persuasive writing
DESCRIPTION
Persuasive Writing. Daron Kennett Monica Murdock. Agenda. Levels of Writing Elements of Rhetoric and Writing Process DWA Website Lunch DESK/SMARTS Writing to Persuade : Jigsaw Writing Software. Writing Prompt. I am a writer who…. Writing Prompt. I am a teacher of writers who…. - PowerPoint PPT PresentationTRANSCRIPT
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Persuasive Writing
Daron KennettMonica Murdock
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Agenda• Levels of Writing• Elements of Rhetoric and Writing
Process• DWA WebsiteLunch• DESK/SMARTS• Writing to Persuade: Jigsaw• Writing Software
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Writing Prompt
• I am a writer who…
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Writing Prompt
• I am a teacher of writers who…
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Church Bulletin Messages
• Ladies Bible Study will be held Thursday morning at 10. All ladies are invited to lunch in the Fellowship Hall after the B.S. is done.
• The eighth-graders will be presenting Shakespeare's Hamlet in the Church basement Friday at 7 PM. The Congregation is invited to attend this tragedy.
• A bean supper will be held on Tuesday evening in the church hall. Music will follow.
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Don't let worry kill you, let the church help.
For those of you who have children and don't know it, we have a nursery downstairs.
This being Easter Sunday, we will ask Mrs. Lewis to come forward and lay an egg on the altar.
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• At the evening service tonight, the sermon topic will be "What Is Hell?" Come early and listen to our choir practice.
• Weight Watchers will meet at 7 PM at the First Presbyterian Church. Please use large double door at the side entrance.
• The Associate Minister unveiled the church's new tithing campaign slogan last Sunday: "I Upped My Pledge - Up Yours."
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Writing is a process of:o Selecting, Organizing, Developing o Arranging ideas in logical
sequenceo Expressing ideas in effective
languageo Presenting ideas in standard
forms
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Research on Writingo Fluent writing requires frequent practiceo Writing becomes purposeful when on topic of
interest, for varied audiences, and range of purposes
o Need exposure to different modeso Writing should occur in all content areas
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Levels of Writing
1. Writing to get ideas down2. Writing to exhibit knowledge on a topic3. Writing to be read and reviewed,
revised and edited4. Writing to be critiqued, revised and
edited5. Writing to be published
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1. Writing to get ideas on paper - idea generating, recollecting, data gathering, exploring, questioning
o Students should do tons of this level of writingo Free write, listing, note taking, outlining,
exploring o Not usually read or evaluated (effort or
participation)o Spontaneous – requires little teacher
preparation & little class time
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1. Writing to get ideas on paper- idea generating, recollecting, data gathering, exploring, questioning
o Opportunity to stop and think to develop questions based on schema
o Pre-assessment for teaching guideo Promotes writing fluencyo Advantage for quiet, less verbal studentso Does not focus on specific writing trait
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o Students should do a lot of this level of writingo Journals, writing prompts (key: clear
prompt/question with definite answer)o More constructed than level 1o Not worried about conventions (grammar and
usage)o Spontaneous – little teacher preparation
2. Writing to exhibit knowledge on a topic- making meaning, translate concepts into own words
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o Quick assessment of student knowledgeo Promotes active learning by requiring
production of informationo Promotes content-rich writing and writing
fluency
o Does not focus on specific writing trait
2. Writing to exhibit knowledge on a topic- making meaning, translate concepts into own words
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3. Writing to be read & reviewed, revised & edited
- meets up to three specific standards of focus correction areas with substantive content
o Students should do some of this level of writing
o Use writing levels 1 & 2 to begin level 3
o Begin correcting – focusing on correction areas (FCA)
o Draft, read aloud, review to meet criteria: Completes assignment, easy to read, avoids
problems in FCA
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3. Writing to be read & reviewed, revised & edited
- meets up to three specific standards of focus correction areas with substantive content
o Revising and editing are done on drafto More time consumingo Easy to evaluate and grade based on mastery of
FCA’so Excellent preparation for essay testso Improves writing skills
o Requires disciplined, skillful teacher designed assignments
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4. Writing to be critiqued, revised, and edited
