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Pedagogy presentation Informative Writing Surprising Reversal technique
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Pedagogy presentation Informative Writing Surprising Reversal technique Pedagogy presentation Informative Writing Surprising Reversal technique Presentation Transcript

  • Components of the Informative Essay “Surprising Reversal Technique” Assignment SheetPurpose - The purpose of your assignment is to write an essay that educates,interests and surprises the reader about a specific place in South Florida. Your essayshould present your reader with first hand observation and description of yourlocation - this is known as primary research. Your essay will also require secondaryresearch in order to obtain background and/or historical information about yourlocation.In the first essay, you were asked to explore yourself through a literacy narrative.You used rhetorical contexts, such as audience, purpose, and genre, and rhetoricalappeals, such as ethos, pathos, and logos, to compose your essay. In the secondessay, you will be using these same contexts and appeals, but you will be writingwith the aim to inform or educate the audience on a given location.
  • Components of the Informative Essay “Surprising Reversal Technique” Assignment SheetUnit ObjectivesAfter completing this assignment, you will learn how to:1. Effectively observe and incorporate your observation into your essay using descriptive language2. Compose a logically structured essay3. Navigate successfully between open and closed forms4. Design a surprising reversal thesis that gives shape and purpose to your informative essay5. Understand rhetorical contexts: audience, purpose, and genre and rhetorical appeals: ethos, pathos and logos6. Develop an understanding of style that is appropriate and effective in your informative essay.7. Understand and incorporate primary and secondary research in the essay effectively8. Demonstrate your writing process: drafting, revisions, editing and proofreading
  • Components of the Informative Essay “Surprising Reversal Technique” Assignment SheetTopic - A place in South FloridaSince you will be required to observe this place, the location you choose should beaccessible and close enough to visit.Your location should be small enough for a focused essay. For example, do notchoose an entire city or large area. Your location should be specific. Some examplesof specific locations include, but are not limited to: a part of a beach, a restaurant, ahouse of worship, or any other interesting and significant location. You may choosea location at FIU, but make sure that your location is small and focused.Your essay should be interesting and surprising. For the purpose of this essay, youmust make use of the “surprising reversal” technique to capture and hold yourreaders attention.Audience - Your classmates and instructors, and the larger FIU community
  • Components of the Informative Essay “Surprising Reversal Technique” Assignment Sheet Research Requirements:Primary research: Secondary Research An observation log. You will use At least one secondary source. This mayyour observation log to help you include but is not limited to localrecord the details that you newspapers, local magazines, scholarlyobserve, and to write about your journals, and books. Do not use encyclopediclocation in a sources and only use Internet sources if theydescriptive, interesting, and are credible. You will use your source tosignificant way. deepen your understanding of your location. You may discover new and surprising things about your location through your research. Your location may have an interesting history or cultural significance, or you may find that an interesting event takes place in your location
  • Unit Assignment Activity Invention
  • Unit Assignment Activity Discussion Points1. Is this location specific enough for a focused essay? Why or why not?1. What makes this location significant and interesting?2. Is there anything about this location that people may not know or that may be surprising?3. What kinds of things might I want to look up to find out more information about this location?
  • 1. Syllabus for ENC 1101 2. Informative Essay Unit assignment 3. Informative Essay Grading RubricIncludes: 4. Student schedule of events, daily learning objectives, and homework for Informative Essay Unit 5. Instructor schedule of events and complete lesson plans 6. Suggested Reading for Instructors
  • Class 2 INFORMATIVE ESSAY & INVENTIONPURPOSE GOALSStudents will learn the conventions of an 1. Understand the informative essay through group conventions of an discussion and hands on activities. In informative essaygroups, students will work to brainstorm possible topics for their essays. 2. Establish approaches for students’ essays 3. Invent possible topics for each student’s essay 4. Work together to help narrow down possible topics to two per student
  • INFORMATIVE ESSAY • Students discuss the ways to build an informative essay • Students discuss the “Crazy Things Seem Normal, Normal Things Seem Crazy” in relation to informative structures and incorporating observations.
