Distinct large-scale turbulent-laminar states in transitional pipe flow David Moxey 1 and Dwight Barkley Mathematics Institute, University of Warwick, Coventry, United Kingdom Edited by Katepalli R. Sreenivasan, New York University, New York, and approved March 12, 2010 (received for review August 22, 2009) When fluid flows through a channel, pipe, or duct, there are two basic forms of motion: smooth laminar motion and complex turbu- lent motion. The discontinuous transition between these states is a fundamental problem that has been studied for more than 100 yr. What has received far less attention is the large-scale nature of the turbulent flows near transition once they are established. We have carried out extensive numerical computations in pipes of variable lengths up to 125 diameters to investigate the nature of transi- tional turbulence in pipe flow. We show the existence of three fundamentally different turbulent states separated by two distinct Reynolds numbers. Below Re 1 ≃ 2,300, turbulence takes the form of familiar equilibrium (or longtime transient) puffs that are spatially localized and keep their size independent of pipe length. At Re 1 the flow makes a striking transition to a spatio-temporally intermittent flow that fills the pipe. Irregular alternation of turbu- lent and laminar regions is inherent and does not result from random disturbances. The fraction of turbulence increases with Re until Re 2 ≃ 2,600 where there is a continuous transition to a state of uniform turbulence along the pipe. We relate these obser- vations to directed percolation and argue that Re 1 marks the onset of infinite-lifetime turbulence. intermittency ∣ puff ∣ turbulence ∣ directed percolation ∣ lifetime T he transition to turbulence in pipe flow has occupied research- ers since the pioneering work of Reynolds 125 years ago (1). Over the past decade the field has been very active on several fronts as reviewed in the collection of papers appearing in ref. 2. One may briefly summarize recent work as focusing on the dependence of transition thresholds with Reynolds number and the associated boundary or edge states between laminar and turbulent dynamics (3–6); unstable periodic traveling waves thought to offer keys to the structure and behavior of turbulent states near transition (7, 8); and lifetime measurements of turbu- lent puffs (9–11). A separate line of research has emerged concerning alternat- ing turbulent-laminar flow states on long length scales in subcri- tical shear flows (12–17). It has been established that in plane Couette flow (12–15), counterrotating Taylor-Couette flow (12, 13), and plane Poiseuille flow (16), near transition the system can exhibit a remarkable phenomenon in which turbulent and laminar flow form persistent alternating patterns on scales very long relative to wall separation and the spacing between turbulent streaks. While the origin of these patterns remains a mystery, they are intimately connected with the lower limit of turbulence in shear flows. With these large-scale structures comes the view, shared by others (17), that system size can be a significant factor in shear flows near the lower Reynolds number limit of turbulence and that one needs to consider the spatio-temporal aspects of the flow on sufficiently long scales to correctly capture and understand the subcritical transition process. We shall show that this is indeed the case for pipe flow. The goal of our study is, therefore, to quantify through extensive numerical simulations the fundamental aspects of large-scale turbulent-laminar states in pipe flow at transitional Reynolds numbers. For this we use axially periodic pipes of length L and diameter D, where L is both large and is varied as part of the study. The flow is governed by the incompressible Navier-Stokes equations ∂ t u þðu · ∇Þu ¼ −∇p þ Re −1 ∇ 2 u; ∇ · u ¼ 0 [1] subject to periodic boundary conditions in the streamwise direction and no-slip conditions at the pipe walls. Lengths are nondimensionalized by D and velocities by the average streamwise velocity (bulk velocity) ¯ U. Re is the Reynolds number. Without loss of generality the fluid density is fixed at one. We work in Cartesian coordinates x ¼ðx; y; zÞ, where x is aligned with the streamwise di- rection and the transverse coordinates ðy; zÞ are centered on the pipe axis. The corresponding velocities are denoted by uðx;tÞ¼ðuðx;tÞ;vðx;tÞ;wðx;tÞÞ, so that u is the axial and v and w are the transverse