- Requires two draftso Students should do a couple of this level of
writing o Polished level 3 writingo Read aloud and critiqued by anothero Most effective and efficient of all levels for
improving writing skillso Produces fair, objective evaluations
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4. Writing to be critiqued, revised, and edited
- Requires two draftso Promotes sharing and exchange of ideas, insights, and informationo Creates a community of learnerso Requires disciplined, skillful teacher designed
assignments, selected FCA and structured oral reading & self-editing process
o Time consuming: peer editing/oral reading can double the amount to complete
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5. Writing to be published - Requires multiple drafts & considered a major project
o Students should do this level of writing once o Publishable quality outside the classroomo Requires multiple drafts, therefore, major
projecto Results in an appreciated product (real world
standards)o Provides opportunity to use all skills and talents
to fullest
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5. Writing to be published - Requires multiple drafts & considered a major project
o Time consuming for teacher (final editor) and student
o Evaluation difficult because final product in publishable quality
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Levels of Writing
1. Writing to get ideas down2. Writing to exhibit knowledge on a topic3. Writing to be read and reviewed,
revised and edited4. Writing to be critiqued, revised and
edited5. Writing to be published
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Level 2 Writing
In your learning log, reflect on the 5 Levels of writing and your teaching practice.
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Writing Fluency
• The ease, speed, and automaticity with which students can transfer ideas and expression from thought to paper
• All skilled writers are fluent writers; not all fluent writers are skilled writers
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How do we develop students’ writing fluency?
• Write daily for a variety of purposes and audiences: writing to learn
– Quick writes– Writing in response to reading– Writing to solve problems– Writing to complain– Writing to summarize
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How do we develop students’ writing fluency?
Classroom Environment• It’s not how much we write, it’s how
long• Students must not be afraid to take
risks• High expectations
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How do we develop students’ writing fluency?
Sharing• Students have to talk before they
can write• Idea generation• Informal sharing of writing
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Level 1 Writing
• Create a T-Chart in your notebook. – On the left side list all the Level 1and 2
writing you already do with your students.
– On the right, list ideas to work more of this fluency-building writing into your instruction.
• Share with a partner
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Expository writing is meant to inform the reader.
Examples:• Tell what happened when…• Write a report on…• Explain how to…• Describe…
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Persuasive Writing is meant to convince the reader.
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Helping students draft
1. Model is a verbo Move beyond the Grecian Urn
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Benefits of Writing with Your Students
o Teachers understand the writing task better when they do it themselves
o Teachers uncover the hardest parts that need mini-lessons
o Teachers can model that writing is challenging
o Teachers who complete a task have a better sense of how to assess it
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Helping students draft2. Use the 4:1 Grading Policyo First drafts should never be
gradedo Students should choose pieces
for revisiono Students need coaches more
than critics: “Don’t Be Afraid to Fail”
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Helping students draft
3. Build choice into the tasko Open vs. Closed Topicso The myth of the boring topic
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Persuasive Writing PromptA shortage of teachers is projected in coming
years. The state legislature is considering a bill that would significantly raise teachers’ salaries as a way to attract more teachers to the profession.
Write a letter (essay) to the legislature in support of or against this bill.
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Helping students draft
4. Talk the paper outo One Big Brain
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Helping students draft
5. Model how to map ideaso Graphic Organizers
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Helping students draft
6. Give them tools and let them practice
o Conferencingo Types of Contento Hooks and Leadso Transitionso Ending Stems
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Helping Students Revise
o Conferencingo Elaborationo Pulling Out the Weedso Word Choiceo Sentence Fluency
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Level 2 Writing
• What I’ve learned• What I’m still wondering about