Day 2_Session II_Increasing rigor_writing
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Day 2_Session II_Increasing rigor_writing
- 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
Hinweis der Redaktion
- 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