COLLECTION 5 WRITING WORKSHOP Writing A Persuasive Essay
for COLLECTION 5 WRITING WORKSHOP page 382 TEACHING NOTES Writing a Persuasive Essay Differentiating Support and Practice For All Students The Prompts sheet provides options for students at all levels. It includes topics for persuasive essays related to the workplace and the school environment, as well as to a variety of content areas. Revising: Evaluate Persuasive Essays is framed to be used by all students for both peer- and self-evaluation. Prewriting: Persuasive Essay Prompts, p. 44 Revising: Evaluate Persuasive Essays, p. 47 RETEACHING An important option for use of the masters in this book is repetition and reinforcement for students who require it. For Learners Having Difficulty Using journal starters as a freewriting activity for about five minutes will help ease these students into the writing project. Here are a few suggestions: Copyright by Holt, Rinehart and Winston. All rights reserved. Writing: Writer’s Model Think Sheet, p. 45 Writing: Draft Your Persuasive Essay, p. 46 Do you think students should be allowed to attend classes at home via the Internet? Why or why not? Should students be able to send and receive e-mail on computers at school? Why or why not? Should work experience be a high school graduation requirement? Why or why not? The Writer’s Model Think Sheet gives students a framework for responding to “Do Something Good for the Earth” to help them in both reading comprehension and crafting their own persuasive essays. Writing: Draft Your Persuasive Essay provides structure for drafting. For On-Level Learners The graphic organizers on pages 42, 43, 46, and 48 provide a framework for a systematic progression through the prewriting, writing, and revising stages. For Advanced Learners EXTENSION ACTIVITY To provide a challenge for these students, encourage them to imagine that they have invented or discovered something that will make a huge impact on industry. Have students prepare a media presentation that introduces the idea and persuades their audience of its importance and benefits. Prewriting: Issue, Opinion, Purpose, and Audience, p. 42 Prewriting: Gather Support and Plan Your Draft, p. 43 Writing: Draft Your Persuasive Essay, p. 46 Revising: Improve Your Persuasive Essay, p. 48 SKILLS EMPHASIS Advanced students can focus on selected skills, such as using specific rhetorical devices to support assertions; clarifying and defending positions with precise and relevant evidence; addressing readers’ concerns, counterclaims, biases, and expectations. Collection 5 41
NAME CLASS for PRACTICE & APPLY 1 page 384 DATE GUIDED PRACTICE Prewriting: Issue,Opinion,Purpose,and Audience DIRECTIONS Use the graphic organizer below to help you develop your argument. List a few issues that you care about. Then, pick the one that you have the strongest views about and that you can defend with enough evidence. Write an opinion statement that clearly states both the issue and your position on it. After explaining your purpose, answer the questions at the bottom of the organizer to help you think about your audience. Issue: Opinion Statement: My Audience: What will make my audience care about this issue? What concerns might my audience have? What will my audience expect from my essay? 42 Workshop Resources: Writing, Listening, and Speaking Copyright by Holt, Rinehart and Winston. All rights reserved. My Purpose:
NAME CLASS for PRACTICE & APPLY 1 DATE page 384 GUIDED PRACTICE Prewriting: Gather Support and Plan Your Draft DIRECTIONS Use the graphic organizer below to gather support and plan your draft. Organize the reasons that support your opinion statement so that your essay moves smoothly and logically from one idea to the next. Use additional paper if necessary. SUPPORT Opinion Statement: Supporting Reason 1: Supporting Reason 2: Copyright by Holt, Rinehart and Winston. All rights reserved. Logical Appeal Emotional Appeal Ethical Appeal Supporting Reason 3: Logical Appeal Emotional Appeal Ethical Appeal Logical Appeal Emotional Appeal Ethical Appeal Evidence A Evidence A Evidence A (analogies, anecdotes, case studies, commonly accepted beliefs, examples, expert opinions, or facts) (analogies, anecdotes, case studies, commonly accepted beliefs, examples, expert opinions, or facts) (analogies, anecdotes, case studies, commonly accepted beliefs, examples, expert opinions, or facts) Evidence B Evidence B Evidence B Collection 5 43
