The Writing Process Prewriting Brainstorming Drafting Revising and Editing REMEMBER The AIMS writing exam is not a timed test so you should have ample time to go through each step carefully PreWriting ID: 791076
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Slide1
Writing Lesson & Overview
Slide2The Writing Process
Prewriting /Brainstorming
Drafting
Revising and Editing
REMEMBER: The AIMS writing exam is not a timed test, so you should have ample time to go through each step carefully.
Slide3Pre-Writing
This does not just mean drawing some circles and writing down two words. Be sure to follow all steps before writing to help make your life easier later.
The process a writer goes through before he/she begins drafting a composition.
Understanding the Task (Attack the Prompt)
Brainstorming (webs, free-writing, etc.)
Choosing a Topic
Organizing Ideas
Slide4Pre-Writing
First Attack the Prompt – underline format, circle the verbs, draw arrows, etc.
You must understand what the prompt is asking you before you start the rest.
The prompt may have multiple parts, be sure you address all of them in your pre-writing.
Slide5Pre-Writing
Attack the Prompt
Underline the type of writing
: in what format are you being asked to write?
Is it a letter, an essay, an editorial?
Circle the verbs
: What are you writing?
Is the prompt asking you to convince, explain, describe, inform?
Connect verbs with specifics
: What are the verbs asking you to write about?
Be sure you understand exactly what the prompt is asking you to do and if there are multiple parts of the prompt.
Brainstorm
: Web,
freewrite
, list, do something!!!!
This will help you decide what ideas are valuable and to organize your thoughts.
Slide6Pre-WritingAttack the Prompt
PRACTICE
In an essay, describe a person from history you would most like to meet, and explain why you would like to meet him/her. Be specific in your explanation.
Slide7Pre-Writing
I know you hate this part…I get it…but investing some time here will make the writing easier for you later.
The process a writer goes through before he/she begins drafting a composition.
Attack the Prompt and then…
Free-write
Web
List
Outline
Any other ideas?
Slide8Pre-writing
Practice
Choose two different pre-writing strategies for the following prompt. You will have 5 minutes for each.
PRACTICE:
In an essay, describe a person from history you would most like to meet, and explain why you would like to meet him/her. Be specific in your explanation.
Slide9Choosing a Topic
Narrowing it down
Choose a topic that:
You care about
You can cover completely within the given space limit (2 pages)
Clearly related to the prompt
Appropriate for the audience and purpose/nature of the assignment
Slide10Choosing a Topic (con’t)
Establish a thesis
Choose a few important points
What will best support your thesis?
What do your readers really need/want to know about the topic?
Stay focused on what the prompt asked for – what points are most effective?
Use brainstorming/
freewriting
as support in choosing the best points
Slide11Choosing a Topic (con’t)
Keep your subject, audience, purpose, and form in mind when choosing
supporting details.
Ex. You are writing a personal narrative about learning to play the guitar. Which
ONE
of the following details would be most appropriate to include in the story?
Where and when the guitar was invented
A description of the parts of a guitar
Information about the person who taught you to play the guitar
A list of guitar brand names
Slide12Supporting Details
Good supporting details are:
Relevant to the topic
Precise and significant
Appropriate for the audience
Might include:
Anecdotes, specific examples, reasons, facts/statistics, definitions, events, descriptions, actions, etc.
Slide13Organizing Ideas
Moving from a page full of unorganized ideas to an organized plan for a composition is one of the most important steps in the writing process.
Slide14Writing a Thesis
Your thesis MUST:
ANSWER the topic
from your attack the prompt
Use
key words
from the prompt
Be
one sentence
and no longer
MAY NOT BE THREE PRONG
Be at the
end
of your introduction
Be specific and simple
Be debatable (in persuasive)
Slide15Examples:
Thesis Writing
Prompt: Describe a time in your life that you experienced an injustice.
Ex. A specific injustice that I’ve experienced and never forgotten occurred when a friend I trusted betrayed me.
Ex. An injustice that I’ve experienced personally has been the way that my parents have constantly put me in the middle of their disputes.
Ex. When I was in the first grade, I suffered a horrible injustice: my opportunity to be line leader was unfairly taken away from me.