velocity components. We perform direct numerical simulations using the mixed spectral-element-Fourier code Semtex (18). A spectral-element mesh similar to that presented in ref. 19 is used to represent y–z circular cross-sections, with elements concentrated near the pipe boundary to accurately resolve the boundary layer. A Fourier pseudospectral representation is used in the periodic axial direction. The flow is driven at constant volumetric flux using the Green’s function method outlined in ref. 20, ensuring a constant, prescribed value of Re. The simulations have been validated at Re ¼ 5; 000 against well-established numerical data (19, 21), using an expansion basis of polynomial order 10, corresponding to 121 collocation points within each spectral element. Results presented here are at considerably lower Re and use the same polynomial order. This resolution is consistent with, and slightly finer than, that used in other validated simulations (22). We use between 512 (at L ¼ 8π) and 2,048 (at L ¼ 40π) Fourier modes (or grid points) in the axial direction. For simplicity we shall refer to L ¼ 8π ¼ 25.132… as L ¼ 25D and L ¼ 40π ¼ 125.664… as L ¼ 125D, etc. The computational protocol is of the reverse transition type (12, 23–26) where we always first obtain a fully turbulent flow throughout the pipe at Re ≃ 3; 000 and then decrease Re. Unlike other relaminarization studies (23, 24, 26), we do not decrease Re into the range where the flow fully relaminarizes. In this way we are able to move up and down the branch of turbulent solutions and explore their dependence on Re. Results Basic Phenomena. Fig. 1 summarizes the subject of our study. Results are presented from a long set of simulations in an L ¼ 125D pipe for Re from 2,800 decreasing to 2,250. The full output from all the simulations is condensed into a single space-time plot together with two flow visualizations—one at Author contributions: D.M. performed research; and D.M. and D.B. wrote the paper. The authors declare no conflict of interest. This article is a PNAS Direct Submission. 1 To whom correspondence should be addressed. E-mail: [email protected]. www.pnas.org/cgi/doi/10.1073/pnas.0909560107 PNAS ∣ May 4, 2010 ∣ vol. 107 ∣ no. 18 ∣ 8091–8096 APPLIED PHYSICAL SCIENCES Downloaded by guest on May 21, 2020
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
© NoRedInk Corp. All Rights Reserved. www.noredink.com.
Guided Draft Essay Unit PlansIn this packet, you’ll find unit plans that remotely guide students to craft a formal essay over the course of two weeks. Plans include two weeks of pre-made assignments, with a mix of pre-writing, targeted skill development, and scaffolded essay drafting. Choose from the following genres:
● Persuasive● Argumentative● Literary Analysis● Expository/Informational● Narrative● Rhetorical Analysis
You can have students complete all of the activities for each day or pick and choose the ones you’d like to use! Use the prompts we’ve suggested, or assign your own prompt or one from our prompt library.
To combine essay writing with additional skill practice and informal writing, check out our complete Day-by-Day Plans, which offer 10 weeks of mix-and-match activities.
© NoRedInk Corp. All Rights Reserved. www.noredink.com.
Day 1 Day 2 Day 3 Day 4 Day 5
Students review key elements of persuasive writing and brainstorm ideas for their essay.
Tutorial: Writing a Persuasive Essay (5-10 min)
Quick Write: Brainstorming Ideas for a Persuasive Essay(15 min)
Students practice distinguishing facts and thesis statements, then draft theses.
Practice: Writing Opinion-Based Thesis Statements (10 min)
Quick Write: Coming Up with a Thesis (20 min)
Students outline their essays by brainstorming topic sentences, then outlining with evidence.
Quick Write: Coming Up with Topic Sentences (15 min)
Pre-writing: Outlining a Persuasive Essay (30 min)
Students draft the first body paragraph of their essays.
Persuasive Guided Draft: First Body Paragraph (30 min)
Students draft their second body paragraphs.
Persuasive Guided Draft: Second Body Paragraph (30 min)
Day 6 Day 7 Day 8 Day 9 Day 10
Students draft their third body paragraphs.
Persuasive Guided Draft:Third Body Paragraph (30 min)
Students practice identifying strong essay hooks, then draft their introductions.
Practice: Selecting a Strong Hook (15 min)
Persuasive Guided Draft: Introduction (30 min)
Students learn what makes a strong conclusion, then draft their conclusions.
