teaching expository writing williamson county...
TRANSCRIPT
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
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
3
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: [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
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 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
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 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
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.
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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© 2007 The Jane Schaffer Writing Program™ · janeschaffer.com
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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
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
right before the concluding sentence
#4
3rd body paragraph
• 3rd reason for your stand • CA/CCA come either after the topic sentence or
right before the concluding sentence
#5
Concluding paragraph
Conclusion with a call to action
¶ #
¶ CONTENT
VERSION #2
#1
Introductory paragraph
Intro with a thesis that takes a stand
#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
Concluding paragraph
Conclusion with a call to action
11
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© 2007 The Jane Schaffer Writing Program™ · janeschaffer.com
PERSUASIVE ESSAY LAYOUTS, WASL VERSION #3
¶ #
¶ CONTENT
VERSION #1
#1
Introductory paragraph
Intro with a thesis that takes a stand
#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
Concluding paragraph
Conclusion with a call to action
12
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© 2
00
6 T
he
Jane
Schaf
fer
Wri
ting P
rogra
m™
T
ER
MS F
OR
TH
E P
ER
SU
ASIV
E E
SSA
Y
C
ON
CR
ET
E D
ET
AIL
(2
+)
C
OM
MEN
TA
RY
(1
)
RA
TIO
•
most
oft
en
co
mes
fro
m
pers
on
al
exp
eri
en
ce
• ca
n a
lso
be a
nyth
ing
yo
u
kn
ow
ab
ou
t th
e t
op
ic
•
dis
cuss
es
the i
mp
ort
an
ce o
r sig
nif
ican
ce o
f th
e C
Ds
am
ou
nt
of
CD
:CM
in
a b
od
y p
ara
gra
ph
fa
cts
exam
ple
s
an
ecd
ote
s
evid
en
ce
stati
stic
s su
pp
ort
n
arr
ati
on
d
escr
ipti
on
d
ialo
gu
e
inte
rnal
mo
no
log
ue
th
e “
so w
hat?
” th
e “
wh
y?”
th
e “
spin
” an
aly
sis
sp
ecu
lati
on
in
terp
reta
tio
n
evalu
ati
on
o
pin
ion
in
fere
nce
in
sig
ht
sig
nif
ican
ce
reaso
ns
CD
:CM
2
+:1
13
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© 2005 The Jane Schaffer Writing Program™
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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© 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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© The Jane Schaffer Writing Program™
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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
ELECTRONIC DEVICES
ONE-CHUNK BODY PARAGRAPHS
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. 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.
Second, students can use internet cell phones and Palm Pilots to do
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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
current information. 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. 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,
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. 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.
18
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
ELECTRONIC DEVICES
TWO-CHUNK BODY PARAGRAPHS
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. 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. 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. 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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
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.
Third, students can be reached by their parents or contact others for help
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,
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.
20
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© The Jane Schaffer Writing Program™
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
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.
21
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© The Jane Schaffer Writing Program™
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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© 2007 The Jane Schaffer Writing Program™
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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© 2007 The Jane Schaffer Writing Program™ · janeschaffer.com
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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
PARAGRAPH FORM INTRODUCTORY PARAGRAPH
•_____________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
25
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© 2007 The Jane Schaffer Writing Program™ · janeschaffer.com
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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
2+:1
© 2005 The Jane Schaffer Writing Program™
CM
2ND CD
1ST CD
TS
CS
28
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
2+:1
© 2005 The Jane Schaffer Writing Program™
CM
2 OR MORE CDS
TS
CS
29
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
SHAPING SHEET 2+:1 RATIO
© 2007 The Jane Schaffer Writing Program™ · janeschaffer.com
1ST CHUNK 2ND CD
2ND CHUNK 2ND CD
CM
CM
1ST CHUNK 1ST CD
2ND CHUNK 1ST CD
TOPIC SENTENCE
CONCLUDING SENTENCE
30
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
SHAPING SHEET 2+:1 RATIO
© 2007 The Jane Schaffer Writing Program™ · janeschaffer.com
CM
CM
1ST CHUNK 2 OR MORE CDS
2ND CHUNK 2 OR MORE CDS
TOPIC SENTENCE
CONCLUDING SENTENCE
31
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
©The Jane Schaffer Writing Program™
2ND CD
CM
1ST CD
TS
CM
2ND CD
1ST CD
CS
32
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© 2007 The Jane Schaffer Writing Program™ · janeschaffer.com
CM
2 OR MORE CDS
TS
CM
2 OR MORE CDS
CS
33
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
PARAGRAPH FORM •_____________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
34
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
PREWRITE FOR 2ND BODY PARAGRAPH/2ND 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...)