Ex. Though I’ve experienced many injustices, the most painful one occurred when I was falsely accused by my parents and punished for something that I never did.
Check each thesis statement for the rules from the previous slide. Are these considered acceptable thesis statements? Why? Explain in the space provided on your notes.
Slide16Four Modes of Writing
Narrative
Descriptive/Expository
Persuasive
Letters
Slide17Narrative Writing
Tells a story using details
Plot, character(s), setting, point of view, story development
Has a plot with a climax and resolution
Beginning
Middle
End
Slide18Examples:
Narrative Prompts
Describe a time in your life that you experienced an injustice.
Write about a time when you and a person or pet spent an enjoyable day together.
Slide19Descriptive/Expository Writing
Explains something to the reader using details/description
Tell/explain/describe
May include
directions
or “
how to
” information
May
explain a “why” or “how”
Descriptive = 5 Senses
Taste, smell, sight, sound, touch
Slide20Descriptive/Expository Prompts
Expository
What kinds of things do you do to relax? Identify your favorite way to relax, and explain why it is your favorite.
Explain what steps a teenager can take to promote academic success during his or her years as a high school student.
Descriptive
Describe a home that would be an appropriate place for a clown to live.
Describe a place where you would want to spend eternity.
Describe a way you could help others in your town.
Slide21Persuasive Writing
Persuades the reader to do something/believe a certain way
Ex. Commercials & political speeches
Letters to government officials or businesses may be persuasive writing
Slide22Persuasive Prompts
Persuade
members of your community that vandalism could be decreased by adopting your proposed solution.
Choose one aspect of your school that you believe could be improved. Write an essay to
persuade
your classmates to agree with your suggested change.
Technology is advancing rapidly. Do you agree or disagree that technology has improved your life? Write a persuasive essay in which you convince the reader of your position.
Slide23Letters
Requires professional writing style and letter format
Ex. business letters, job applications, letters to the editor
States purpose, provides background/context, addresses the needs of the audience
Clear, efficient, formal language
Appropriate technical terms
Slide24Ex. Letter Prompts
Write a letter to the school paper in which you argue for or against the proposal.
Write a letter to your parents in which you explain why you would benefit from a new computer.
Slide25Types of Prompts
You must be able to recognize what mode of writing a writing prompt requires
Verbs are useful clues
Ie. ‘persuade’ ‘explain’ ‘describe’
Slide26Quick Check Quiz
1. List the four modes of writing.
Narrative, persuasive, expository/descriptive, letters
2. Give an example of persuasive writing.
Commercials and political speeches
3. List a “clue word” for expository writing.
Explain
Slide27Three Main Parts
Introduction
Presents the topic clearly/briefly, gets audience interested
Body
Each major idea in one paragraph
Longest section, includes details
Topic sentences, transitions, and specific details in each paragraph to support the central idea of that paragraph
Conclusion
Briefly summarizes, extends/elaborates
DO NOT simply repeat what you’ve said – provide a final bit of insight on your topic
DO NOT introduce new ideas not discussed in essay
Slide28Organizational Structures
Choose your structure in a way that best suits the prompt, thesis, and main points.
Examples:
Cause and effect
Chronological order
Comparison and contrast
Detailed description
Opinion and supporting arguments
Stages of a process
Definition and examples
Problems and solutions
Slide29Outlines
Briefly describes what you will include in each part
After deconstructing the prompt, brainstorming, and free-writing, develop your outline
May or may not include complete sentences – but should have a complete thesis
Don’t be afraid to revise – make changes as needed and let it serve as a guide
Slide30Example: Outline
Prompt: In a letter to students on a U.S. airbase in Germany, describe what life is like for students at your school.
Introduction: Tell the students that I’m describing what life is like for students at my high school. Tell them that, for me, the three most important things about Chandler High School are the following: the good teachers, helpful staff, and friendly students; the intramural and varsity sports programs; and the performing arts programs.
Thesis: At Chandler High School, positive relationships and diverse extracurricular opportunities enrich students’ lives on a daily basis.
REMEMBER: Where should the thesis go?? What should be described before?
