Persuasive Writing
Math vocabulary/WSU scientists/ Persuasive Writing
http://whatelse.pbworks.com/Persuasion-Introduction http://whatelse.pbworks.com/Persuade
Concession/Rebuttal
Introductions/ Conclusions
Transitions
Review thesis statement.
Persuasive Essay Prompt:
Because of recent complaints about noisy and disorderly behavior at lunchtime, your principal is considering giving each student an assigned seat at lunchtime. Take a position on this issue. Write a multiple paragraph letter persuading your principal to support your position.
Use BEARS:
Position
Explain reason 1
Explain reason 2 with concession/rebuttal
Explain reason 3 (most important)
Restate position
Daily: Edit Practice; Apply lesson to essays
2/8 Introductions
2/9 Introductions
2/10 Introductions; word choice-names; rule of three
2/11 Transitions and paragraph review
2/12 Write effective intro on own essay -- apply lessons
2/17 Checklist info and apply to model OSPI essay
2/18 Repeat with essays 2 and 3: What makes an effective essay?
2/19 self-assess/complete form
2/22 Conclusions
2/23 Conclusions; Review Strong Verbs -- Olympics
2/24 Causal Chain
2/25 Final Essays
2/26 Substitute
3/1 Checklist on WASL Practice Tests -- what is effective?
3/2 Final checklist, if needed; Strong VerbWASL Practice Test
Document daily: CSI
https://spreadsheets.google.com/ccc?key=0ApCrzGH9Dh-odGhmMEZLLXVqOWRFY3BwSzM4SnU3M2c&hl=en
Document Weekly: Writing Log on Writing Process and Traits
https://spreadsheets.google.com/ccc?key=0ApCrzGH9Dh-odERvcnFJaWpCM2VONTkxUVNudGJuTVE&hl=en
Each Essay: Self Evaluate (See also Awards information)
https://docs.google.com/a/my.nsdeagles.org/Doc?docid=0AcLKgmt-9pX_ZGR6d2tiNV8yMGd4cTR3NWdm&hl=en
EALR 1: The student understands and uses a writing process.
Component 1.2: Produces draft(s). W
Component 1.3: Revises to improve text. W
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
· Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
· Identifies an intended audience.
· Identifies and includes information and uses appropriate language for a specific audience (e.g., defines technical or content-specific terms or jargon).
· Describes audience’s interest and knowledge of topic to determine emphasis.
· Anticipates readers’ questions and writes accordingly.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain for a specified audience (e.g., writes to persuade classmates about a position on required school uniforms, includes narratives/poetry in portfolio).
Component 1.4: Edits text. W
Component 3.3: Knows and applies appropriate grade level writing conventions. W
EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