Practice: The Two Jobs of a Conclusion (15 min)
Persuasive Guided Draft: Conclusion (30 min)
Students learn to identify wordiness, then revise and submit their essays.
Practice: Recognizing Redundant, Unnecessary, and Wordy Phrases (10 min)
Persuasive Guided Draft:Revise for wordiness and vague language (30 min)
[Optional] Students revise their essays based on teacher feedback.
Feel free to plan this for a later date to leave time for reviewing and grading!
Persuasive Guided Draft: Revise based on teacher feedback (30 min)
Persuasive Guided Draft Essay Plan
(Students continue working in the same Guided Draft assignment they began last week.)
(Send this link to students)
(Send this link to students*)
(Students will work on this assignment for the next week. Consider first sharing this video for an overview of the Guided Drafts assignment.)
These plans lead students to draft full Persuasive essays over the course of two weeks. Activities include a mix of pre-writing, scaffolded drafting, and targeted skill development. You can assign all of the activities for each day or pick and choose the ones you’d like to use!
Students will respond to this prompt: “What is the most useful app for teenagers?” You can also use your own prompt, or one from our prompt library.
We recommend sending students daily directions, available on the next page.
(If you’d like students to revise on Day 10 or later on, leave feedback and click “Send back for revisions.”)
© NoRedInk Corp. All Rights Reserved. www.noredink.com.
Day 1 Day 2 Day 3 Day 4 Day 5
Go through this interactive tutorial to make sure you understand the key elements of a persuasive essay. (Note: You must be logged in to NoRedInk to access the tutorial.)
Then, complete the Quick Write called “Brainstorming Ideas for a Persuasive Essay” on your home page!
Start with the practice topic “Writing Opinion-Based Thesis Statements” on your home page.
Then, complete the Quick Write called “Coming up with a Thesis.”
Complete the Quick Write called “Coming up with Topic Sentences.”
Then, brainstorm evidence to support your topic sentences to complete this outline of your essay. Save or print this sheet when you’re done so you can reference it while you draft!
Draft the first body paragraph of your essay today! To start, open the Guided Draft assignment and paste in your thesis to keep it top of mind.
Then, write your first body paragraph based on the ideas in yesterday’s outline.
For an overview of the Guided Draft assignment, watch this video!
Open the Guided Draft assignment you started yesterday and write your second body paragraph.
Persuasive Guided Draft Essay Plan: Directions for Students
Day 6 Day 7 Day 8 Day 9 Day 10
Open the Guided Draft assignment you’ve been working on and continue writing. Today, write your third body paragraph.
Learn how to write a strong hook by completing the practice topic “Selecting a Strong Hook” on your home page.
Then, go back into your Guided Draft and finish your introduction by adding an interesting hook!
Learn how to write a strong conclusion by completing the practice topic “The Two Jobs of a Conclusion.”
Then, go back into your Guided Draft and write your conclusion.
Complete the practice topic “Recognizing Redundant, Unnecessary, and Wordy Phrases.”
Then, go back into your Guided Draft and re-read your essay. Look for any unnecessary or wordy phrases you can cut out. Finally, submit your essay!
Open up the Guided Draft assignment again and look at the feedback I left for you! Revise your essay based on my comments, then resubmit it.
Here are some daily directions you can copy and paste to your students over email or your LMS. Feel free to add any of your own specific details or expectations!
Tip: As students are drafting their essays, you can view their in-progress writing by clicking their names on the class results page for the assignment.
© NoRedInk Corp. All Rights Reserved. www.noredink.com.
Students review key elements of argumentative writing and brainstorm thesis statements.
Tutorial: Writing an Argumentative Essay (10 min)
Quick Write: Brainstorming a Thesis (15 min)
Students learn to identify strong topic sentences and brainstorm evidence and topic sentences.
Practice: Writing Claims as Topic Sentences (10 min)
Pre-writing: Generating Claims from Evidence (20 min)
Students learn what makes a strong counterargument paragraph, then plan their own.