Idea #1: Teachers and students. Describe the many excellent and dedicated teachers, coaches, counselors, and other staff members. Describe the friendly students and interesting class discussions.
Idea #2: Sports programs. Describe the varsity sport teams: football, baseball, basketball, volleyball, swimming, golf, track and field. Let them know that a new swimming pool is being built.
Idea #3: Performing Arts programs. Describe the opportunities that students have to participate in orchestra, band, and smaller musical and vocal groups. Describe the opportunities to participate in dramas, musicals, and debate programs.
Conclusion: Sum up the three main ideas and close with a positive statement about my school and what life is like for students here.
Slide31Organization
Present ideas in a way that your readers will find understandable & compelling.
Remember your audience and purpose.
Organizing will provide you with a plan to more effectively communicate your ideas.
Other options:
Graphic Organizers
Venn Diagrams (compare/contrast)
See provided handouts!
Slide32Practice Time
PROMPT: Many students in your high school have part-time jobs. School board members have expressed concern that students’ school performance suffers when they have jobs during the school year. Write an essay to your district’s school board members convincing them to agree with your position on whether or not students are negatively affected by jobs during the school year.
Deconstruct the Prompt.
Brainstorm. Free-write. Thesis. Outline.
Slide33Drafting
One voice – hundreds of ways to use it.
Friends? The principal? Police officer?
Voice, word choice, and sentence structure… appropriate for the situation and audience.
Slide34Voice & Word Choice
Voice [ie. serious/formal, personal/informal]
Casual or formal language?
Informal: I was totally wired after three cups of coffee.
Formal: I was extremely tense after three cups of coffee.
Informal: I crashed after that exam.
Formal: I was exhausted after that exam.
Slide35Practice
Rewrite the following sentences from casual language into formal language.
Theresa thought the essay was a snap.
Rosa is all hyped up about the party.
The movie was awesome.
Martin really blew it on his history exam.
Bill inhaled his sandwich at lunch.
Slide36Using Resources
Dictionary and Thesaurus
Dictionary: spelling, synonyms, examples, definitions
Thesaurus: find words that can be used as substitutes
These are available to you – USE THEM!
Slide37Being Specific
General words and phrases describe a class/category – ex. dog
Specific words and phrases describe a member of a class/category – ex. beagle, Jim’s beagle, Sebastion
Use general words for summing up, specific words for supporting your ideas
Specific words, vivid images, and familiar examples bring your writing to life
Slide38Create a Picture
General Writing:
There was this guy. He went somewhere and met another guy. They talked, and then they did some other stuff. Then they went home. The end.
But… Who were they? What did they say? What did they do? General = vague.
INSTEAD: Provide descriptive details, use specific words and phrases, make it interesting
Slide39Word Choice Tips
Use a mature vocabulary, but don’t go overboard trying to impress readers
Avoid repetition, or using two words together that mean the same thing (ex. plentiful and abundance)
Don’t use a word unless you’re sure of its meaning – look it up!
Use words correctly, and watch out for commonly mistaken words (ex. their, there, they’re)
Go back and look for words you’ve used
frequently
, then use a thesaurus to find stronger synonyms
Go back and look for words
that lack interest or originality
(ie. good, bad, pretty, ugly) and use a thesaurus to find stronger synonyms
Slide40Practice Time
Replace each general phrase with a more specific word or phrase.
Earring
Car
Shoes
Flower
Store
Slide41Spice it up:
Similes and Metaphors
Comparisons between two things
Simile: uses like or as (Mark runs like a deer)
Metaphor: states/implies one thing is another (Mark is a deer when he runs)
BE CAREFUL: Avoid cliches, or commonly use and worn out similes/metaphors – ie. “Derek is as skinny as a toothpick” vs. “Derek could hide behind a broomstick”
Slide42Sentences
#1: Grabber – carefully designed first sentence to create a certain effect, in hopes of grabbing the attention of the audience
Simple, compound, complex sentences – use variety
Slide43Simple Sentences
Expresses one complete thought.
Subject: person, place, thing, or idea that the rest of the sentence is about
Predicate: describes what the subject is or does
Ex. [Christy][blurs with speed.]
