Agenda

1. Agenda • Welcome (5 min) • Background for Workshop • Defining “Development” (5 min) • Development Strategies—Drafting/Revision Stages (30 min) • Metacognitive Level/Awareness of Choice in Writing • Evidence • Analysis • Word and Sentence Level • Application: Sample Paragraphs and Supporting Development • Paragraph Assignment and Group Work/Discussion (20 min) • Groups Present Strategies/Lessons (30 min)

2. Paragraph Development: Teaching Choice and Purpose in Development Fall 2010 Teresa Guinon Kelly Hagen Melissa Lloyd-Jones

3. Agenda • Welcome • Background for Workshop • Defining “Development” • Development Strategies—Drafting/Revision Stages • Metacognitive Level/Awareness of Choice in Writing • Evidence • Analysis • Word and Sentence Level • Application: Sample Paragraphs and Teaching Development • Paragraph Activity and Group Work/Discussion • Groups Present Strategies/Lessons

4. Background for Workshop on Development • Improve SLO assessment • Feedback after spring portfolio read • Let’s face it—it’s complex to teach

5. Defining Development • “Development” • Multiple definitions exist, but they all seem to “get at” the same idea. • From Rubric: “Writer fully supports all paragraphs with relevant specific examples and explains/analyzes their significance.” • Our definition: “What is the most interesting and effective way to prove this point to both myself and my reader?”

6. Choosing and Using Evidence Purpose of Evidence Evidence is any type of information that will convince readers that a point or claim is reasonable or correct. Effective paragraphs and essays usually present a carefully chosen combination of evidence. While insufficient evidence results in weak paragraphs, too much evidence can be overwhelming for readers. Therefore, good writers make decisions about the amount of evidence and the types of evidence they will use, based on their purpose, audience, and topic sentence/thesis.

7. Choosing and Using Evidence • Types of Evidence Handout • Gives students descriptions of different types of evidence and how they can be effective as well as considerations & concerns. • Types of Evidence Used in a Sample Essay Handout • Gives students specific examples of the different types of evidence that could be used in a sample essay.

8. Choosing and Using Evidence • Revising Evidence in Your Paragraph Handout • Gives students a way to . . . • identify what types of evidence they are using • evaluate if effective • brainstorm alternative and additional types to prove their point.

9. Choosing & Using Analysis • Forces students to isolate point and evidence. • Tools for making the different layers of analysis explicit. • Guiding questions offer multiple lenses for analysis. • Can be used for drafting and revision (see revised paragraph).

10. Choosing & Using Words for Strong Development We recognize that word choices do not happen in isolation but depend on the context of the sentence, paragraph and essay. Thus, rather than prescribe word rules, we want to help Ss practice strategies to make purposeful wording decisions.

11. Word Choice Thinking Processes usually work in a recursive way: • Provide sample wordings so that Ss can inductively arrive at identifying the strengths and weaknesses of word choices. • Facilitate conversations about “why” one wording is more effective than another. • Teach Ss strategies to edit weak words and to find alternative stronger word choices. • Build a Editing Strategies Tool Box by encouraging Ss to share their word choice strategies.

12. Choosing & Using Words for Strong Development • Different adaptations of word choice lessons • teacher-created demonstration essays • instructional charts • word lists • word maps • other graphic organizers • peer revision

13. Choosing & Using Words for Strong Development • Use Concrete or Colorful Parts of Speech • Specific Nouns • Vivid Verbs • Focused Adjectives & Adverbs • Connotations • Help Ss understand the differences between word choice meanings. • Thesaurus Play

14. Choosing & Using Words for Strong Development • Cut Out Clichés • The Problem with YOU • Sample Paragraphs for discussion & revision • Pruning Dead Wood (Words)

15. Working with Sample Paragraphs: Teaching Development • Teaching Development Activity (20 minutes): • 3 groups, 3 different body paragraphs • In groups, read your assigned body paragraph • Brainstorm instructional strategies for supporting students’ development revision • Feel free to adapt ideas/resources presented today and share those that you use in your classes • Groups will present

16. Paragraph 1: Prompt/Thesis • Prompt: Evaluate the positive and/or negative effects of social networking websites, taking a stance on whether you believe these sites are more beneficial or harmful in the development of their users’ social skills. • Thesis: Although it connects you with relatives and friends it’s also a distraction, and later on it can affect your real life relationships.

17. Paragraph 1: Body Paragraph While these websites help us communicate with long distance family and friends, it’s a distraction to real life. Students tend to keep their minds on computer games and social websites instead of their school work and paying attention in class. My younger brother Jesus says “When my mother bought me a computer, at first I used it as a distraction to pass time but after awhile I got addicted to it and I refused to go to school. Then my mom told me I had to go to school. Then after my mom disconnected the internet I started focusing on school and doing well.” This doesn’t affect just students but those in the work place as well. Employees have been fired from their jobs for playing computer games, on social websites and even on porn sites instead of focusing on the job. A long distance friend name Virydiana from Modesto but now she move to the Bay Area where she holds her job there as a cashier in the supermarket, explained that one of her work mates used her cell phone to go to Myspace and Facebook during work hours, she mentioned that she would hide from the supervisor, when he was around. Unfortunately they found her several times using the cell phone, so she got fired. Do you think this kind of social websites are worth loosing your job? This kind of websites affect us by distracting us from our education, our jobs and learning abilities, we got to learn how to use our time properly and to know when is enough.

18. Paragraph 2: Prompt/Thesis • Prompt: How do real life super heroes reflect mainstream American ideals? • Thesis: Master Legend likes being what he is, see’s what homeless people are going through, and understands that people’s views on superheroes never seem to change.

19. Paragraph 2: Body Paragraph Master Legend knows what the homeless people he see’s are going through. He has done things like handing out socks to them under an Orlando overpass to help them fight staph infections. One of the best thing’s he has given to the homeless is hope. When they were being helped by this guy they would have felt so warm and happy. All the pain they were feeling from being homeless would have just gone for that moment as they talked to Master Legend. Many people are not like the guy. They try to mask all the evil that’s in the world, while Master Legend does something about it. He isn’t afraid and is determined for the world to be a better place. Just like the many real life superheroes that follow in his steps.

20. Paragraph 3: Prompt/Thesis • Prompt: Do extrinsic rewards harm or help learning? • Thesis: Extrinsic rewards keep students motivated to keep trying when they face boring or difficult work because they know that there is a reward in the end.

21. Paragraph 3: Body Paragraph Rewards help set up little stepping stones to teach individuals how to accomplish bit goals throughout real life. Have rewards is a guideline towards success, this guides them because they will know that when they reach their goal theirs satisfaction in the end. If there is a positive ending, more people would want to be involved in the task, which helps them learn to proceed with certain strategies they acquire in learning to accomplish specific goals done. In addition, it would also teach them to strive for success to overcome the obstacle. This sets up a guide line to teach the students the importance to succeed in what they have to do every day in and out of school. Rewards just reinforce the mandatory duties and make it fun if students receive a reward it is equivalent to a positive boost. It’s like a dessert at the end of a delicious meal and that’s what they look forward to when they’re done. Using cash perks, discounts, prizes, and discounts to school events or outside events, are good motivational tools that are working in school districts. When there is a possibility in school to promote good behavior and keeps children on task, there will be better grades, higher test scores, fewer dropout rates, and lower violence and drug rates. They will also be more focused towards achievements, projects, and school work in and out of the class room. Peers will also persuade their friends and other students to do well, because they will see when others are showing improvement, when you get good things such as extrinsic rewards.

22. Questions/Comments?

23. Thank You! • Please take a moment to provide us with some feedback.