Chap. 10, p. 240

1. 7 Chap. 10, p. 240 Know the Rule 1. Use only one negative form for a single negative idea. 10-1 Bellringer: Using a Power Rule Before Editing Most grocery stores haven’t done nothing to stop using plastic bags. After Editing Most grocery stores have done nothing to stop using plastic bags. continued on next slide

2. 7 Chap. 10, p. 240 Write a persuasive paragraph in which you argue that grocery stores and businesses should stop using plastic bags for packaging the things people buy. Your argument is that the bags last for years in landfills and that they are bad for the environment. You might use some of the following words in your paragraph: 1. doesn’t2. nobody3. didn’t4. can’t5. haven’t Write a persuasive paragraph in which you use only one negative form for a single negative idea. Apply the Rule 10-2 Bellringer: Using a Power Rule

3. 7 Chap. 10, p. 240 Read your paragraph in class. Ask your listeners if you have used more than one negative form for a single idea. Discuss the Rule 10-3 Bellringer: Using a Power Rule

4. 7 Chap. 10, p. 240 With your classmates, think of ways you could add repetition to emphasize the idea expressed below. Trash in our public parks makes people stay away. Then write a paragraph that continues the idea. Use repetition to emphasize your opinion. 9. Emphasize your ideas by using repetition. 10-4 Bellringer: Using a Power Tool

5. 7 Chap. 10, p. 246 Possible Topics • a social issue, such as how to reduce pollution even though it may cost jobs and hurt the economy • a scientific issue, such as funding a scientific procedure that could help many people while perhaps harming others • a personal issue, such as enrolling in a very challenging class even though your grades might suffer Words into Deeds Write a persuasive composition that will spur others to action. 10-5 Persuasive Writing Project

6. 7 Chap. 10, p. 246 Possible Audiences • people who agree with your position • people who disagree with your position • people who are unfamiliar with the issues and only understand the situation as you explain it • people in authority who might have to make a decision depending on how well you argue your points Words into Deeds Write a persuasive composition that will spur others to action. 10-6 Persuasive Writing Project

7. 7 Chap. 10, p. 246 Possible Forms • an essay • a blog • a newspaper opinion paper • a letter Words into Deeds Write a persuasive composition that will spur others to action. 10-7 Persuasive Writing Project

8. 7 Chap. 10, p. 248 • Hip-hop is more fun to listen to than rock ‘n’ roll music. • Lyndon Johnson was elected president in 1964. • Some people eat too much garlic. • Our football team only lost one game last year. Decide whether each of the following statements is a fact or an opinion. 10-8 Facts and Opinions

9. 7 Chap. 10, p. 254 Communities along the San Andreas Fault should plan ahead in case an earthquake should strike. First, the risk of an earthquake along the fault is very high. Scientists predict a major earthquake will occur within the next 100 years. Second, emergency shelters, food supplies, and fire extinguishers needed for adequate planning are not expensive compared to other town or city costs. Most important, conducting earthquake drills, like fire drills, can help people be as calm as possible if an earthquake does occur. Perhaps thousands of lives could be saved with proper planning. Preparing for the Worst 10-9 Model: Order of Importance and Transitions

10. 7 Chap. 10, p. 256 The organization of your essay and the transitions you use help your reader understand which of your ideas are most important. Another way to call attention to important ideas is to set up a pattern of repetition. In his address to the students and faculty of Rice University, President Kennedy showed he knew the power of repeating key phrases. Near the conclusion of his address, Kennedy used repetition to emphasize the necessity of a staffed expedition to the moon. Say It Again: Using Repetition 10-10 The Power of Language continued on next slide

11. 7 Chap. 10, p. 256 And this will be done in the decade of the sixties. It may be done while some of you are still here at school at this college and university. It will be done during the term of office of some of the people who sit here on this platform. But it will be done. And it will be done before the end of this decade. . . . Say It Again: Using Repetition 10-11 The Power of Language continued on next slide

12. 7 Chap. 10, p. 256 Repeating the phrases gives Kennedy’s speech an emphatic and determined tone. The listener would have no doubt that what this man proposes will, indeed, come to pass. In a speech, the volume and cadence a speaker uses to address the audience also help draw attention to important points. In Kennedy’s case, physical gestures also added impact. When you write, however, you have only your words to represent you and your ideas. In a persuasive piece, try adding emphasis to your most important point by repeating a key word or phrase. 10-12 The Power of Language continued on next slide

13. 7 Chap. 10, p. 256 Write a few sentences on your project topic or on a subject about which you have strong feelings. Use a pattern of repetition to enhance the persuasive appeal of your statements. Remember this technique as you draft a persuasive essay. When you revise, you will have another chance to add repetition of your most important points. Try It Yourself 10-13 The Power of Language

14. 7 Chap. 10, p. 258 1. Write in living color with strong verbs. 2. Add variety to your sentences by using modifiers come lately. 3. Set the scene with adverbs and phrases. 4. Get into the action with participial phrases. 5. Elaborate by explaining who or what with appositives. 10-14 Ten Tools for Powerful Writing