NAME CLASS for PRACTICE & APPLY 1 DATE page 384 RETEACH Prewriting: Persuasive Essay Prompts DIRECTIONS Choose your own issue for your persuasive essay, or use one of the following prompts. WORKPLACE Our society treats movie actors, athletes, and musicians as if they were heroes. Do you think they are worthy of this treatment? Why or why not? Imagine that you are a reporter commenting on this subject for a national news broadcast. Write a persuasive essay that states and supports your point of view. SCHOOL Some educators believe that all students should be required to pass a home economics course before graduating from high school. They argue that such courses teach basic life skills that everyone needs to know, such as cooking, sewing, and budgeting. Write a persuasive essay for your school newspaper stating and supporting your point of view on this topic. JOURNALISM Every day, editors all over the world decide which stories should or should not be covered in their newspapers. Are there subjects that are unacceptable for public newspapers? Should there be limits to freedom of the press for some topics? Write a persuasive essay for your local newspaper that answers each question. The president of the United States employs many advisors who state and support their opinions. The president evaluates these opinions, analyzes the supporting information, and then decides on a course of action. If you were a presidential advisor, what opinion would you offer about a current policy or situation? What supporting facts and ideas would you provide for your opinion? Write a persuasive essay that summarizes and supports your views. BIOLOGY Many species of plants grow and thrive only after a fire has burned everything to the ground. Wildfires caused by lightning once burned forests and plains regularly, enabling these plant species to flourish. Some biologists believe that fires in national parks should be set deliberately to clear land and encourage new species to grow. Do you think this policy is wise or foolish? Write a persuasive essay that states and supports your opinion on this topic. Share your essay with your biology teacher. 44 Workshop Resources: Writing, Listening, and Speaking Copyright by Holt, Rinehart and Winston. All rights reserved. SOCIAL STUDIES
NAME CLASS for PRACTICE & APPLY 2 DATE page 386 RETEACH Writing: Writer’s Model Think Sheet DIRECTIONS Complete the graphic organizer below to get a better understanding of the structure of a persuasive essay. Use additional paper if necessary. Re-read “Do Something Good for the Earth.” The notes in the margin will help you identify important elements of a persuasive essay. As you respond to the questions, think about the use of language, the organization of information, and the strategies used for developing ideas and elaborating on them. QUESTIONS RESPONSES 1. What opinion is expressed in the essay? 2. Which reason best supports the opinion? 3. What evidence supports Copyright by Holt, Rinehart and Winston. All rights reserved. the reason? 4. What action is suggested in the essay? 5. Does anything else catch your interest or seem important? In what way? Collection 5 45
NAME CLASS for PRACTICE & APPLY 2 DATE page 386 TEMPLATE Writing: Draft Your Persuasive Essay DIRECTIONS Complete the graphic organizer below, and use it to help you write your first draft. Use additional paper if necessary. INTRODUCTION How will you grab your readers’ interest? What background information will you provide? What is your opinion statement? What is your first reason? What is your second reason? What is your third reason? What evidence supports this reason? What evidence supports this reason? What evidence supports this reason? CONCLUSION How will you restate your opinion? How will you summarize your reasons or include a call to action? 46 Workshop Resources: Writing, Listening, and Speaking Copyright by Holt, Rinehart and Winston. All rights reserved. BODY