Practice: Planning a Counterargument Paragraph (15 min)
Quick Write: My Counterargument (15 min)
(If you want students to write a third body paragraph instead, skip this day.)
Students outline their essays by choosing their topic sentences, then completing full outlines.
Quick Write: My Topic Sentences (15 min)
Pre-writing: Outlining an Argumentative Essay (30 min)
Students draft the first body paragraph of their essays.
Argumentative Guided Draft: First Body Paragraph (30 min)
Students draft their second body paragraphs.
Argumentative Guided Draft: Second Body Paragraph (30 min)
Students practice planning a counterargument paragraph, then write their own.
Tutorial: Counterargument Paragraphs in Argumentative Essays (5-10 min)
Argumentative Guided Draft: Counterargument (30 min)
Students practice identifying strong essay hooks, then draft their introductions.
Practice: Selecting a Strong Hook (15 min)
Students learn what makes a strong conclusion, then draft their conclusions and submit.
Practice: The Two Jobs of a Conclusion (15 min)
[Optional] Students revise their essays based on teacher feedback.
Feel free to plan this for a later date to leave time for reviewing and grading!
Argumentative Guided Draft Essay Plan
(Students continue working in the same Guided Draft assignment they began last week.)
(Send this link to students)
(Send this link to students)
(Students will work in this assignment for the next week. Consider first sharing this video with them for an overview of the Guided Drafts assignment.)
These plans lead students to draft full Argumentative essays over the course of two weeks. Activities include a mix of pre-writing, scaffolded drafting, and targeted skill development. You can assign all of the activities or pick and choose!
Students will respond to this prompt: Do you agree or disagree with the following statement? “Technology has made it harder for humans to form close relationships with each other.” You can also use your own prompt, or one from our prompt library.
We recommend sending students daily directions, available on the next page.
(If you’d like students to revise on Day 10 or later on, leave feedback and click “Send back for revisions.”)
Argumentative Guided Draft: Introduction (30 min)
Argumentative Guided Draft: Conclusion (30 min)
Argumentative Guided Draft: Revise based on teacher feedback (30 min)
(Send this link to students)
(Send this link to students)
This plan and prompt are designed to be easily used for remote learning. To this end, students can draw on evidence from their own experience, rather than rigorous research. If you want your students to conduct thorough research, be sure to add a research day betweens days 1 and 2, and share your expectations for research with students.
Day 1 Day 2 Day 4 Day 5Day 3
Day 6 Day 10Day 8 Day 9Day 7
© NoRedInk Corp. All Rights Reserved. www.noredink.com.
Day 1 Day 2 Day 3 Day 4 Day 5
Go through this interactive tutorial to make sure you understand the key elements of an argumentative essay. (Note: You must be logged in to NoRedInk to access the tutorial.)
Then, complete the Quick Write called “Brainstorming a Thesis” on your home page!
Start with the practice assignment “Writing Claims as Topic Sentences” on your home page.
Then, brainstorm evidence and topic sentences using this pre-writing sheet. Save or print all pre-writing sheets so you can reference them while you draft!
[Optional] Your evidence should be a specific example or a statistic or quotation from an online newspaper or journal.
(Teachers: If you want students to conduct thorough online research, add a research day between days 1 and 2 and share your expectations for research with students.)
Start with the practice assignment “Planning a Counterargument Paragraph.”
Then, complete the Quick Write called “My Counterargument” to brainstorm your own opposing argument and rebuttal for your counterargument paragraph.
(Teachers: if you want your students to write a third body paragraph instead, you can skip this day.)
Complete the Quick Write called “My Topic Sentences” (refer back to Day 2’s pre-writing sheet for a reminder of your thesis and topic sentences!)
Then, put together all the thinking you’ve done so far and plan out your essay by completing this outline. Your first two topic sentences should be your strongest claims, and your third should be the opposing argument of your counterargument paragraph.
Draft the first body paragraph of your essay today! To start, open the Guided Draft assignment and type in your thesis to keep it top of mind.
Then, write your first body paragraph based on the ideas in yesterday’s outline.
For an overview of the Guided Draft assignment, watch this video!
