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Download Teaching Expository Writing Williamson County   Expository Writing Williamson County Schools Franklin, Tennessee June 2008 Teaching the Persuasive Essay This file contains handouts for the workshop(s)

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  • Jane Schaffer Enterprises 3955 St. James Pl.

    San Diego CA 92103 (800) 471-8844

    fax (619) 297-9487 email: JaneCSchaffer@cs.com

    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 dont post any of these materials on a website without checking with us first, and please dont 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

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

  • 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

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

  • The Jane Schaffer Writing Program

    Jane Schaffer

    3955 St. James Place

    San Diego CA 92103

    (800) 471-8844

    email: JaneCSchaffer@cs.com

    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

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

  • 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 dont 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 cant teach what we dont do (Carol Jago).

    5

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

  • 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

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

  • 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 betterelementary 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.

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

  • 2006 The Jane Schaffer Writing Program janeschaffer.com

    2

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