Slide44Fragments
Incomplete sentences, missing subject or predicate
Be sure to go back and check for/revise fragments during revision
Examples
Blazed past three defenders.
Because the score was tied at the end.
Slide45Compound Sentences
Two or more simple sentences joined in one sentence, expressing two or more complete thoughts.
Each complete thought = independent clause
Ex.
The final buzzer sounded
, and
the game was over.
Ex.
Everyone cheered loudly
;
the girls’ team had just beaten the boys’.
Ex.
There is only one reason why she would behave so strangely
:
she has a crush on him.
Slide46Coordinating Conjunctions
To make a compound sentence, one option is to use a comma and a coordinating conjunction.
Remember that both clauses must be independent (can stand alone)
Examples
Christy smiled, but she did not speak.
Slide47Semicolons
Another option is to combine two independent clauses into a compound sentence using a semicolon.
Examples
Christy smiled; she did not speak.
Slide48Colon
One might also create a compound sentence using a colon between two independent clauses when one answers something about the clause before it.
Example
There was only
one explanation
:
the train arrived late
.
Slide49Complex Sentence
Contains an independent clause and a dependent clause.
Some may use a subordinating conjunction, which joins two clauses and makes one less important than the other.
Example:
Before
the game had begun,
Christy had made a speech to her team
.
She told them to be good sports
so
the boys wouldn’t feel bad about losing.
Slide50Subordinating Conjunctions
Examples:
After, before, although, because, how, except that, even though, if, once, provided that, so, so that, than, while, which, where, when, until, unless, though, etc.
Slide51Compound-Complex
Contains at least two independent clauses and at least one dependent clause.
Example:
Christy was proud of her team
, for although they were excited,
they didn’t taunt the boys
.
Slide52Variety is Key
“I wanted to learn to ski. I didn’t know how hard it would be. I didn’t get to ski more than once. I spent my entire vacation with my leg in a cast. I sipped hot chocolate. I sat in front of the fire.”
What’s wrong with this passage?
What type of sentences are used?
PRACTICE: Revise this passage in the space provided using different types of sentence structures. When you’re finished, identify the types you incorporated.
Slide53Paragraphs
Paragraphs:
Begin on a new, indented line
Clearly focus on one important idea that supports the thesis
Begins with a topic sentence:
The stated main idea of the paragraph
Continues with a body:
Sentences supporting the topic sentence with details, examples, and commentary
Ends with concluding sentence:
Wraps up the information of the paragraph and leads the reader to the next paragraph
Slide54Paragraphs (con’t)
Logical and coherent
DO NOT LOSE FOCUS
Sentences should fit together naturally, flowing easily from one to the next
Ordered carefully – building on what came before
PRACTICE: Complete the practice hand-out provided. (BD, p. 46)
Slide55Transitions
Words, phrases, or sentences that help the reader understand how your ideas fit together to support your topic.
Make your writing easier to read by creating a natural flow of ideas between sentences and paragraphs.
Ex. “In addition to,” “Moreover,” “Equally important,”
Slide56Revising & Editing
Check your writing for spelling, grammar, punctuation, sentence construction/variety, and paragraph organization.
Are the ideas focused, engaging, and clearly expressed?
Is the writing presented in a form that is readable and attractive?
Slide57Key Questions
Is my paper written for the correct audience?
Does my paper contain a strong main idea?
Does my paper stay focused on my main idea?
Does my paper contain specific ideas that support my main idea?
Does my paper have a clear beginning, middle, and end?
Are my ideas logical and easy to follow?
Does my paper contain interesting and meaningful words? Are they specific?
Does my paper contain varied sentences that are clear?
Does my paper contain correct spelling, punctuation, and grammar?
Slide58Revising & Editing
REMEMBER: Have minimal errors in spelling and grammar, and write as legibly as possible!
Revision Strategies
Sentence Fluency
Wordiness and Redundancy
Editing and Proofreading
Slide59Revision Strategies
HINT: Read the entire essay before you begin revising. Do not revise sentence by sentence. You need to get across the general message or idea first. Your revision will be much more successful this way, and the revised essay will be better organized.
