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Cause effect, use rubric

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Cause effect, use rubric

  1. 1. Draft and revise papers Working towards independence
  2. 2. Why write? <ul><ul><li>Strong writing opens doors! </li></ul></ul><ul><ul><li>Students and professionals write to </li></ul></ul><ul><ul><ul><li>Critique (movies, food, celebrities, sports …) </li></ul></ul></ul><ul><ul><ul><li>Explain (ideas, processes, patterns, history …) </li></ul></ul></ul><ul><ul><ul><li>Advertise (clothes, cars, apartments, schools …) </li></ul></ul></ul><ul><ul><ul><li>Prepare (notes, emails, memos, policy briefs …) </li></ul></ul></ul><ul><ul><li>In this class, your writing helps to prepare you for future opportunities </li></ul></ul>
  3. 3. Get started <ul><ul><li>Good writers </li></ul></ul><ul><ul><ul><li>Set a purpose for writing </li></ul></ul></ul><ul><ul><ul><li>Use each part of the writing process best accomplish goals </li></ul></ul></ul><ul><ul><li>Generally, teachers as you to </li></ul></ul><ul><ul><ul><li>Explain ideas as if you are an expert </li></ul></ul></ul><ul><ul><ul><li>Tell what the text suggests (not just what it says) </li></ul></ul></ul><ul><ul><ul><li>Completely support each of your ideas with textual evidence </li></ul></ul></ul>
  4. 4. How? <ul><ul><li>Key parts of this kind of writing (rubric categories) </li></ul></ul><ul><ul><ul><li>Develop a strong central idea </li></ul></ul></ul><ul><ul><ul><li>Support every idea: use specific textual evidence to show your understanding </li></ul></ul></ul><ul><ul><ul><li>Organize ideas: introduction, body paragraphs & conclusion </li></ul></ul></ul><ul><ul><ul><li>Read out loud: look for the best words and grammar to share your point </li></ul></ul></ul><ul><ul><ul><li>Submit with appropriate font size, heading, spacing and works cited </li></ul></ul></ul>
  5. 5. I’m stuck | Ideas <ul><li>No thesis? </li></ul><ul><ul><li>Pull together several moments in the text that relate to the prompt or topic. </li></ul></ul><ul><ul><li>Ask yourself: what do these suggest ? </li></ul></ul><ul><ul><li>Push towards expert ideas </li></ul></ul><ul><li>No clue? </li></ul><ul><ul><li>Scan worksheets or the back of the book </li></ul></ul><ul><ul><li>Resist the temptation to stop thinking for yourself. Research beyond what we have finished or discussed in class </li></ul></ul><ul><ul><li>Cite any borrowed ideas this inspires as you start writing (that includes ideas , not just copy-paste) </li></ul></ul>
  6. 6. I’m stuck | Organization <ul><li>Don’t know where ideas go? </li></ul><ul><ul><li>Use the outline to help </li></ul></ul><ul><ul><li>Group similar ideas </li></ul></ul><ul><li>Rambling? </li></ul><ul><ul><li>Push your idea to the next level. </li></ul></ul><ul><ul><li>Thesis check: start with a strong thesis that completely responds to the prompt. Then, be sure that each paragraph completely relates to your thesis. </li></ul></ul>
  7. 7. I’m stuck | Voice <ul><li>Don’t feel like an expert? </li></ul><ul><ul><li>Revisit the parts of the text that relate to the prompt and ignore everything else </li></ul></ul><ul><ul><li>Understand key terms; try to make a list of 10 words you want to use in the paper </li></ul></ul><ul><li>Sounds like a conversation or advice? </li></ul><ul><ul><li>Look in your text for more expert vocabulary </li></ul></ul><ul><ul><li>Push for specifics rather than general pronouns. Use names instead of ‘he’ ‘she’ and ‘they.’ Name items, rather than using ‘it’ ‘that’ and ‘things’ </li></ul></ul>
  8. 8. I’m stuck | word choice <ul><li>Feeling repetitive? </li></ul><ul><ul><li>Use a thesaurus to help you find synonyms. Avoid using words that you do not know or understand. Moody  emotional, irritable, temperamental, unstable, grumpy </li></ul></ul><ul><ul><li>Use different forms of the same word. Fear  fearful, fearing, fearsome </li></ul></ul><ul><li>Don’t feel convincing? </li></ul><ul><ul><li>Use strong verbs for your best ideas </li></ul></ul><ul><ul><li>Use simple sentences to get right to the point </li></ul></ul>
  9. 9. I’m stuck | Sentence fluency <ul><li>Writing fragments? </li></ul><ul><ul><li>Look for a subject and verb in each sentence </li></ul></ul><ul><ul><li>Avoid using these words at the beginning of sentences: how, when, if, since, because, and, so </li></ul></ul><ul><li>Every sentence sounds the same? </li></ul><ul><ul><li>Move your expert phrases to a new place in the sentence. Pollan effectively shows that ______ (can become)  ______, as Pollan effectively shows. </li></ul></ul><ul><ul><li>Make long sentences even more simple. Combine short sentences into longer ones. </li></ul></ul>
  10. 10. I’m stuck | conventions <ul><li>Don’t understand conventions (apostrophes, commas, quotations, citations, etc)? </li></ul><ul><ul><li>Use a writing manual (like your English textbook) </li></ul></ul><ul><ul><li>Visit the Writing Center </li></ul></ul><ul><li>Can’t choose the right version? </li></ul><ul><ul><li>Try using Word’s spell check (avoid using the grammar check – it does not work as well) </li></ul></ul><ul><ul><li>Reword the sentence into one you’re sure about </li></ul></ul>
  11. 11. Goals <ul><li>What are your goals for your next paper? </li></ul><ul><li>Which strategies will you try? </li></ul>
  12. 12. Cause-effect vocabulary <ul><li>Helpful phrases for explaining cause-effect. </li></ul><ul><ul><li>B since A. OR Since A, B. </li></ul></ul><ul><ul><li>B, because A. </li></ul></ul><ul><ul><li>A. Consequently, B. </li></ul></ul><ul><ul><li>As a result of A, B. </li></ul></ul><ul><ul><li>A. Therefore, B. </li></ul></ul><ul><ul><li>A. For this reason, B. </li></ul></ul><ul><ul><li>B because of A. </li></ul></ul><ul><ul><li>B due to A. </li></ul></ul><ul><ul><li>A, so B. </li></ul></ul>

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