Planning and Drafting.

1.  Journal-  What's your plan for your self-affirmation, descriptive essay?

2.  Drafting time, in class. 

3.  While drafting, grading conferences.

4.  HW-  Return with a typed draft of your SA essay.

Starting the next essay.

What's a thesis?  Ask a neighbor or look it up if you don't know.  How could you turn your self-affirmation journal into a thesis for our next essay?  Write a practice one here.

Self-grading of essays using the 6 traits.

What grade did you give yourself?

Still want to turn it in?

A plan for the next essay.

Draft due, typed, on Wednesday.

Essays due.

1.  Read your essay aloud to yourself.

2.  Read your essay backwards, sentence by sentence.

3.  Still want to turn it in?

4.  Typing practice.

Drafts, continued.

1.  Journal-  Does your mind send you negative messages?  How do you handle that?  Do you believe your mind when it says things like, "I can't do this," or "This is too much," or "I'll never make it?"


2.  Groups and editing.

3.  Typing if time allows.

4.  MLA format reminder, if needed.

5. HW-  Return with a final, final draft.

6. HW-  Self-affirmation chapter and journal in the text.  Read the chapter, complete the journal.

1st Draft.

1.  Read your draft out loud to yourself.  Use a pencil/pen and make changes if needed.  What did you learn?

2.  Groups and reading drafts....


1.  Circle any typos or places where you think there is a mistake.
2.  Is information missing?
3.  Is there too much information?
4.  Do they have an introduction, body paragraphs, and a conclusion?
5. Is the draft in MLA format?
6. What's one thing you'd change?
7. Offer the writer a compliment.


3.  HW-  Revise your draft for class on Wednesday.

1. Journal-  

Summarize your plan for your V/C essay.   In other words, tell a short version of your essay.


2.  Groups and talking.


3.  Typing Test.


4.  HW-  Return with a typed draft.

Essay 1

1.

What were the 5 most important things from the chapter?  Why did you choose those as the most important?  (Journal)

2.  What is a victim mindset?   What is a creator mindset?  Groups and 5 examples

3.  Discussion.

4.  Essay Assigned.

5.  HW- Return with a plan/outline/list/graphic organizer for your essay.  (My example in class)


My plan?

Narrative Essay-   A story about yourself-

Tell about a time when you played the victim role, and tell about a  time when you played a creator role.

1.       Intro victim and creator and talk about the language they use and which is better.  Thesis-  A time when I was a victim was when I dealt with a problem at home, and a time when I was a creator was when I helped my classes.

2.       Victim/ Problem/ Home-

3.       Creator/ Students/ Class

4.       Conclude and remind people about Victims/Creators, what I learned through this.

Victim/Creator narrative Start

Journal-  How can you use the 6 traits to become a better writer?


My Grading...


Typing Practice...


HW from the text book.

Grading with the 6 traits...

1.  Journal-  Explain what the writing process is and what it's for and do the same for the 6 traits....

2.  Notes Quiz

3.  Groups and grading...  Read this student essay and using the 6 traits rubric  below, give it a score from 1-36.

	6 Exemplary	5 Strong	4 Proficient	3 Developing	2 Emerging	1 Beginning
Ideas & Content @  main theme @  supporting details	·   Exceptionally clear, focused, engaging with relevant, strong supporting detail	·   Clear, focused, interesting ideas with appropriate detail	·   Evident main idea with some support which may be general or limited	·   Main idea may be cloudy because supporting detail is too general or even off-topic	·   Purpose and main idea may be unclear and cluttered by irrelevant detail	·   Lacks central idea; development is minimal or non-existent
Organization @  structure @ introduction @  conclusion	·   Effectively organized in logical and creative manner ·   Creative and engaging intro and conclusion	·   Strong order and structure ·   Inviting intro and satisfying closure	·   Organization is appropriate, but conventional ·   Attempt at introduction and conclusion	·   Attempts at organization; may be a “list” of events ·   Beginning and ending not developed	·   Lack of structure; disorganized and hard to follow ·   Missing or weak intro and conclusion	·   Lack of coherence; confusing ·   No identifiable introduction or conclusion
Voice @ personality @ sense of audience	·   Expressive, engaging, sincere ·   Strong sense of audience ·   Shows emotion: humour, honesty, suspense or life	·   Appropriate to audience and purpose ·  Writer behind the words comes through	·   Evident commitment to topic ·  Inconsistent or dull personality	·   Voice may be inappropriate or non-existent ·  Writing may seem mechanical	·   Writing tends to be flat or stiff ·  Little or no hint of writer behind words	·   Writing is lifeless ·  No hint of the writer
Word Choice @ precision @effectiveness @  imagery	·   Precise, carefully chosen ·  Strong, fresh, vivid images	·   Descriptive, broad range of words ·  Word choice energizes writing	·   Language is functional and appropriate ·  Descriptions may be overdone at times	·   Words may be correct but mundane ·  No attempt at deliberate choice	·   Monotonous, often repetitious, sometimes inappropriate	·   Limited range of words ·  Some vocabulary misused
Sentence Fluency @ rhythm, flow @variety	·   High degree of craftsmanship ·  Effective variation in sentence patterns	·   Easy flow and rhythm ·  Good variety in length and structure	·   Generally in control ·  Lack variety in length and structure	·   Some awkward constructions ·  Many similar patterns and beginnings	·   Often choppy ·  Monotonous sentence patterns ·  Frequent run-on sentences	·   Difficult to follow or read aloud ·  Disjointed, confusing, rambling
Conventions @age appropriate, spelling, caps, punctuation, grammar	·   Exceptionally strong control of standard conventions of writing	·   Strong control of conventions; errors are few and minor	·   Control of most writing conventions; occasional errors with high risks	·   Limited control of conventions; frequent errors do not interfere with understanding	·   Frequent significant errors may impede readability	·   Numerous errors distract the reader and make the text difficult to read

Notes, Notes, and more notes.

Writing Process-

A set of steps that writers go through to complete any finished piece-  recursive.

Invent-            Make up ideas.  (talk, journal, listen, watch, read)

Organize-       Plan our work, work our plan.

Draft-             Write the essay without worrying.

Revise-            Look again at what we did, sentences, voice,

                organization, words.

Edit-               Fix the grammar.

Publish-          Means perfect.

6 Traits-

The six traits of good writing.

Voice-             The unique way you sound.

Ideas-              What it’s about.  Should be interesting to others.

Conventions- Grammar.

Organization- Logical and understandable to the reader.

Word Choice- Finding the best word possible.

Sentence Flow-The way the sentences sound together- mix

TAP

Topic-             What it’s about.

Audience-       Who it’s for:  general, academic, audience

Purpose-         Why you’re writing it.  Convince, Prove, Demonstrate, Connect, Entertain, etc.

Common Grammar Mistakes-

Run On (RO)-                 I love tacos they are good.    

Comma Splice (CS)-      I love tacos, they are good.

Fragment (Frag)-            I love tacos because they.

PNA (PNA)-                   I love tacos because it is good.

Parallelism (Para)-          I like to eat tacos, make tacos and cooking tacos

SVA (SVA)-                   I likes to eat tacos.

Tense Shift (TS)-            I like tacos because they tasted good.

Sentence Types-

Simple-                           I like tacos

Compound-                    I like tacos, and I like salsa

Complex-                       I like tacos because they are good.

Compound Complex    I like tacos, and I like salsa because

they are good.