Slide60Revision Strategies
Revise by adding, deleting, rewording, and rearranging.
Use a dictionary and thesaurus.
Use the checklist provided in the test.
Use proofreading marks.
Slide61Revising:
Word Choice
Check for wordiness, overly fancy when simple works, redundancy, overuse, inappropriate/informal
Sentence Fluency:
Check for variety, flow, and correctness
Slide62Editing and Proofreading
Edit for grammar, spelling, punctuation, and capitalization.
Know your faults.
Look for one type of mistake at a time.
Improve sentence fluency.
Look for fragments/run-ons.
Eliminate slang/informal language
Slide63Proofreading
After editing, check your final copy to make sure it is just the way you want it and no new errors have been introduced.
Check to see that it is legible!
Give the text a “fresh read” from beginning to end
Read the paper backward – each sentence separately.
Slide64Proofreading Questions
Have all necessary changes from the editing stage been made?
Have any new errors been introduced?
Is the handwriting legible?
Is everything just the way I want it?
Slide65The 6 Traits
1. Ideas and Content
2. Organization
3. Voice
4. Word Choice
5. Sentence Fluency
6. Conventions
Slide66Ideas and Content
How well-developed are your ideas?
How well-supported are your ideas?
Do you have interesting details?
Do your ideas all connect to form a clear message?
Slide67Ideas and Content
What is the best thing you can do to make sure that you get a high score for ideas and content?
Prewriting! Deconstruct the prompt, brainstorm, free-write, outline. Choose the
best
ideas.
Slide68Organization
Who is my audience, or who is my paper being written for?
Ex. “your fellow students”
Important: writing to convince your
peers
to your way of thinking
What is the purpose of my essay?
Ex. “convince” – to persuade
Do I have enough details to support my ideas?
Min. 3 supporting details for each body paragraph
Ex. If you stated that school uniforms are a bad idea because they are too expensive for many students, you are going to need to support that claim.
Details might include:
The price of an average school uniform, the average amount of available money students have to spend on clothes, and the issue of being forced to purchase something a student may not want.
Slide69Organization (con’t)
Introduction (8-12 sentences)
Grabber (1-2 short sentences)
Ex. Quote, anecdote/story, rhetorical question
Background on the topic (3-4 sentences)
Interesting and engaging outline of main points to discuss in the essay (3-4 sentences)
Smooth transition into the thesis
A clear, logical thesis statement in the last sentence (1 sentence)
Ex. Modern-day video games are far too dangerous because they contribute to violence among teenagers and society.
Ex. Violent video games are forms of entertainment and should not be blamed for violence among teens.
Slide70Practice: Thesis
Write a specific and complete thesis
for
and
against
each of the following topics:
Topic: Mandatory drug testing for professional athletes
Topic: School uniforms
Slide71Introduction: Wrap Up
An effective introduction combines the following elements:
Grabber
Transition/set-up
Thesis
Makes your opinion immediately clear
States the reason(s) for your opinion
Slide72Body of the Essay
REMEMBER: All ideas in the body should connect to your thesis. It is your job to convince a reader why your viewpoint is correct. You will need to provide plenty of support to make a strong argument.
Let’s talk numbers here…
2? 3? 4? What works?
Slide73Sample:
Persuasive Outline
Paragraph 1: Introduction
Paragraph 2: Discuss first subtopic from thesis.
Ex. Explain how the dress code will discourage cliques.
Paragraph 3: Discuss second subtopic from thesis.
Ex. Explain how the dress code will discourage judgmental behavior among students.
Paragraph 4: Mention any counterarguments and explain why they are wrong.
Ex. People who oppose the dress code due to ruining student freedom are incorrect because…
Paragraph 5: Conclusion
Summarize main points, restate thesis (NOT REPEAT), end on a powerful/passionate note – inspire your reader to action.
Slide74Voice
Unique way of expressing yourself
Must recognize your audience
Commitment/enthusiasm
Ex. Persuasive writing = voice that shows dedication to the issue; take a firm stance and do not back down
Ex. “I think that a dress code is a great idea because…”
What would strengthen the confidence of this voice?
Slide75The “I think/believe…” Problem
DO NOT USE:
I think/believe or similar structures
Why?