NAME for PRACTICE & APPLY 3 CLASS page 388 DATE PEER- AND SELF-EVALUATION FORM Revising: Evaluate Persuasive Essays DIRECTIONS Use the following questions to evaluate your persuasive essay or that of one of your classmates. Make brief notes to answer the questions. Rate the parts of the essay. The lowest score is 1, and the highest is 4. Make at least three suggestions for improving the essay. 1. What is the opinion statement? Rating 1 2 3 4 Copyright by Holt, Rinehart and Winston. All rights reserved. Suggestion: 2. How many reasons are cited in support of the opinion? Are they logical, emotional, or ethical appeals? Rating 1 2 3 4 3. Is enough evidence used to support each reason? Rating 1 2 3 4 4. How logical and effective is the organization of reasons and evidence? Rating 1 2 3 4 5. What possible reader counterclaims are addressed? Rating 1 2 3 4 6. How effective is the conclusion in restating the opinion and bringing the essay to a close through a summary or a call to action? Rating 1 2 3 4 7. What fresh, original expressions are used instead of worn-out, overused expressions? Rating 1 2 3 4 Suggestion: Suggestion: Suggestion: Suggestion: Suggestion: Suggestion: Collection 5 47
NAME CLASS for PRACTICE & APPLY 3 DATE page 388 THINK SHEET Revising: Improve Your Persuasive Essay DIRECTIONS Use the rubric in the chart to help you improve your persuasive essay. DO THIS 1. Does the introduction express a clear opinion statement? Bracket the opinion statement. 2. Do at least three reasons support the opinion statement? Do the reasons include logical, emotional, or ethical appeals? Underline each reason. Label logical appeals with an L, emotional appeals with an E, and ethical appeals with an H. 3. Is each reason supported by at least two pieces of evidence? Circle each piece of evidence. 4. Is the organization logical and effective? Number each reason with a rank (1 for strongest, and so on). 5. Are possible reader counterclaims addressed? Put a plus sign by any sentence that addresses a reader counterclaim. 6. Does the conclusion restate the opinion and include a summary of reasons or a call to action? Put a box around the restatement of the opinion. 7. Does the essay include any worn-out, overused expressions? Draw a line through clichés. 48 CHANGES YOU MADE Draw an arrow from the evidence to the reason it supports. Highlight the summary of reasons or the call to action. Workshop Resources: Writing, Listening, and Speaking Copyright by Holt, Rinehart and Winston. All rights reserved. QUESTIONS
Answer Key (continued) 3. When the woman who sold Li the book tells her to keep the card, the tension is resolved. This is the high point of the story because the story builds up to the moment when Li must face Mrs. Hawkins. Collection 4 4. I didn’t expect Mrs. Hawkins to let Li keep the card because it was worth so much. Students should be able to provide examples from A Writer’s Model in the Student Edition when appropriate and to give reasonable explanations for their responses. 5. I think the flashback about Grandpa Lang giving back the change from the grocery store was interesting because I had a similar experience with my uncle. Collection 3 Writing Workshop p. 29 Practice & Apply 2 Writing: Writer’s Model Think Sheet Sample answers: Copyright by Holt, Rinehart and Winston. All rights reserved. 1. Kenneth Silverman wrote the biography about Edgar Allan Poe. Poe is an important American literary figure. 2. Yes, I would probably be interested in the biography because I enjoy reading “grim and frightful tales,” and reading about their author might also be interesting. 3. The element of setting is best explained and supported, in my opinion. The paragraph about setting clearly lists the series of upheavals that affected Poe. 4. The analysis is concluded with a summary of the elements of biography and a restatement of the thesis. Both of these repeat the information given in the analysis. 5. I was surprised at the coincidence of the three women who were important to Poe all dying when he was so young. p. 37 Practice & Apply 2 Writing: Writer’s Model Think Sheet Sample answers: 1. Network news coverage of an avalanche is compared to the coverage of the same event by a major online news site. 2. I got an idea of which subject is preferred through the thesis statement. It indicates that the online story was more complex than the network news story. This preference is supported by the statements that the online story had links and that it provided more background and more points of view. 3. “The online story provided more background information and a wider variety of points of view than the television story.” 4. I will probably use online news sites more since they sound like more reliable and in-depth news sources. 5. I think it’s important to keep in mind that television appeals to the emotions. Collection 5 Writing Workshop p. 45 Practice & Apply 2 Writing: Writer’s Model Think Sheet Students should be able to provide examples from A Writer’s Model in the Student Edition when appropriate and to give reasonable explanations for their responses. Answer Key 171 ANSWER KEY Students should be able to provide examples from A Writer’s Model in the Student Edition when appropriate and to give reasonable explanations for their responses. Writing Workshop