  • INVENTION TECHNIQUES • The class practices observation techniques by observing the beginning stages of class, and discusses and analyzes the data they obtain. • The class uses the previous night’s homework to discuss possible place topics, choosing the two most promising topics for each group member.• Observing with senses
  • Class 3RESEARCH QUESTION & FURTHER INVENTIONPURPOSE GOALS Through interactive class discussion, 1. Understand the uses students will learn the importance of of research questionsresearch questions, as well as, the bestway to create a research question. They 2. Establish possible will work towards creating a research research questions question of their own. 3. Better understand observations techniques
  • FURTHER INVENTION • Students get into pairs and swap chosen places, providing background information if necessary • Each student free writes on his or her partner’s chosen place • Students discuss their partners’ responses to their topics. • Students change partners and redo this exercise • Students enter their partners’*Seeing other perspectives suspicions and questions into their observation journal
  • RESEARCH QUESTIONS• Class discusses formation of research questions• Class looks at example research questions and establishes their worth• In groups, students discuss each member’s five possible research questions from previous night’s homework• worth as potential research questions• Students may work on establishing their actual research question based on group discussion
  • CLASS 4 USING SECONDARY SOURCES AND AVOIDING PLAGIARISM Goals:Purpose: 1. Understand three ways to use sources in an informative essay:• Using both class discussion and small group work, students will quotation, paraphrase, and work on understanding and summary. using secondary sources 2. Clarify the difference between effectively. these sources and identify when• Students will also work on they can be used effectively. using attributive tags to separate 3. Understand the difference their own ideas from their source between plagiarism and patch material writing.• In addition, students will discuss plagiarism and its effect on their 4. Clarify the importance of own writing. avoiding plagiarism and patch writing in academic writing.
  • DIFFERENT KINDS OF SECONDARY SOURCES Books Internet Newspapers Magazines and Journals
  • SECONDARY SOURCES DiscussionThe Class discusses the difference between quotation, paraphrase, and summary. Group Workshops Groups use articles from their homework to discuss examples of quotation, paraphrase, and summary and the use of attributive tags. Presentations Each group has an opportunity to present their group’s ideas.
  • PLAGIARISM Journal The class writes in their journals, answering questions about plagiarism. Discussion The class discusses plagiarism and strategies for avoiding plagiarism. The class discusses the differencesIs plagiarism stealing? between plagiarism and patchwriting.
  • Goal 1: Understand how to use the double entry notebook as a tool for finding surprising insights and perspectivesPurpose Goal 2:Students will learn how to Understand how to use descriptive details that use observations and the show rather than telldouble-entry notebook astools for their informative Goal 3: essay. Analyze sample descriptive essay to practically understand how to use good observations
  • GROUP ACTIVITY: FEATURES OF GOOD OBSERVATION Using “Behind Stone Walls” student essay (pg. 182 Allyn & Bacon), identify “show words”• Discuss the essay with your group.• In the group, write the “show words” down on a piece of paper• On the board, write down the show words• Discuss with the class how the specific words help describe the place• Using diagram 4.2, page 73, discuss where on the scale of abstraction Carp’s essay fits
  • HOW DO I USE OBSERVATION TO SUPPORT MY SURPRISING REVERSAL INFORMATIVE ESSAY?Answer these three questions about surprising reversal on page 184, Allyn and Bacon:1. What is the audience that Cheryl Carp imagines?2. For this audience, what is the common view of prisoners that Cheryl Carp attempts to reverse?3. What is her own surprising view?
  • CLASS 6 RHETORICAL APPEALS AND STYLEPurposeThrough class discussion and Goalswriting, the students explore the rhetorical appeals and their relation to style in an 1. Understand the rhetorical informative essay. appeals: logos, pathos and ethos. 2. Develop an understanding of the levels of style and the ways style can be used in an informative essay.
  • RHETORICAL APPEALS AND STYLE The class discusses the rhetorical appeals and how they are used in an informative essay. The class discusses the concept of style and how it is affected by audience, purpose and rhetorical choices.• Logos• Pathos Using the essay, Behind Stone• Ethos Walls, the students re-write a paragraph in a different style.
  • CLASS 7 THESIS AND SURPRISING REVERSALPurpose Goals Using their own surprising 1. Understand thesis andreversal thesis ideas, students surprising reversal in will discuss and refine their informative essays ideas and supporting points through class discussion and 2. Grapple with the effective peer interaction in small and non-effective use of groups. thesis and surprising reversal
  • CLASS 7 THESIS AND SURPRISING REVERSAL ACTIVITY • Students write in their journals, answering questions about thesis statements and surprising reversal. • The class discusses their answers to their journal questions and looks at samples of surprising reversal thesis statements. • The students work on their own surprising reversal thesis statementsThe Thesis Monster in small groups. • The groups have an opportunity to present their statements to the class.
  • Class 8 INTRODUCTIONPURPOSE GOALSStudents will learn how to write a thesis 1. Introduce the topic indriven introduction. Each student will an interesting waybrainstorm on: that entices the1. What is the purpose and function of reader an introduction, 2. Indicate how the2. Learn the appropriate form of an topic is to be essay in order to be able to model and developed in the identify ways to: body paragraphs that • Use various attention grabbers/ follow motivators in writing an 3. Learn how to introduction, seamlessly • Identify sound thesis statements incorporate the thesis and the surprising reversal statement into the technique introduction • Generate a blueprint for the paper.