15. 7 Chap. 10, p. 258 Catch and release related sentences with a semicolon. Don’t forget the fine points: use descriptive adverbs to sharpen the focus. Use the power of 3s to add style and emphasis with parallelism. 9. Emphasize your ideas by using repetition. 10. Write with variety and coherence and let it flow. 10-15 Ten Tools for Powerful Writing

16. 7 Chap. 10, p. 259 Know the Rule 1. Use only one negative form for a single negative idea. 10-16 Power Rule Before Editing We didn’t do nothing last night. I didn’t have nothing to eat. After Editing

17. 7 Chap. 10, p. 259 Know the Rule 1. Use only one negative form for a single negative idea. 10-17 Power Rule Before Editing We didn’t do nothing last night. I didn’t have nothing to eat. After Editing We didn’t do anything last night. I didn’t have anything to eat.

18. 7 Chap. 10, p. 259 1. Use one negative form for a single negative idea. 2. Use mainstream past tense forms of regular and irregular verbs. 3. Use verbs that agree with the subject. 4. Use subject forms of pronouns in subject position. Use object forms of pronouns in object position. 5. Use standard ways to make nouns possessive. 6. Use a consistent verb tense except when a change is clearly necessary. 10-18 The Power Rules continued on next slide

19. 7 Chap. 10, p. 259 7. Use sentence fragments only the way professional writers do, after the sentence they refer to and usually to emphasize a point. Fix all sentence fragments that occur before the sentence they refer to and ones that occur in the middle of a sentence. 8. Use the best conjunction and/or punctuation for the meaning when connecting two sentences. Revise run-on sentences. 9. Use the contraction ‘ve (not of) when the correct word is have. Use supposed instead of suppose and used instead of use when appropriate. 10. For sound-alikes and certain words that sound almost alike, choose the word with your intended meaning. 10-19 The Power Rules

20. 7 Chap. 10, p. 259 4The introduction clearly states an opinion. The text backs it up with abundant supporting facts or examples and addresses readers’ concerns. The conclusion is strong. 3The introduction states an opinion. The text uses facts and examples and takes some readers’ views into account. The conclusion is clear. 2The thesis statement is unclear. The text does not provide enough support for the stated opinion nor consider other views. The conclusion is unclear. 1The thesis statement is missing or unclear, or the text fails to support the stated opinion. The conclusion is missing or weak. Ideas 10-20 Using a Six-Trait Rubric: Persuasive Writing

21. 7 Chap. 10, p. 259 4The organization is clear with frequent transitions to guide the reader. 3 A few ideas seem out of place or transitions are missing. 2Many ideas seem out of place and transitions are missing. 1The organization is unclear and hard to follow. 4 The voice sounds natural, engaging, and forceful. 3 The voice sounds natural and engaging. 2 The voice sounds mostly natural but is weak. 1 The voice sounds mostly unnatural and is weak. Voice Organization 10-21 Using a Six-Trait Rubric: Persuasive Writing

22. 7 Chap. 10, p. 259 4Words are precise and powerful. Language is respectful. 3Words are specific and language is respectful. 2Some words are too general and/or emotional. 1Most words are overly general. 4 Varied sentences flow smoothly. 3 Most sentences are varied and flow smoothly. 2 Some sentences are varied but some are choppy. 1 Sentence structure is not varied or sentences are choppy. Sentence Fluency Word Choice 10-22 Using a Six-Trait Rubric: Persuasive Writing

23. 7 Chap. 10, p. 259 4 Punctuation, usage, and spelling are correct. The Power Rules are all followed. 3 Punctuation, usage, and spelling are mainly correct and the Power Rules are all followed. 2Some punctuation, usage, and spelling are incorrect but all Power Rules are followed. 1There are many errors and at least one failure to follow a Power Rule. Conventions 10-23 Using a Six-Trait Rubric: Persuasive Writing

24. 7 Chap. 10, p. 260 4 The argument is expressed clearly and supported with details. 3 The argument is clear but not completely supported. 2 The argument is partially clear and somewhat supported. 1 The argument is unclear and not supported. Collaborate and Create: Act It Out Use the following rubric to evaluate the ideas used in this project. 10-24 Writing Lab: Project Corner

25. 7 Chap. 10, p. 260 4 Grammar and punctuation are correct throughout the essay. 3 Grammar and punctuation are usually correct. 2 Grammar is generally correction, but the essay includes many errors in punctuation. 1 The essay includes many errors in grammar and punctuation. Cross-Cultural Connection: Translation Please Use the following rubric to evaluate the use of conventions in the translated essay. 10-25 Writing Lab: Project Corner

26. 7 Chap. 10, p. 265 Check over your persuasive writing to eliminate unnecessary words and phrases. Avoid the temptation to say “I think” or “I believe” or “In my opinion.” Readers will understand that you think, believe, and hold the opinions in your composition because you are, after all, expressing them. Too many qualifiers like “I think” actually weaken an argument. 10-26 Editing Star