The Writing Process Timeline 11 Thesis due Monday September 23 Introduction due Tuesday Sept 24 Rough draft due Thurs September 26 Final draft due Wednesday October 2 Timeline 11 ID: 932457
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Slide1
Unit I American Roots Essay
The Writing Process
Slide2Timeline: 11+
Thesis due
Monday September 23
Introduction due
Tuesday Sept. 24
Rough draft due
Thurs. September 26
Final draft due
Wednesday October 2
Slide3Timeline: 11
Thesis due
Tuesday September 24
Introduction due
Wednesday Sept. 25
Rough draft due
Friday September 27
Final draft due
Friday October 4
Slide4Why?
Writing 11.14.1.1
Write arguments focused on discipline-specific content.
Writing 11.14.5.5
Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach.
Writing 11.14.9.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Slide5Your Writing Process
Describe your writing process. How do you write a paper?
Do you…
P
lan ahead? Procrastinate?
Write from beginning to end without stopping? Constantly re-write as you write?
Take breaks? Write in small windows of time?
Proof read? Rely on spell-check? Have another person read your paper?
Slide6The Writing Process…
Isn’t linear.
Is unique to each individual.
Slide7The Question
How do different and diverse early American authors explore the themes of economy, race, and religion?
Assessment sheet
Slide8Slide9Slide10What do you want to say?
A Super Venn Diagram (11)
Slide11What do you want to say?
A Super Venn Diagram (11+)
Slide12Brainstorm: A Super Venn Diagram
Who wrote the text?
Race
Gender
Country of origin
What is the purpose of the text?
What is the author’s argument?
What happens in the text?
What is similar and different about their themes of economy, race, and religion?
Slide13So what?
What is
significant
about the differences?
What is
significant
about the similarities?
Slide14Expresses the main argument of an essay
Subject + argument = thesis
Authors +
theme(s
)
Video game controller
Thesis Statement
Slide15There are similarities and differences between Anne Bradstreet and
Phillis
Wheatley, two female American poets.
Must take a stand
Anne Bradstreet,
Phillis
Wheatley, and
Olaudah
Equiano
rely on religion to overcome obstacles.
Thesis Evaluation
Slide16Cabeza
de
Vaca
and Bradford’s accounts are both about landing in the Americas and meeting Native Americans.
Must justify discussion
More than an observation
The eighteenth-century authors’ own race and perspective influenced if they called other Caucasians, Africans, and Native Americans “savages.”
Thesis Evaluation
Slide17Early American authors discussed economy and race frequently.
Must be specific
The Declaration of Independence, “Of Plymouth Plantation,” and “La
Relación
” demonstrate that the colonists’ desire for liberty was fueled by economic and religious motives.
Thesis Evaluation
Slide18Thesis Development
Diverse early American authors, such as Cotton Mather,
Olaudah
Equiano
,
Phillis
Wheatley, and George
Copway
, demonstrate that White Christians twisted their ideas of religion to support the subjugation of other races, mainly for economic motives.
Slide19Subject + argument = thesis
Authors +
theme(s
)
Take a stand
Be more than an observation
Be specific
Answer:
How do different and diverse early American authors explore the themes of economy, race, and religion?
How does
who
wrote the literature determine the content?
Thesis Statements
Slide20Essay Analysis
Unscramble the essay and label its parts.
Thesis
Title
Attention-getter
Topic Sentence
Topic Sentence
Topic Sentence
Introduction
Body
Restatement of thesis
Conclusion
Slide21Essay Analysis
What parts of the essay are easily recognizable?
How did you decide which sentence was the thesis?
Where did you put the thesis?
How did you know when to begin a new paragraph?
Define “topic sentence.”
How did you decide what to put in the introduction and conclusion?
Slide22Introduction
General statement
Specific thesis statement
Bridge: topic intro,
theme, authors’ names, etc.
Slide23Introduction
General statement
Specific thesis statement
Bridge: topic intro,
theme, authors’ names, etc.
According to the Oxford English Dictionary, “race” is defined as “a group of people connected by common descent or origin.”
Although the definition of “race” is broadly defined today, people of the eighteenth century often restricted the definition to one’s skin color. Condemning one person
to be less than someone else, however, posed a
problem for Christians who advocated all
people were equal in God’s eyes.
Diverse early American authors, such as Cotton Mather,
Olaudah
Equiano
,
Phillis
Wheatley, and George
Copway
, demonstrate that White
Christians twisted their
ideas of religion to support the
subjugation of other races,
mainly for economic
motives.
Slide24Introduction: Attention-Getter
Although we cannot actually see the economy, people base many of their decisions on it.