  • 2. Instruct students to exchange their draft#1. • Instruct them to identify the motivator. Highlight in yellow the motivator • Instruct them to respond on the back of the draft they are reviewing: 1. Was the motivator effective at hooking the reader? Why or why not?3. Instruct them to identify the thesis statement. Underline the thesisstatement. • Instruct them to respond on the back of the draft they are reviewing: 1. Is the thesis statement clear? What is the subject and the opinion?4. Instruct them to identify the blueprint. Highlight in pink each idea provided that will support the thesis • Instruct them to respond on the back of the draft they are reviewing: 1. How many ideas did the writer present? What are the possible ideas mentioned to support the thesis, and will form the remainder of the essay? 2. Are these ideas relevant and supportive of the thesis statement5. Discuss ways the writer could possibly improve the introduction6. Return reviewed draft to Writer
  • CLASS 9 STRUCTURE, BODY, AND CONCLUSION Purpose: GoalsStudents will learn how to structure the body and 1. Understand the purpose of the body and conclusion in conclusion of their an essay informative essay. 2. Understand how to use observations and specific examples to provide support in the body 3. Analyze a sample student essay on place to practically understand how to write the essay
  • LECTURE AND DISCUSSIONUsing chapter seven, page 173, in Allyn and Bacon: Shaping, Draftingand Revising, look at the shape of a surprising reversal essay• An introduction that engages the reader’s interest in a place and provides needed context and background• A section that explains the common or popular view of this place• A section that gives the writer’s surprising view of the place developed with information derived from personal observations• A conclusion that summarizes the surprising reversal and analyzes the observations at the place
  • SPECTRUM FOR OPEN AND CLOSED FORM PAGE 10 AND 11Closed Forms Open Forms Top-down thesis- Theme-based Delayed-thesis Thesis seeking based prose narrative prose prose • Often organized • Thesis explicitly chronologically or • Thesis appears • Essay organized stated in introduction has story-like near end around a question • All parts of essay elements • Text reads as a rather than a thesis linked clearly to • Often used to mystery • Essay explores the thesis heighten or deepen a • Reader held in problem or • Body paragraphs problem, or show its suspense question, looking develop thesis human significance • Body paragraphs at it in many ways • Often has an implicit have topic sentences • Writer may or may theme rather than a • Structure forecasted not arrive at thesis thesis • Often violates rules of closed-form prose by using literary techniques
  • GROUP ACTIVITY: STUDENT SAMPLE ESSAY ON PLACEPrompt: After reading the student sample essay, answer these eightquestions in your groups and present to the class. • What surprising view does this essay address? • What is the common, expected, or popular view held by the audience? • What examples, details, or observations support the body of the essay? • What topic sentences does the essay use? • How does the writer transition between ideas in the essay? • How effective is the paper at hooking the reader’s interest in the place? • How does the writer analyze the observations throughout the paper and in the conclusion? • Where on the spectrum of closed and open form does this essay fit? See page 10 and 11.
  • CLASS 10
  • Class 11 PEER REVIEWPURPOSE GOALS 1. Understand how toUsing the rubric, students will break into evaluate and judge an groups of two and peer review each informative essay paper. other’s papers for global issues in their informative essay. 2. Understand the elements of an effective informative paper 3. Understand audience when writing an informative paper.
  • Class 12 CITING, EDITING, AND PROOFREADINGPURPOSE GOALSStudents will learn how to 1. Understand why we citeefficiently and effectively edit andproofread their paper: They will 2. Understand the importanceunderstand: of proofreading a paper prior to submission• How to incorporate sources into their informative essay 3. Correctly use in-text citation paper and bibliography using the APA citation style• How to correct errors in spelling, mechanics, and 4. Effectively proofread a grammar; not problems with paper as an objective reader. organization
  • Class 12 HOMEWORK AND ACTIVITY Homework: Online grammar excercisePeer group procedure Peer group activity1. Explain the aim is to point out minor problems not to fix them 1. Instruct students to pass their final copy to the person to their right2. Instruct students to mark the paper even if they are not sure if there is an 2. Instruct students to check for first error. The author can check it later proofreading error3. On chalkboard/white board/projector 3. When 6 minutes has passed, pass draw the 4 symbols that will be used in papers to the right again, this time the activity check for next common error 1. insert a comma/use a period here, identified. 2. begin a new paragraph/ no paragraph, 4. Continue passing papers and checking 3. spelling/capitalization, and specific aspects until the time is up and 4. delete/insert the person has once again received their own paper.
  • Class 13 Reflection Purpose:Students will reflect on theirinformative essays and their writing process
  • This Presentation has been brought to you by the members of Group 4. Sarah Cash Amanda Hosey Michelle Munroe Veronica Suarez We thank you for your time, and encourage you to take advantage of the resources we have provided, for teaching with „best practices.‟