States the obvious.
Unnecessary and redundant.
Diminishes the strength of your argument.
Slide76Voice - Review
REMEMBER: Your voice is unique, don’t be afraid to express it so long as you continuously acknowledge your audience.
Let your passion and enthusiasm shine through with your choice of words.
Do not use “I think/believe” etc.
Slide77Word Choice
Stronger words = more effective
Specific vs. general
Use the thesaurus!
Rewrite the following sentences using more meaningful, vivid words.
Dinner last night was
good
.
The chocolate cake was
good
.
He
walked
by with an
angry
look on his face.
The
small
child began to
cry
.
Slide78Sentence Fluency
Structure, rhythm, and flow
Varied structures
Simple, compound, complex, compound complex
Varied punctuation
Flows well and sounds natural
What is the best way to check the sentence fluency in your essay?
Read it out loud! (In your head, of course)
Slide79Practice:
Sentence Fluency
Rewrite the following sentences to improve the variety and fluency.
I had to go to the store. I needed to buy apples. I needed to buy bananas. I also needed paper towels.
I only had one reason for not completing my homework. I procrastinated and ran out of time.
She exercises in the gym every morning because she wants to maintain good fitness and a healthy lifestyle so that when she gets older she’ll be able to maintain good fitness and a healthy lifestyle.
Slide80Fragments & Run-ons
Fragments:
Incomplete sentence
Ex. I always look forward to the weekends because I get to sleep in late. Really late.
Run-ons:
Go on and on without observing the rules of proper punctuation
Ex. My favorite place to vacation is in Santa Barbara, California because it is beautiful and I love the ocean and the salty air and my family always finds delicious places to eat.
What is the best way to check for these?
Read it out loud! (in your head, of course)
Slide81Review:
Sentence Fluency
Use a variety of sentence structures and punctuation
Do not overuse a particular type of structure or punctuation
Read your writing aloud to see if it flows
Check for fragments and run-ons
Slide82Conventions
Proper spelling, grammar, punctuation
What is the most important thing you can do to help your score in conventions?
PROOFREAD your essay! Do not assume that it is error free. Chances are, there will be several errors that can be caught and corrected by just reading over your essay.
Slide83Conventions (con’t)
Use a dictionary to check for spelling
The essay is not timed – look up every word if you want
The grader will have no sympathy for misspelled words knowing you had this resource available to you
Slide84Conventions (con’t)
Verb Tense Agreement
Be sure to use the same verb tense throughout your essay
If you start writing in the present tense, you need to stick with it
If you start writing in the past tense, you need to stick with it
This is an easy error to fix when you take the time to proofread and catch it
Ex. The Grapes of Wrath is a story about a family traveling to California. They travel with few belongings, and they suffered for much of the journey.
Where does the verb tense change? Correct the error and rewrite the correct version in your notes.
Slide85Practice: Verb Tense
Rewrite the following sentence to correct the change in verb tense.
People may say that professional sports had lost their appeal due to superficial requests that are made by players and the outrageous salaries that they demanded.
Slide86Capitalization
Remember which words require capital letters and how to write them properly.
Examples that require them:
The first word of a sentence
Names of people (first and last)
Names of cities, states, towns
Names of famous monuments and parks
Months of the year and days of the week
Works of art and literature
Slide87Punctuation
Commas, periods, semicolons, colons, dashes, etc.
DO NOT use exclamation points or question marks
Commas:
Separate items in a list
Precede a coordinating or subordinating conjunction
Placed after a dependent clause
Slide88Practice: Commas
Rewrite the following to include commas where required.
I went to the movies with Sara Katie and Rose.
We had a great time on Saturday but I wish we had gotten home earlier.
As she walked down the street she thought about her day at school.
Slide89Review: Conventions
Use a dictionary when you are unsure
Pay attention to spelling, grammar, and punctuation
What is the best way to increase your conventions score?
PROOFREAD!
