1.Writing utensil 2.New Mustang Minute Label it: Term 3 Week 2 Due: Mon Feb 2, 2015 (2/2/15) 3.ABCDE NOTES* on the back table How are you feeling about.

1. Writing utensil2. New Mustang

Minute

•Label it: Term 3 Week 2

• Due: Mon Feb 2, 2015 (2/2/15)

3. ABCDE NOTES*

•on the back table

How are you feeling about the

idea of SAGE Testing? Are you prepared? Are

you nervous? This is the time to vent, whine,

complain, etc.

Items Needed Mustang Minute

MUSTANG MINUTEJANUARY 27, 2015

A = Attack the promptB = Browse the articlesC = Choose an outline & organizeD = DraftE = Error Check

WHEN FACED WITH ESSAY PROMPTS JUST REMEMBER….

A ATTACK! (THE PROMPT)

Write down words in the prompt that ask you to do something

Read, write, discuss, support, use examples, think, etc.

Decide on the following:

What is the purpose of the essay? (Argumentative or Expository)

Who is the intended audience? *Remember the default – “Educated” readers

5-7 minutes

B Read the articles once to get the basic idea.

Re-read and take notes for facts, statistics, and evidence that you could use in your writing (Sum-Par-Quo).

Remember to separate information by Source so you can cite your sources later.

BROWSE THE INFORMATION

20-40 minutes

C CHOOSE AN OUTLINE & ORGANIZE YOURSELF

Look over the prompt once again.

Look over your research information and circle or star the information that is best.

Group information together and put similar ideas.

Decide on your Thesis statement. Decide what you will write 1st, 2nd, 3rd and so on.

Choose your outlining method.

15-20 minutes

D DRAFT YOUR ESSAY

Write your introductionWrite a hook with a topic sentence.Give some background information – steal from the promptInclude your thesis statement

Turn your outline into your body paragraphs.

Make sure you have explained your evidence.

Make sure you have transitions

End with a great conclusion

10-20 minutes

E ERROR CHECK

Re-read what you wrote out loud (even quietly mouthing will help with the flow)

Fix things that sound wrong

Fix Capitols and punctuation (sentences)

Fix things that are spelled wrong

7-10 minutes

Convince the reader to accept your opinion. Give

three thoroughly persuasive arguments convincing the reader that your opinion is the correct one. You want

them to agree with you and feel as you do.

Convinces, Persuades, Use three arguments to express

your opinion.

Explain how to do the prompt. Discuss the way to accomplish whatever the prompt asks you to do. Give details explaining

and outlining the steps to complete the project. Define how to do it and what each

step involves.

Gives information, States reasons or examples, Gives

steps to accomplish.

ArgumentativeExpository (aka Informational)

ARGUMENT VS. EXPOSITORY

SO…WHAT’S THE DIFFERENCE?

Expository Argumentative

Purpose: to inform Purpose: to convince others of the author’s

opinion

Thesis: tells you about the essay

Thesis: tells you about the author’s opinion

Unbiased Biased/has an opinion

Provides facts Provides reasons for their opinions

Educational Convince others

Neutral tone Convincing/enthusiastic/pleading

No counterarguments Counterarguments

• ¶1 – Restate prompt

• Tell what you are going to argue or convince/persuade the reader

• ¶2 – Reasons #1• ¶3 – Reason #2• ¶4 – Reason #3• ¶5 – Restate reasons you

gave in a different way

**Don’t forget a Counter-Argument

• ¶1 – Restate prompt

• Tell what you will discuss or explain to the reader

• ¶2 – Supporting Idea #1• ¶3 – Supporting Idea #2• ¶4 – Supporting Idea #3• ¶5 – Summarize steps or

explanation in a different way.

ArgumentExpository /

Informational

ESSAY STRUCTURE

1. There has been a concentrated campaign in your school to curb bullying. While the campaign has been largely successful within schools, bullying has now reared its ugly head in online communities. Describe how online bullying is different from real-life bullying and explain what steps can be taken to curb it.

2. Write an essay informing your readers about what teenagers can do to help tap into their strengths and keep going when times are tough. The audience, those reading your document, should be your classmates and teachers.

LET’S PRACTICE