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Persuasive Writing

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  1. Persuasive Writing Daron Kennett Monica Murdock

  2. Agenda • Levels of Writing • Elements of Rhetoric and Writing Process • DWA Website Lunch • DESK/SMARTS • Writing to Persuade: Jigsaw • Writing Software

  3. Writing Prompt • I am a writer who…

  4. Writing Prompt I am a teacher of writers who…

  5. 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.

  6. 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.

  7. 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."

  8. Writing is a process of: • Selecting, Organizing, Developing • Arranging ideas in logical sequence • Expressing ideas in effective language • Presenting ideas in standard forms

  9. Research on Writing • Fluent writing requires frequent practice • Writing becomes purposeful when on topic of interest, for varied audiences, and range of purposes • Need exposure to different modes • Writing should occur in all content areas

  10. Levels of Writing • Writing to get ideas down • Writing to exhibit knowledge on a topic • Writing to be read and reviewed, revised and edited • Writing to be critiqued, revised and edited • Writing to be published

  11. 1. Writing to get ideas on paper - idea generating, recollecting, data gathering, exploring, questioning • Students should do tonsof this level of writing • Free write, listing, note taking, outlining, exploring • Not usually read or evaluated (effort or participation) • Spontaneous – requires little teacher preparation & little class time

  12. 1. Writing to get ideas on paper- idea generating, recollecting, data gathering, exploring, questioning • Opportunity to stop and think to develop questions based on schema • Pre-assessment for teaching guide • Promotes writing fluency • Advantage for quiet, less verbal students • Does not focus on specific writing trait

  13. 2. Writing to exhibit knowledge on a topic- making meaning, translate concepts into own words • Students should do a lot of this level of writing • Journals, writing prompts (key: clear prompt/question with definite answer) • More constructed than level 1 • Not worried about conventions (grammar and usage) • Spontaneous – little teacher preparation

  14. 2. Writing to exhibit knowledge on a topic- making meaning, translate concepts into own words • Quick assessment of student knowledge • Promotes active learning by requiring production of information • Promotes content-rich writing and writing fluency • Does not focus on specific writing trait

  15. 3. Writing to be read & reviewed, revised & edited- meets up to three specific standards of focus correction areas with substantive content • Students should do someof this level of writing • Use writing levels 1 & 2 to begin level 3 • Begin correcting – focusing on correction areas (FCA) • Draft, read aloud, review to meet criteria: Completes assignment, easy to read, avoids problems in FCA

  16. 3. Writing to be read & reviewed, revised & edited- meets up to three specific standards of focus correction areas with substantive content • Revising and editing are done on draft • More time consuming • Easy to evaluate and grade based on mastery of FCA’s • Excellent preparation for essay tests • Improves writing skills • Requires disciplined, skillful teacher designed assignments

  17. 4. Writing to be critiqued, revised, and edited - Requires two drafts • Students should do a couple of this level of writing • Polished level 3 writing • Read aloud and critiqued by another • Most effective and efficient of all levels for improving writing skills • Produces fair, objective evaluations

  18. 4. Writing to be critiqued, revised, and edited - Requires two drafts • Promotes sharing and exchange of ideas, insights, and information • Creates a community of learners • Requires disciplined, skillful teacher designed assignments, selected FCA and structured oral reading & self-editing process • Time consuming: peer editing/oral reading can double the amount to complete

  19. 5. Writing to be published - Requires multiple drafts & considered a major project • Students should do this level of writing once • Publishable quality outside the classroom • Requires multiple drafts, therefore, major project • Results in an appreciated product (real world standards) • Provides opportunity to use all skills and talents to fullest

  20. 5. Writing to be published - Requires multiple drafts & considered a major project • Time consuming for teacher (final editor) and student • Evaluation difficult because final product in publishable quality

  21. Levels of Writing • Writing to get ideas down • Writing to exhibit knowledge on a topic • Writing to be read and reviewed, revised and edited • Writing to be critiqued, revised and edited • Writing to be published

  22. Level 2 Writing In your learning log, reflect on the 5 Levels of writing and your teaching practice.

  23. 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

  24. 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

  25. 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

  26. How do we develop students’ writing fluency? Sharing • Students have to talk before they can write • Idea generation • Informal sharing of writing

  27. 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

  28. Expository writing is meant to inform the reader. Examples: • Tell what happened when… • Write a report on… • Explain how to… • Describe…

  29. Persuasive Writing is meant to convince the reader.

  30. Helping students draft 1. Model is a verb • Move beyond the Grecian Urn

  31. Benefits of Writing with Your Students • Teachers understand the writing task better when they do it themselves • Teachers uncover the hardest parts that need mini-lessons • Teachers can model that writing is challenging • Teachers who complete a task have a better sense of how to assess it

  32. Helping students draft 2. Use the 4:1 Grading Policy • First drafts should never be graded • Students should choose pieces for revision • Students need coaches more than critics: “Don’t Be Afraid to Fail”

  33. Helping students draft 3. Build choice into the task • Open vs. Closed Topics • The myth of the boring topic

  34. Persuasive Writing Prompt A 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.

  35. Helping students draft 4. Talk the paper out • One Big Brain

  36. Helping students draft 5. Model how to map ideas • Graphic Organizers

  37. Helping students draft 6. Give them tools and let them practice • Conferencing • Types of Content • Hooks and Leads • Transitions • Ending Stems

  38. Helping Students Revise • Conferencing • Elaboration • Pulling Out the Weeds • Word Choice • Sentence Fluency

  39. Level 2 Writing • What I’ve learned • What I’m still wondering about