This document outlines topics from an APA & Writing Workshop course taught by Dr. Cullerton. It discusses challenges with literacy autobiographies such as in-text citations, organization, and conclusions. It also covers different types of writing like narrative, descriptive, expository, persuasive, and analytical. Examples are provided for persuasive and analytical essays. Other topics covered include elements of an essay, writing in response to texts, and defining text complexity.

1. APA & Writing
Workshop
ED 257
Dr. Cullerton

2. BIGGEST CHALLENGE WITH
LITERACY
AUTOBIOGRAPHIES:
 IN-TEXT CITATIONS
 BIBLIOGRAPHY
 ORGANIZATION
 TRANSITIONS
 EXPLAINING QUOTES FROM TEXT
 CONCLUSIONS
 ONE DRAFT ONLY
 NO REVISIONS MADE BEFORE SUBMISSION
 WHAT COULD YOU HAVE DONE
DIFFERENTLY?

3. In-text citations
youtube tutorials
Microsoft Word

4. APA

5. WRITING
 Get in small group and try to arrange essay.
 What is the correct order?
 Where is the topic sentence?
 How do you know this is the correct order?
 How would you EXPLAIN this to your
students?

6. PASS THE POTATO: PRE-WRITE

7. Different types of writing
Narrative: Telling a story
Descriptive: Painting a picture
Expository: Just the facts
Persuasive: Convince me
Argumentative: Compare/Contrast
Analytical: Research, critical

8. Persuasive writing
 Persuasive Essays can be a lot of fun to write. When writing
a persuasive essay, your goal is to convince your audience
that your argument is valid. By the end of reading your essay,
hopefully your audience will agree with you! This can’t be
done just by given your opinion on something. An opinion is
not a valid argument unless you have evidence to support it.
Persuasive essays usually start with a topic that has pros and
cons. Before writing your essay, make a pros and cons list on
the topic. Next, pick a side. Which one do you feel more
strongly about? If you don’t feel strongly about either side,
which side has evidence you can use to create a strong
argument? Every point you make in a persuasive essay must
point back to your thesis statement that is either for or
against your topic. Like other essays, start your pre-write by
reading the text and highlighting and annotating important
parts that will support your argument. Next, use an outline of
your choice (Flowchart, Sentence Outline or Concept Map) to
get started on your essay.

9. Hook, Link, Thesis
 I need 3 volunteers

10. Analytical
 Writing an analytical essay takes patience and organization.
Most importantly, in order to write a paper about a topic, you
must be well-versed in the topic. The point of an analytical
essay is to break down a topic into clear and manageable
parts. It is much more than a summary, rather a deep
analysis of the topic at hand. When brainstorming prior to
writing an analytical essay ask yourself: what about the text
do I find interesting? If you can’t think of anything, look for
common themes throughout the text. Sometimes a topic is
given to by a teacher. If so, ask yourself why the teacher
chose this topic? Then, re-read the text and begin piecing
together your argument by highlighting and annotating your
text. You may use the Flowchart Outline, Sentence Outline, or
Concept Map for your pre-write. Use whatever is easiest for
you.
 Remember, this is no time for an opinion in an analytical
essay, you must use the text to form your argument. From
there, you begin your analysis of the text.

11. Creative writing
 Has a main idea or purpose, but this is not usually expressed directly as a "thesis"
the way it would be at the start of a persuasive or analytical essay
 Has a beginning, middle, and end, but these do not necessarily follow the
format/organization of persuasive or analytical essay (don't think in terms of
attentionFgrabber, link, thesis, topic sentence, evidence, analysis, conclusion)
 Tries to make the writer's experience come alive for the reader
 Often told in chronological order but may include flashback or other creative order of
ideas.
 Uses strong imagery and descriptive language
 Often uses figurative language (metaphors, similes, personification, and hyperbole)
as well as other literary devices"

12. graffiti
1. I need one volunteer.
2. You have been accused of vandalizing
school property-I am going to be your lawyer
and the class will be your jury.
3. Hire me or fire me?

13. Elements of an essay

14. Elements of an essay
Flow Chart of an Essay: Pre-Write Outline
Guiding Question: What question is your essay answering?
_________________________________________________
_________________________________________________
MAIN IDEA #1 in a complete sentence, pulled from
thesis above.
_____________________________________________
_____________________________________________
_____________________________________________
_________________________
Answer your guiding question and circle the TWO main points in your argument. This
will become your thesis statement.
______________________________________________________________________
______________________________________________________________________
__________________________________
Supporting evidence from text: quotes, statistics, Supporting evidence from text: quotes, statistics,
citations, paraphrasing, etc. citations, paraphrasing, etc.
_____________________________________________ ____________________________________________
___________________________________________ __________________________________________
_________________________________________ ________________________________________
______________________________________ ______________________________________
MAIN IDEA #2 in a complete sentence, pulled from
thesis above.
____________________________________________
____________________________________________
____________________________________________
________________________
Analysis: How does the supporting evidence support
your main idea #1 and in turn, your thesis?
____________________________________________
____________________________________________
_________________________________________
Analysis: How does the supporting evidence support
your Main Idea #2 and in turn, your thesis?
____________________________________________
____________________________________________
_________________________________________
Conclusion: Find a way to restate your thesis in a new and exciting way.
Open the conversation up-what does all of this mean? What is the big
picture? Summarize your main thoughts in a new light.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

16. Writing in response to a text
Writing Objectives in Book
Club
Writing Into: set the stage;
access or highlight relevant
background knowledge;
raise questions, set
purposes, and create
guiding questions; foster
word consciousness;
connect to self and connect
self to texts
Writing Through: chart
information; identify important
information; identify
supporting details; identify
plot points; explore characters
and setting
Writing Out: Reflect and
respond (personal, creative,
critical), make text-to-self, text-to-
text, and text-to-theme
connections; extend text
concepts

17. Now, pull out your reflections
on the powerpoint and review
them really quickly…
 Refresh your memory (powerpoint and video on
text complexity)
 Handout from last class on text complexity
 Small groups

18. Text complexity is defined by:
1. Qualitative measures – levels of meaning,
structure, language conventionality and
clarity, and knowledge demands often best
measured by an attentive human reader
1. Quantitative measures – readability and
other scores of text complexity often best
measured by computer software.
3. Reader and Task considerations – background
knowledge of reader, motivation, interests, and complexity
generated by tasks assigned often best made by educators
employing their professional judgment.