35
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
2+:1
© 2005 The Jane Schaffer Writing Program™
CM
2ND CD
1ST CD
TS
CS
36
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
2+:1
© 2005 The Jane Schaffer Writing Program™
2 OR MORE CDS
CM
TS
CS
37
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
SHAPING SHEET 2+:1 RATIO
© 2007 The Jane Schaffer Writing Program™ · janeschaffer.com
1ST CHUNK 2ND CD
2ND CHUNK 2ND CD
CM
CM
1ST CHUNK 1ST CD
2ND CHUNK 1ST CD
TOPIC SENTENCE
CONCLUDING SENTENCE
38
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
SHAPING SHEET 2+:1 RATIO
© 2007 The Jane Schaffer Writing Program™ · janeschaffer.com
CM
CM
1ST CHUNK 2 OR MORE CDS
2ND CHUNK 2 OR MORE CDS
TOPIC SENTENCE
CONCLUDING SENTENCE
39
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
©The Jane Schaffer Writing Program™
2ND CD
CM
1ST CD
TS
CM
2ND CD
1ST CD
CS
40
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© 2007 The Jane Schaffer Writing Program™ · janeschaffer.com
CM
2 OR MORE CDS
TS
CM
2 OR MORE CDS
CS
41
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
PARAGRAPH FORM •_____________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
42
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
PREWRITE FOR 3RD BODY PARAGRAPH/3RD 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...)
43
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
2+:1
© 2005 The Jane Schaffer Writing Program™
CM
2ND CD
1ST CD
TS
CS
44
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
2+:1
© 2005 The Jane Schaffer Writing Program™
2 OR MORE CDS
CM
TS
CS
45
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
SHAPING SHEET 2+:1 RATIO
© 2007 The Jane Schaffer Writing Program™ · janeschaffer.com
1ST CHUNK 2ND CD
2ND CHUNK 2ND CD
CM
CM
1ST CHUNK 1ST CD
2ND CHUNK 1ST CD
TOPIC SENTENCE
CONCLUDING SENTENCE
46
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
SHAPING SHEET 2+:1 RATIO
© 2007 The Jane Schaffer Writing Program™ · janeschaffer.com
CM
CM
1ST CHUNK 2 OR MORE CDS
2ND CHUNK 2 OR MORE CDS
TOPIC SENTENCE
CONCLUDING SENTENCE
47
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
©The Jane Schaffer Writing Program™
2ND CD
CM
1ST CD
TS
CM
2ND CD
1ST CD
CS
48
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© 2007 The Jane Schaffer Writing Program™ · janeschaffer.com
CM
2 OR MORE CDS
TS
CM
2 OR MORE CDS
CS
49
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
PARAGRAPH FORM •_____________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
50
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© 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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
PARAGRAPH FORM •_____________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
52
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
THESIS/TOPIC SENTENCE CHART PERSUASIVE ESSAY
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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© 2006 The Jane Schaffer Writing Program™ • janeschaffer.com
THESIS/TOPIC SENTENCE CHART PERSUASIVE ESSAY
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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
THESIS/TOPIC SENTENCE CHART PERSUASIVE ESSAY
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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© 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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© 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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© The Jane Schaffer Writing Program™
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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
PARAGRAPH FORM INTRODUCTORY PARAGRAPH
•_____________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
59
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© 2005 The Jane Schaffer Writing Program™
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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
1ST BODY PARAGRAPH, FIRST DRAFT
•_____________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
61
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© 2005 The Jane Schaffer Writing Program™
PERSUASIVE ESSAY
PREWRITE FOR 2nd 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…?