Read over slowly and carefully, reading it out loud (in your mind, of course)
Slide90Test Taking Tips
1. Read the prompt carefully.
2. Use your time wisely.
3. Plan your writing.
4. Be thorough.
5. Revise and edit your work.
6. Make sure your response is legible.
7. Rest, eat breakfast, relax.
Slide91Narrative Writing
Tells a story, focusing on relating a sequence of events and actions
Plot, character(s), setting, narrator (the voice)
Point of view:
DO NOT USE SECOND PERSON! “You”
Stay consistent, if you begin in first-person, stay in first-person
Slide92Narrative Writing
Establish a specific setting
Describes where and when the story takes place
Ex. Season, weather, time of day, point in history, geographic location, landscape, surroundings, etc.
Use specific details to describe the sights, sounds, and smells of the scene
Slide93Narrative Writing
Develop the character(s)
Include specific details to bring them to life
Show
them to your readers using thoughts, words, and actions
Use dialogue and descriptions of the character’s actions, expressions, and feelings to show what kind of person he/she is
Slide94Narrative Writing
Base the plot on a conflict
In almost every story, the main character has a central problem – or
conflict
Ex. person-person, nature-person, person-self, etc.
What does this character want most – and why? What is blocking the character from getting what he or she wants?
Slide95Narrative Writing
Follow an organized structure
Sequences of events
Establish significance of events and how they affect the characters
Evens must be connected but not necessarily listed
Should have a clear beginning, middle, and end
Beginning
: establishes main character(s), setting, central problem
Middle
: character(s) attempt to solve the problem, often facing complications
End
: Plot reaches high point – or climax – followed by a resolution
Slide96Narrative Writing
Keep your reader’s attention
Grab and keep the audience’s interest
Pace events so they are fast enough to keep interest, but not so fast that the reader can’t enjoy what’s going on or feels rushed
Do not tell how everything will turn out from the beginning – reveal clues and let the audience discover things as they go along
Slide97Narrative Writing
Use a range of strategies and literary devices
Develop your style
Figurative language (ie. similes, metaphors, personification, hyperbole, etc.)
Specific, sensory language and concrete details – use the 5 senses
Effective paragraphing – remember, every idea gets its own paragraph
Also – when using dialogue, begin a new paragraph when a new character is being quoted
Slide98Narrative Writing
Focus your story on a main idea and a theme
Main idea – what is your story about?
Ex. Romeo and Juliet: two young people, whose families are bitter enemies, fall in love.
Theme – message you want to convey to readers
Ex. Love is more powerful than hate.
Slide99Narrative Writing
Words with Power
DO NOT rely to heavily on adjectives and adverbs
Consider strengthening verbs and nouns for increased effect
Ex. After dark, the boys entered the woods, which were dark and full of animal sounds.
Revised: Shortly after the stars began to wink in the night sky, the boys entered the dark and sinister woods, which were filled with the sounds of hooting owls, chattering raccoons, and the muffled cluck and chuckle of night birds.
Slide100Narrative Writing
Everyone has a pet with whom we like to spend time. Write a narrative about a time when you and a person or pet spent an enjoyable day together.
Your narrative should include:
A description of the setting
Specific and appropriate details
A clear sequence of events
Slide101Persuasive Writing
Convincing or inspiring others to hold a certain opinion or take a specific action.
States a position clearly in the
thesis
– not to be confused with stating the
subject
: it is your
position
on the subject
Slide102Persuasive Writing
Supports position and arguments with compelling and relevant evidence
Choose points carefully – use those that will be persuasive to your audience, not just you
Anticipate the concerns of your readers and address them well
Slide103AVOID:
Jumping to conclusions or making generalizations without enough support
Presenting opinions as facts
Suggesting that since once event happened before another that it must have caused the second without a proven cause/effect link
Saying that only two options are possible when there may be more
Ignoring evidence that doesn’t support your argument
Slide104Persuasive Writing
Organize information in a logical, easy-to-understand format
The structure will depend on your topic, audience, and your writing style
Some possibilities:
Give an opinion and support it with 2-3 well-explained reasons
Give an opinion. Present the opposite viewpoint, then given reasons against that opposite view
Give an opinion. Present the opposite viewpoint. Admit that the opposite view has some merit, but then show how your opinion is better.
