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EDIT-O-RAMA

EDIT-O-RAMA. Pass your paper!. You only have about 5 minutes for the first task, so limit your editing only to the task at hand. CONVENTIONS.

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EDIT-O-RAMA

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  1. EDIT-O-RAMA

  2. Pass your paper! You only have about 5 minutes for the first task, so limit your editing only to the task at hand.

  3. CONVENTIONS • I know you editors are dying to mark convention and sentence fluency errors, so get this out of your system before you move on. Read through the paper and mark SF by any sentence you find awkward, unclear or difficult to read. Circle any conventions errors (spelling, punctuation, format). It’s not your job to fix the errors, but you can if you want. • Scan your paper for verbs. Look for verbs that end in the letter “d.” Make sure essay is written in present tense.

  4. PASS THE PAPER! • If you did not finish editing, have the next person start where you left off… • 5 minutes, same task

  5. PASS THE PAPER • One last time. Remember to keep to conventions and SF only…

  6. Edit-o-rama STAND IN A CIRCLE!

  7. INTRO PARAGRAPH LOOK out for: I, me, my, mine, you, yours, we, us 1. Intro Paragraph should start with a broad statement about the topic of the essay, narrowing to the thesis. • Does it deal with a broad thematic topic (without mentioning the book), in a few sentences? • If it does mention the book immediately, is it still effective? • Does it narrow to a thesis? • Does the thesis… • …name book and author? • …answer the prompt? • …mention the characters if necessary? (sometimes just “characters” is okay)

  8. Body Paragraph 1 (read thesis) Contains a topic sentence that addresses • Character(s) • Argument that addresses “how” and is not merely a statement of plot • That argument relates to the theme/topic Contains at least CDs • That give context: who, what, where, when • That are embedded fluently • That are strong CDs that support the TS

  9. BP 1 continued… Each CD has at least 2 CM that • Explain the CD • Tell us why/how the CD is important • Definitely tie the CD to the topic sentence/thesis • Might tell us how the CD relates to topic/theme (at least sometimes this should be true!) • The last CDs should be connected/compared to the earlier ones, with transitions and commentary, as needed. Ends with a CS • Sums up the argument in the paragraph and definitely ties it to theme • Does not use the same exact words as the topic sentence

  10. PASS YOUR PAPER

  11. Body Paragraph 2 (read thesis) Uses transitions from BP1 (Similarly, The (topic) also affected…, In contrast, Although, ) Contains a topic sentence that addresses • Character(s) • Argument that addresses “how” and is not merely a statement of plot • That argument relates to the theme/topic Contains at least CDs • That give context: who, what, where, when • That are embedded fluently • That are strong CDs that support the TS

  12. BP 2 continued… Each CD has at least 2 CM that • Explain the CD • Tell us why/how the CD is important • Definitely tie the CD to the topic sentence/thesis • Might tell us how the CD relates to topic/theme (at least sometimes this should be true!) • The last CDs should be connected/compared to the earlier ones, with transitions and commentary, as needed. Ends with a CS • Sums up the argument in the paragraph and definitely ties it to theme • Does not use the same exact words as the topic sentence

  13. PASS YOUR PAPER • Repeat….

  14. Body Paragraph NEXT (read thesis) Uses transitions from BP1 (Similarly, The (topic) also affected…, In contrast, Although, ) Contains a topic sentence that addresses • Character(s) • Argument that addresses “how” and is not merely a statement of plot • That argument relates to the theme/topic Contains at least CDs • That give context: who, what, where, when • That are embedded fluently • That are strong CDs that support the TS

  15. BP 2/3 continued… Each CD has at least 2 CM that • Explain the CD • Tell us why/how the CD is important • Definitely tie the CD to the topic sentence/thesis • Might tell us how the CD relates to topic/theme (at least sometimes this should be true!) • The last CDs should be connected/compared to the earlier ones, with transitions and commentary, as needed. Ends with a CS • Sums up the argument in the paragraph and definitely ties it to theme • Does not use the same exact words as the topic sentence

  16. CONCLUDING PARAGRAPH • Read intro, and scan topic sentences. • Then read the conclusion… Sums up the SPECIFIC argument (starts narrow), focusing on characters and topic (two to three sentences) Does not use the same words as either the thesis or the topic sentences Broadens out (careful! no I, me, my, mine, you, yours, we, us, ours). What do these characters/this play show and what are the greater implications for people in general?

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