62
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
2ND BODY PARAGRAPH, FIRST DRAFT •_____________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
63
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© 2005 The Jane Schaffer Writing Program™
PERSUASIVE ESSAY
PREWRITE FOR 3rd 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…?
64
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
3RD BODY PARAGRAPH, FIRST DRAFT
•_____________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
65
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© 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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
PARAGRAPH FORM CONCLUDING PARAGRAPH
•_____________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
67
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© 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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© 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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© 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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© 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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© 2007 The Jane Schaffer Writing Program™ • janeschaffer.com
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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© 2006 The Jane Schaffer Writing Program™ • janeschaffer.com
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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
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 Persuasive Essay Williamson County Schools, Franklin, TN June 2008
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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© 2004 The Jane Schaffer Writing Program™
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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© 2004 The Jane Schaffer Writing Program™
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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
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
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
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
y
26
w
ron
g w
ord
T
OT
AL:
84
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© 2006 The Jane Schaffer Writing Program™ • janeschaffer.com
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.
89
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© 2006 The Jane Schaffer Writing Program™ • janeschaffer.com
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
90
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
© 2
007
The
Jane
Sch
affe
r W
ritin
g Pr
ogra
m™
• j
anes
chaf
fer.
com
TIM
ELIN
E F
OR
MA
ST
ER
Y
Y
EA
R 1
YEA
R 2
YEA
R 3
Sp
eci
al
ed
uca
tio
n a
nd
ELL
stu
den
ts
Mast
ery
:
• re
spo
nse
to
lit
era
ture
p
ara
gra
ph
Revie
w:
• re
spo
nse
to
lit
era
ture
p
ara
gra
ph
Mast
ery
: •
resp
on
se t
o lit
era
ture
ess
ay
In
tro
du
ce:
• n
arr
ati
ve e
ssay
Revie
w:
• re
spo
nse
to
lit
era
ture
p
ara
gra
ph
an
d e
ssay
• n
arr
ati
ve e
ssay
In
tro
du
ce a
nd
mast
ery
: •
pers
uasi
ve e
ssay
Reg
ula
r st
ud
en
ts
Mast
ery
:
• re
spo
nse
to
lit
era
ture
p
ara
gra
ph
an
d e
ssay
In
tro
du
ce:
• n
arr
ati
ve e
ssay
Revie
w:
• re
spo
nse
to
lit
era
ture
p
ara
gra
ph
an
d e
ssay
M
ast
ery
: •
narr
ati
ve e
ssay
In
tro
du
ce a
nd
mast
ery
: •
pers
uasi
ve e
ssay
Ho
no
rs/G
ifte
d/
Pre
-AP a
nd
AP
stu
den
ts
Mast
ery
:
• re
spo
nse
to
lit
era
ture
p
ara
gra
ph
an
d e
ssay
• n
arr
ati
ve e
ssay
Revie
w:
• re
spo
nse
to
lit
era
ture
ess
ay a
nd
narr
ati
ve e
ssay
In
tro
du
ce a
nd
mast
ery
:
• p
ers
uasi
ve e
ssay
91
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008
©The Jane Schaffer Writing Program™
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
model shared writing group individual
2
Response to literature essay, four or more paragraphs (intro, 2 or more bodies, conclusion), one-chunk body paragraphs:
model shared writing group individual
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:
model shared writing group individual
7
Persuasive essay, five or more paragraphs with counterarguments, not text/research based, body paragraphs with one or two chunks:
model shared writing group individual
4
Response to literature essay, four or more paragraphs (intro, 2 or more bodies, conclusion), two-chunk body paragraphs:
model shared writing group individual
8
Expository/informational writing/ analysis of non-fiction text, four or more paragraphs, text/ research based, body paragraphs with one or two chunks
model shared writing group individual
92
Teaching the Persuasive Essay Williamson County Schools, Franklin, TN June 2008