Your SlideShare is downloading. ×
Day 2_Session II_Increasing rigor_writing
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Saving this for later?

Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime - even offline.

Text the download link to your phone

Standard text messaging rates apply

Day 2_Session II_Increasing rigor_writing

317
views

Published on


0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
317
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • Create a need - This type of persuasion appeals to a person’s fundamental needs for shelter, love, self-esteem, and self-actualization.Appeal to social needs – This method appeals to the need to be popular, prestigious, or similar to others. TV commercials are the best example of this. “Be like Mike.”Using loaded words – Includes the power of positive words but can also mean using negative words to make a point.Appeal to emotion – Puppies and babies, those things that tug on the heart strings of a reader. Also called pathos.Appeal to intelligence – Using facts and data to appeal to a reader’s reason and logic to come to your conclusions. Also called logos.
  • Hand out texts: Climate of Fear - What does the writer do in this extract? Explain, supporting your points with examples.Cutting and Pasting: A Senior Thesis by (Insert Name) - Do you think schools and professors have gone too far to combat plagiarism? Why or why not?
  • Can also ask students to specifically look for and mark persuasive techniques when annotating a text. Ad is persuasive because it plays on appeal to emotion – fear of your care being hit by a driver like this. For students it is appealing because they can all relate to the texting and the situation of the boy-girl dynamics so it holds interest as a teaching tool.I will bring copies of other texts to workshop. How many copies?
  • IB Paper 1 and Paper 2 rubric – 2 pages
  • Handouts: Persuasive Writing Prompts – 3 pages
  • Transcript

    • 1. Increasing Rigor – Preparing Students for College Level Writing
      Ms. Kimberley Daly
      Afternoon Session 1:30-3:45
      August 3, 2010
    • 2. Session Objectives
      To understand the importance of persuasive writing at the high school level
      To understand how the practice of annotation is often connected to persuasive writing
      To develop a unit or set of plans that increase student proficiency in persuasive writing
    • 3. The Big Picture
      If you can have an opinion, with practice, you can write a persuasive essay.
      It is not enough to say, “I believe this”. You must prove your points using PERSUASIVE TECHNIQUES.
      Create a need Appeal to social needs
      Use loaded wordsAppeal to intelligence
      Appeal to emotion
    • 4. Some Strategies I Use:
      Engaging texts that immediately evoke a response
      Toolbox of persuasive techniques
      Time for peer review and discussion
      Comprehensive feedback to ensure future improvement
    • 5. Engaging Texts
      Choose texts that are high interest for students.
      Provide a mix of non-fiction and fiction pieces.
      Require students to annotate texts as pre-writing --- getting their thoughts down on paper is a prelude to developing an opinion about the issue, the subject or the writing.
      Allow students time to discuss and process the text.
    • 6. Toolbox of Persuasive Techniques
      Teach techniques slowly
      Provide for guided and independent practice
      Showcase examples of techniques in texts read in class
      Video Clip: http://www.youtube.com/watch?v=5-Sjld5yy3Q&NR=1
      Questions for participants: Why is this ad persuasive? Why it is appealing to students?
    • 7. Peer Review and Discussion
      Allow students time to share essays and undertake guided peer review
      Provide time for whole class discussion for general issues
      Facilitate and guide small writing groups
    • 8. Comprehensive Feedback
      After writing is completed, allow time for student reflection on process.
      Provide timely feedback using rubric.
      Identify areas for future improvement.
    • 9. For More Information
      Please contact session presenter:
      Ms. Kimberley Daly
      IB English Teacher, Thomas A. Edison High School
      kbdaly@fcps.edu / kdaly1@gmu.edu