Have you ever thought about how people of the eighteenth century imagined race?
Religion can be defined as “the belief in and worship of a superhuman controlling power, esp. a personal God or gods.”
Slide25Introduction: Attention-Getter
How can you hook the reader’s attention?
Interesting quote
Definition
General statement
No questions.
Slide26Conclusion
Restatement of thesis
“Sending off” statement: Smart sentence
appealing to audience
Slide27Conclusion
Restatement of thesis
“Sending off” statement: Smart sentence
appealing to audience
Mather,
Equiano
, Wheatley, and
Copway
demonstrate that, throughout colonial times in the Americas, White Christians oppressed Africans and Native Americans for economic reasons and ultimately ignored true Christian principles.
Other races were considered inferior, “savage,”
and even “diabolic” and were enslaved or taken
advantage of for labor or land. In order to
reconcile their religion with the horrible treatment of other races, White Christians hid behind a hope of
spiritual
freedom for the oppressed.
Despite its broad definition, the race and skin color of a person should never entitle another to treat someone with anything less than human dignity.
Slide28Quote Integration
Introduce the quote: author + text
Quote the quote
Include page number in parentheses
Place period AFTER the parentheses
Explain the quote
Slide29Quote Integration
Mather and his American congregation profited from the slave labor and the money the slaves earned for them: “you Expect from their Service, a Support, and perhaps an Increase, of your other
Possessions
” (638).
African slaves were simply another “possession” for their White masters.
Slide30Quote Integration
Phillis
Wheatley, in her poem “On Being Brought from Africa to America,” attests to the negative sentiments others attached to black skin: “Some view our sable race with scornful eye, / ‘Their
colour
is a diabolic die.’” Other people looked upon Africans with hatred and contempt because of their dark skin.
Slide31Quote Integration: Words
Says, explains, describes, demonstrates
Use a
comma
Ex: In “On Being Brought From Africa to America,” Wheatley
says
, “Remember….”
Use a
colon
when a noun precedes the quote:
Ex: Bradstreet shows her reliance on
religion
: “Farewell my pelf….”
Slide32Quote Integration
“Thus it pleased God to vanquish their enemies and give them deliverance” (85).
According to Bradford from “Of Plymouth Plantation,” the colonists believed in a powerful God: “Thus it pleased God to vanquish their enemies and give them deliverance” (85). They attributed their successes in battle to God’s power.
Slide33Quote Integration
“And did thy wealth on earth abide?” (37)
In “Upon the Burning of Our House,” Bradstreet says, “And did thy wealth on earth abide?” (37) She uses economic language to talk about her belief in Heaven and God.
Slide34Quote Integration
Introduce the quote: author + text
Quote the quote
Include page number in parentheses
Place period AFTER the parentheses
Explain the quote
Slide35Writing Paragraphs
Topic Sentence: what is this paragraph about?
Evidence: prove it.
Quote + page numbers
Concluding Sentence: what did you just prove?
Slide36Writing Paragraphs
In the eighteenth century, races other than White were considered inferior.
Phillis
Wheatley, in her poem “On Being Brought from Africa to America,” attests to the negative sentiments others attached to black skin: “Some view our sable race with scornful eye, / ‘Their
colour
is a diabolic die.’” Other people looked upon Africans with hatred and contempt because of their dark skin. Similarly, Cotton Mather, in his essay, “The Negro Christianized,” explains how Africans were thought to be “the most
Bruitish
of Creatures upon Earth,” “
Vassals
of Satan,” and the “
Blackest
Instances of
Blindness
and
Baseness
” (638). Not only did Caucasians look down on Africans, but they also labeled Native Americans as uncivilized and barbarous. In “La
Relación
,” Hispanic author
Álvar
Núñez
Cabeza
de
Vaca
refers to the Native Americans he encounters in the south as “wild, untaught savages howling like brutes” (75). Similarly, William Bradford in “Of Plymouth Plantation” calls the Native Americans “savages” and shows the negative mentality Caucasians held about other races (84). Whites considered Africans and Native Americans inferior because of their skin color.
Slide37Paragraph Analysis
Unscramble the paragraph and label its parts.
Topic Sentence
Concluding Sentence
Intro to Quote
Evidence
Explanation of Quote
Argument
Slide38Paragraph Analysis
What parts of the paragraph are easily recognizable?
How did you distinguish between the topic and concluding sentence?
What do you notice about the Explanation of Quote?
How is the Argument an argument?
Slide39Transitions: A Toaster
Bread will pop up automatically.
Plug toaster into electrical outlet.