Answer Key (continued) 1. “Recycling is the best way to preserve natural resources and to reduce the costs of processing garbage.” 2. “Recycling more of our garbage can also save precious resources” is the best support for the opinion statement. 3. The most convincing piece of evidence is “For example, recycling could help save some of the fifty thousand trees that are sacrificed every week to produce Sunday newspapers in the United States.” 4. The suggested action is recycling. 5. I think it was important for the writer to include expert opinions because it indicated thorough research had been done on the topic. Collection 6 ANSWER KEY Writing Workshop p. 59 Practice & Apply 2 Writing: Writer’s Model Think Sheet Students should be able to provide examples from A Writer’s Model in the Student Edition when appropriate and to give reasonable explanations for their responses. Sample answers: 1. The writer describes the family’s kitchen. 2. “We enjoy the sound of my stepfather singing songs from his childhood as he cooks, and the tangy smell of his special hot sauce, which never seems to leave the room entirely.” 3. The details are organized by order of importance. 4. Many people would not think that a kitchen is as important as it is, but for the writer’s family, it’s a warm, wonderful place. Collection 7 Writing Workshop p. 73 Practice & Apply 2 Writing: Writer’s Model Think Sheet Students should be able to provide examples from A Writer’s Model in the Student Edition when appropriate and to give reasonable explanations for their responses. Sample answers: 1. Everyone has dreams and hopes. The poem is about what happens when people are disappointed. 2. The title of the poem is “A Dream Deferred” and the poet’s name is Langston Hughes. The thesis is expressed in this statement: ”Langston Hughes answers these questions by using the stylistic devices of diction, figurative language, and sound to show that keeping people from achieving their dreams can have destructive consequences.” 3. Sound seems most important to me because the writer explains how sound pulls the ideas together and builds up their importance through repetition. 4. In my opinion, “The first simile asks if a deferred dream dries up ‘like a raisin in the sun’ (3)” is a strong reference that supports the thesis. The image suggests a person whose dreams are shriveled up and beyond hope. 5. I thought it was important that the writer related the themes of the poem to the broader themes in life. “‘A Dream Deferred’ carries an idea we should all consider—not to let our own dreams become deferred, and not to block others in their quests to follow their own dreams.” 5. I thought it was interesting that the writer described the kitchen as the heart of a home. I think of our kitchen in the same way. 172 Workshop Resources: Writing, Listening, and Speaking Copyright by Holt, Rinehart and Winston. All rights reserved. Sample answers:
DIRECTIONS Complete the graphic organizer below to get a better understand-ing of the structure of a persuasive essay. Use additional paper if necessary. Re-read "Do Something Good for the Earth." The notes in the margin will help you identify important elements of a persuasive essay.
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Workshop II: Assessing Process Skills Participants learn how to observe and interpret students’ use of the process skills of science (about 3 hours). Workshop III: Effective Questioning Participants identify questions that are useful for eliciting students’ ideas and for encouraging the use of science process skills (about 2 hours).
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CONSULTATION AND VALIDATION WORKSHOP ON THE DEVELOPMENT OF AN IOTC ELECTRONIC MONITORING AND REPORTING INFORMATION SYSTEM . Mr. Giroux Florian welcomed the workshop participants and provided general information on the workshop and logistical arrangements. . opened the workshop. The work programme is presented in Appendix 1 and the List of .
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