Slide105Persuasive Writing
Choose a tone that is appropriate to your audience and purpose
Respectful, formal, confident
NOT: disrespectful (to opposition or anyone else), informal, or hesitant (ie. I think…)
Slide106Persuasive Writing
Select one thing about your school that you would like to see changed. It might deal with the lunchroom, homework, sports, class requirements, or any other aspect of school life.
Write an essay to persuade your classmates to agree with your suggested change.
Your essay should include:
A clearly stated position.
Strong arguments and evidence.
Persuasive word choice.
*Remember to edit for grammar, punctuation, spelling, and capitalization.
Slide107Expository Writing
“Explanatory” writing
You play the role of the expert
Your job is to explain as clearly as possible your special knowledge of the subject
Addresses the: Who? What? Where? When? Why? How?
Slide108Expository Writing
Provide a clear description of your subject and the purpose in your thesis
Choose an organizational strategy appropriate to the purpose, audience, and context of the subject
Slide109Organizing Expository
Examples:
Define or classify an idea and give examples
Explore a problem and give possible solutions
Examine causes and effects
Present a main idea and supporting information (details, reasons, facts, examples, etc.)
Compare and contrast two subjects
Analyze a whole by looking at its parts
Slide110Support, support, support
Facts
Details
Examples
Explanations
STAY ON TOPIC
Slide111Beginning Prompts
Write a report on…
Explain how…
Describe how…
Define…
Slide112Descriptive
Is exactly that. Describe!
THE FIVE SENSES
Slide113Expository Essay Time
There are many opportunities for volunteers to help others in your town. Write an essay describing a way you could help others in your town. Support your ideas with plenty of details.
Your essay should include:
An effective introduction, body, and conclusion.
Specific and appropriate details.
A clear organization.
Slide114Letter Writing
Business letters, scholarship letters, letters to the editor, job applications, college admission letters, etc.
Use the appropriate letter format – block style
Slide115Block Format
Your Address
Date
Recipient’s Address
Salutation (greeting)
Body
Complimentary Close
Signature
Slide116Be serious – be yourself.
Formal communication – straightforward and serious tone
You want to be taken seriously? Write seriously.
Polite and respectful – no matter the audience.
Slide117State your purpose!
Get to the point
Clearly state WHO YOU ARE
WHY YOU ARE WRITING
Straightforward and direct
Ex.
Mr. Mayor, I am writing to urge you and the city council to strongly oppose the proposal to close Kinkaid Park, paving the way for construction of high-rise apartments on the land.
Slide118Background REQUIRED
Describe the necessary background concerning the problem
Brief and cocise – NOT a drawn-out story
Ex.
As you know, this park has served the city’s needs for more than 65 years. Its playgrounds, tennis courts, ball fields, and picnic areas are used by about 30% of the city’s citizens.
Slide119AUDIENCE AWARENESS
Yes, I’m really saying it again.
ADDRESS THE NEEDS OF YOUR AUDIENCE.
You are not simply thinking of what YOU want and need. You are thinking about what your readers need and want.
They will find it easier to agree with you when they know what’s in it for them.
Ex. The high-rise project could be constructed between 9
th
and 11
th
streets, along Desert Avenue; this land has already been zoned for multi-family housing.
Slide120Clear and efficient
Answer the Who/What/When/Where/How/Why/When so they don’t have to look
BUT – exclude unnecessary information and keep it concise (to the point!)
Slide121Technical Terms
Formal language often requires precise terminology
But avoid useless and unnecessary jargon…
Carefully edit and poroofread as always – checking for language appropriateness and audience awareness
Slide122Sense of Focus
Topic sentences still required
Each main thought should still have it’s own paragraph, and organized with a clear progression from beginning to middle to end
Don’t forget your transitions…
Slide123Letter Time!
Members of the local school board are proposing that students complete 75 hours of community service as a part of high school graduation requirements. High school students will be allowed to vote on the issue, and their views will be taken into consideration. Write a letter to the school paper in which you argue for or against the proposal.
Slide124As always…
Your letter should include…
An introduction, body, and conclusion
A clearly stated position
Specific and appropriate reasons
Persuasive word choice
Edited for grammar, punctuation, spelling, and capitalization.