Lift up bread lifter or push the Cancel button.
Select toast shade and press down bread lifter.
Place appropriate food items in slots.
Slide40Transitions
How will you link your ideas?
Where do they go?
Beginning of paragraphs and sentences
Mid-sentence to connect ideas
Ending of sentences
Can place emphasis on certain sentence
Slide41Transitions: What do you need to signal?
Definition
Example
Addition
Sequence
Analysis
Comparison
Contrast
Cause-Effect
Conclusion
Slide42Transitions: Examples
Between paragraphs:
Whites considered Africans and Native Americans inferior because of their skin color.
Because Caucasians believed their race was superior
, they used the “inferior” races to their economic advantage.
Slide43Transitions: Examples
Within paragraphs:
African slaves were simply another “possession” for their White masters.
In addition
to using Africans as slaves, Caucasians took advantage of Native American land and resources.
Slide44Title Work
First thing a reader sees
Catchy
Informative
Double meaning
Not too long
Slide45Title Work
Economy and Race in Early American Literature
Money and Skin Color
Gold or God: What Wins in the Eighteenth Century?
Subjugation
Slide46Peer Conferencing
Praise
: What did you like about this essay? What do you remember?
Question
: What questions would you like to ask the writer?
Suggestion
: How could this paper be revised and improved?
Slide47Peer Conferencing
Evaluate the thesis. Is the thesis taking a stand, clear, and specific?
Evaluate the argument: does it answer, “So what?”
Does the essay discuss the economy, race, and/or religion?
Is the introduction general to specific?
Is the conclusion specific to general?
Are there at least three in-text citations and three texts mentioned?
Does the writer use transitions? Highlight two strong examples.
Slide48Peer Conferencing (11+)
Evaluate the thesis. Is the thesis taking a stand, clear, and specific?
Evaluate the argument: does it answer, “So what?”
Does the essay discuss the economy, race, and/or religion?
Is the introduction general to specific?
Is the conclusion specific to general?
Are there at least six in-text citations and four texts mentioned?
Does the writer use transitions? Highlight two strong examples.
Slide49Grammar
Slide50Sorting Words
Adjectives
Verbs
Nouns
Slide51Sorting Words
nomenclature
soliloquy
abrogate
countenance
enervate
yeoman
notarize
auspicious
reciprocal
subjugate
ascribe
incontrovertible
omnipotent
diffident
facetious
classification
Reparation
apprehension
copious
anguish
appease
wrath
Slide52Sorting Words
Adjectives
copious
facetious
auspicious
diffident
Incontrovertible
reciprocal
omnipotent
Verbs
abrogate
subjugate
enervate
notarize
ascribe
appease
Nouns
nomenclature
y
eoman
apprehension
r
eparation
countenance
c
lassification
wrath
a
nguish
soliloquy
Slide53Sorting Words
Analyze the words in each category.
What similarities do you notice within the adjectives?
The nouns?
The verbs?
Slide54Identifying Subject and Verb
Subject + Predicate = Complete Thought
Subject: part of the sentence about which something is said (nouns)
Ex:
William Bradford shows that God was important to early American settlers.
Verb: a word that expresses action or state of being
Ex:
Squanto and Samoset helped the pilgrims communicate and survive.
Slide55Identifying Subject and Verb: Oho!
Cabeza
de
Vaca
, Bradford, and
Equiano
, they demonstrate that religion was essential to the colonists.
Slide56Identifying Subject and Verb
Worksheet
Slide57Identifying Subject and Verb
Highlight the
subjects
in your essay.
Highlight the
verbs
in your essay, using a different color.
Analyze your subjects and verbs:
Do you write in complete sentences?
Have you varied your word choice?
Slide58Sentence-Combining
Have you varied your sentence lengths?
Slide59Careful!
they’re
there
their
stuff
things
First and second person: you, me, we, us, I
Slide60Format
Anne Bradstreet
Ms. Vander Heiden
English 11, Hour 2
October 3, 2013
Subjugation
According to the Oxford English Dictionary, “race” is defined
as an “a group of people connected by common descent or origin.”
Although the definition of “race” is broadly defined today, people of
the eighteenth century often restricted the definition to one’s…
Slide61Due Date
Place your materials in the following order, with #1 on top. Staplers are coming.
Assessment Sheet with
Rubric
side on top
Final Draft
Rough Draft
Unit 1 Chart
Super Venn Diagram
Thesis Note Card
Any other notes/materials you want to share
Slide62Self-Evaluation
What did you do particularly well in this piece of writing? What is the best part of your essay?
What did you learn from writing this essay that can help you in the future?