Argumentative Guided Draft Essay Plan: Directions for Students
Day 6 Day 7 Day 8 Day 9 Day 10
Open the Guided Draft assignment you started last week and write your second body paragraph.
Go through this interactive tutorial to remind yourself how to write a strong counterargument paragraph.
Then, go back to your Guided Draft and write a counterargument that acknowledges and responds to an opposing argument.
(Teachers: If you want your students to write a third body paragraph instead of a counterargument, have students write that paragraph today.)
Learn how to write a strong hook by completing the practice topic “Selecting a Strong Hook” on your home page.
Then, go back into your Guided Draft and finish your introduction by adding an interesting hook and a bridge connecting the hook to your thesis!
Learn how to write a strong conclusion by completing the practice topic “The Two Jobs of a Conclusion.”
Then, go back into your Guided Draft and write your conclusion.
Finally, read through one more time to check for any grammar or spelling errors, and submit!
Open up the Guided Draft assignment again and look at the feedback I left for you! Revise your essay based on my comments, then resubmit it.
Here are some daily directions you can copy and paste to your students over email or your LMS. Feel free to add any of your own specific details or expectations!
Tip: As students are drafting their essays, you can view their in-progress writing by clicking their names on the class results page for the assignment.
© NoRedInk Corp. All Rights Reserved. www.noredink.com.
Day 1 Day 2 Day 3 Day 4 Day 5
Students review key elements of literary analysis writing and brainstorm ideas for their essays.
Tutorial: Writing a Literary Analysis Essay (5-10 min)
Quick Write: Brainstorming a Thesis (15 min)
Students collect evidence and brainstorm topic sentences to support their thesis statements..
Pre-writing: Generating Supporting Ideas from Evidence (30 min)
Quick Write: My Topic Sentences (10 min)
Students organize their topic sentences and evidence to complete essay outlines.
Pre-writing: Outlining a Literary Analysis Essay (30 min)
Students draft the first body paragraph of their essay.s
Literary Analysis Guided Draft: First Body Paragraph (30 min)
Students draft their second body paragraphs.
Literary Analysis Guided Draft: Second Body Paragraph (30 min)
Day 6 Day 7 Day 8 Day 9 Day 10
Students draft their third body paragraphs.
Literary Analysis Guided Draft: Third Body Paragraph (30 min)
Students practice identifying strong essay hooks, then draft their introductions.
Tutorial: Introductions in Literary Analysis Essays (5 min)
Literary Analysis Guided Draft: Introduction (30 min)
Students learn what makes a strong conclusion, then draft their conclusions.
Practice: The Two Jobs of a Conclusion (15 min)
Literary Analysis Guided Draft: Conclusion (30 min)
Students identify strong context for literary evidence, then revise the context in their essays.
Practice: Context for Literary Evidence 1: Identifying Speaker, Listener, and Plot Clue (15 min)
Literary Analysis Guided Draft: Revise essays: add strong context for textual evidence (20 min)
[Optional] Students revise their essays based on teacher feedback.
Feel free to plan this for a later date to leave time for reviewing and grading!
Literary Analysis Guided Draft: Revise based on teacher feedback (30 min)
Literary Analysis Guided Draft Essay Plan
(Students will work on this assignment for the next week. Consider first sharing this video with them for an overview of the Guided Drafts assignment.)
These plans lead students to draft full Literary Analysis essays over two weeks. Activities include pre-writing, scaffolded drafting, and targeted skill development. Assign all of the activities or pick and choose the ones you’d like to use!
Students will respond to this prompt: “How does a main character in the text change over the course of the story?” You can also use your own prompt or one from our prompt library.
We recommend sending students daily directions, available on the next page.
(Send this link to students)
(Send this link to students)
(Students continue working in the same Guided Draft assignment they began last week.)
(If you’d like students to revise on Day 10 or later on, leave feedback and click “Send back for revisions.”)
(Send this link to students)
(Send this link to students)
© NoRedInk Corp. All Rights Reserved. www.noredink.com.
Day 1 Day 2 Day 3 Day 4 Day 5
Go through this interactive tutorial to make sure you understand the key elements of a literary analysis essay. (Note: You must be logged in to NoRedInk to access the tutorial.)
