargon

____________________

_______________________________________________________________

____________________

_______________________________________________________________

____________________

_______________________________________________________________

____________________

_______________________________________________________________

Data Needed:

Whatkindofres

earchwillhelpyou

preparetowrite

youressay?

Thinkaboutwhatyou

alreadyknowaboutyou

r

topic.Whatadditionalinformationdoyoune

ed

tobestinformyourrea

ders?

Prompt:_____________________________________________________

_____________________________________________________


66/6866

Appendix II

Pre-Writing and Brainstorming


67/6867

Setting(How): Conict(How)

Events/Complications(How) Characterization(How)

Mood(How) Tone(How)

Imagery(How)

Theme(WhatorWhy):

Pre-Analysis--Literary Analysis


68/68






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