Teacher cannot help read, spell, or give further directions.
No talking, sharing papers, telling each other what to do (ideas), disturbing the class
Teacher will read the whole prompt twice.
Teacher will read the whole prompt twice.
Before you begin, read the prompt again and analyze it.
Find the PAC (Purpose, Audience, Context)
Purpose – What am I writing?
Purpose – What am I writing?
Audience – Who am I writing it to?
Context – What kind of a format do they want?
Context comes in four tested formats
Context comes in four tested formats
Speech – Must include opener addressing audience
Article – Journalistic writing
Letter – Must include greeting/salutation and closing
Essay – Normal paper
Purpose – What am I writing?
Purpose – What am I writing?
Audience – Who am I writing it to?
Context – What kind of a format do they want?
Purpose – What am I writing?
Purpose – What am I writing?
Audience – Who am I writing it to?
Context – What kind of a format do they want?
Purpose – What am I writing?
Purpose – What am I writing?
Audience – Who am I writing it to?
Context – What kind of a format do they want?
SALE
FOSSE-C
FOSSE-C
Focus is the topic/subject established by the writer in response to the writing task. The writer must clearly establish a focus as he/she fulfills the assignment of the prompt. If the writer retreats from the subject matter presented in the prompt or addresses it too broadly, the focus is weakened. The writer may effectively use an inductive organizational plan, which does not actually identify the subject matter at the beginning and may not literally identify the subject matter at all. The presence, therefore, of a focus must be determined in light of the method of development chosen by the writer.
Focus is the topic/subject established by the writer in response to the writing task. The writer must clearly establish a focus as he/she fulfills the assignment of the prompt. If the writer retreats from the subject matter presented in the prompt or addresses it too broadly, the focus is weakened. The writer may effectively use an inductive organizational plan, which does not actually identify the subject matter at the beginning and may not literally identify the subject matter at all. The presence, therefore, of a focus must be determined in light of the method of development chosen by the writer.
• If the reader is confused about the subject matter, the writer has not effectively established a focus.
• If the reader is engaged and not confused, the writer probably has been effective in establishing a focus.
Organization is the progression, relatedness, and completeness of ideas. The writer establishes for the reader a well-organized composition, which exhibits a constancy of purpose through the development of elements forming an effective beginning, middle, and end.
Organization is the progression, relatedness, and completeness of ideas. The writer establishes for the reader a well-organized composition, which exhibits a constancy of purpose through the development of elements forming an effective beginning, middle, and end.
• The writer establishes relationships between and among ideas and/or events throughout the response.
• The response demonstrates a clear progression of related ideas and/or events and is unified and complete.
Style is the control of language that is appropriate to the purpose, audience, and context of the writing task. The writer's style is evident through word choice and sentence fluency.
Style is the control of language that is appropriate to the purpose, audience, and context of the writing task. The writer's style is evident through word choice and sentence fluency.
• Skillful use of precise, purposeful vocabulary enhances the effectiveness of the composition through the use of appropriate words, phrases and descriptions that engage the audience.
• Sentence fluency involves using a variety of sentence styles to establish effective relationships between and among ideas, causes, and/or statements appropriate to the task.
Support and Elaboration is the extension and development of the topic/subject. The writer provides sufficient elaboration to present the ideas and/or events clearly. Two important concepts in determining whether details are supportive are relatedness and sufficiency.
Support and Elaboration is the extension and development of the topic/subject. The writer provides sufficient elaboration to present the ideas and/or events clearly. Two important concepts in determining whether details are supportive are relatedness and sufficiency.
• Relatedness: To be supportive of the subject matter, details must be related to the focus of the response. Relatedness has to do with the directness of the relationship that the writer establishes between the support and elaboration and the topic/subject.
Supporting details should be relevant and clear. Effective use of concrete, specific details strengthens the response.
• Sufficiency: Undeveloped details, redundancy, and the repetitious paraphrasing of the same point often characterize insufficiency. Sufficiency has less to do with the amount and more to do with the specificity and effectiveness of the support and elaboration provided. The writer must present his or her ideas with enough power and clarity to cause the support to be sufficient.
Conventions involve correctness in sentence formation, usage, and mechanics. The writer has control of grammatical conventions that are appropriate to the writing task. Errors, if present, do not impede the reader's understanding of the ideas conveyed.
Conventions involve correctness in sentence formation, usage, and mechanics. The writer has control of grammatical conventions that are appropriate to the writing task. Errors, if present, do not impede the reader's understanding of the ideas conveyed.
• Sentence Formation is the complete expression of an assertion, explanation, proposal, question, or command.
• Standard usage includes agreement, tense, and case.
• Mechanics involve the use of capitalization, punctuation, and spelling.
Using your own experiences, history, and/or readings, write an article for your school paper about the meaning of heroism.
Using your own experiences, history, and/or readings, write an article for your school paper about the meaning of heroism.
We do this for EVERY prompt from now on!
Topic
Topic
Brainstorm Ideas
Heroism
Heroism
Bravery
Courage
Unselfish
Fill and choose 3
Intro
Intro
Body 1
Body 2
Body 3
Conclusion
Vigilantes beware! Red Springs Police Department continues to crack down on miscreants that persist to vandalize the high school gym. The police, hearing rumors that more ruckuses are to come, have decided to define heroism. I define heroism as bravery, courage, and unselfishness.
Vigilantes beware! Red Springs Police Department continues to crack down on miscreants that persist to vandalize the high school gym. The police, hearing rumors that more ruckuses are to come, have decided to define heroism. I define heroism as bravery, courage, and unselfishness.
To begin with, heroism is bravery.
Moreover, heroism is courage.
Paramount, heroism is being unselfish.
In retrospect, the Red Springs Police Department needs to see more heroes in the community. Heroism is bravery, courage, and being unselfish. Without a doubt, this is heroism.
Definition: the repetition of coordinate conjunctions between words, phrases, and clauses.
Definition: the repetition of coordinate conjunctions between words, phrases, and clauses.
…then on ladders and steps and chairs, with a brush and a pail…
Notice the effect the use of polysyndeton has on the sentence.
Since the Mole had been working very hard all day, this creates a sense of breathlessness.
This lead begins by using sensory details to describe a character and/or characters. These details allow us to get a clear picture of the character(s).
This lead begins by using sensory details to describe a character and/or characters. These details allow us to get a clear picture of the character(s).
Many times the characterization allows us insight
into the character’s personality or status.
Sometimes we are also allowed a glimpse into the character(s) thinking and thought processes.
My name is India Opal Buloni, and last summer my daddy, the preacher, sent me to the store for a box of macaroni-and-cheese, some white rice, and two tomatoes and I came back with a dog. This is what happened:…