Then, complete the Quick Write called “Brainstorming a Thesis” on your home page!
Use the thesis you came up with yesterday to collect evidence from your text and then brainstorm topic sentences using this pre-writing sheet. Save or print all pre-writing sheets when you’re done so you can reference them while you draft!
Then, complete the Quick Write called “My Topic Sentences.”
Today, put together all the brainstorming you’ve done so far to plan out your essay by completing this outline. Use the topic sentences you came up with yesterday and make sure you have two pieces of evidence for each body paragraph.
Draft the first body paragraph of your essay today! To start, open the Guided Draft assignment and paste in your thesis to keep it top of mind.
Then, write your first body paragraph based on the ideas in yesterday’s outline.
For an overview of the Guided Draft assignment, watch this video!
Open the Guided Draft assignment you started yesterday and write your second body paragraph.
Literary Analysis Guided Draft Essay Plan: Directions for Students
Day 6 Day 7 Day 8 Day 9 Day 10
Open the Guided Draft assignment you’ve been working on and continue writing. Today, write your third body paragraph.
Go through this interactive tutorial to learn how to write a strong introduction for your essay.
Then, go back into your Guided Draft and finish your introduction by adding a hook and bridge!
Learn how to write a strong conclusion by completing the practice topic “The Two Jobs of a Conclusion.”
Then, go back into your Guided Draft and write your conclusion.
Complete the practice topic “Context for Literary Evidence” to learn how to introduce textual evidence with speaker, listener, and plot clues.
Then, go back into your Guided Draft and re-read your essay. Look for places to add context for your evidence. Finally, read through one more time, and submit!
Open up the Guided Draft assignment again and look at the feedback I left for you! Revise your essay based on my comments, then resubmit it.
Here are some daily directions you can copy and paste to your students over email or your LMS. Feel free to add any of your own specific details or expectations!
Tip: As students are drafting their essays, you can view their in-progress writing by clicking their names on the class results page for the assignment.
© NoRedInk Corp. All Rights Reserved. www.noredink.com.
Day 1 Day 2 Day 3 Day 4 Day 5
Students review key elements of expository writing and brainstorm ideas for their essays.
Tutorial: Writing an Expository Essay (5-10 min)
Quick Write: Brainstorming Ideas for an Expository Essay (15 min)
Students brainstorm topic sentences and evidence, then outline their essays.
Quick Write My Essay Plan(20 min)
Pre-writing: Outlining an Expository Essay (30 min)
Students draft the first body paragraph of their essays.
Expository Guided Draft: First Body Paragraph (30 min)
Students draft their second body paragraphs.
Expository Guided Draft: Second Body Paragraph (30 min)
Students draft their third body paragraphs.
Expository Guided Draft: Third Body Paragraph (30 min)
Day 6 Day 7 Day 8 Day 9 Day 10
Students practice identifying strong essay hooks, then draft their introductions.
Tutorial: Introductions in Expository Essays (5-10 min)
Expository Guided Draft: Introduction (30 min)
Students learn what makes a strong conclusion, then draft their conclusions.
Practice: The Two Jobs of a Conclusion (15 min)
Expository Guided Draft: Conclusion (30 min)
Students learn to identify relationships between ideas in order to add transitions to their essays.
Practice: Identifying the Relationships Between Ideas (15 min)
Expository Guided Draft:Add helpful transitions to essays (20 min)
Students learn to identify wordiness, then revise and submit their essays.
Practice: Recognizing Redundant, Unnecessary, and Wordy Phrases (10 min)
Expository Guided Draft:Revise for wordiness and vague language (30 min)
[Optional] Students revise their essays based on teacher feedback.
Feel free to plan this for a later date to leave time for reviewing and grading!
Expository Guided Draft: Revise based on teacher feedback (30 min)
Expository/Informational Guided Draft Essay Plan
(Students will work on this assignment for the next week. Consider first sharing this video with them for an overview of the Guided Drafts assignment.)
These plans lead students to draft full Expository essays over the course of two weeks. Activities include a mix of pre-writing, scaffolded drafting, and targeted skill development. You can assign all of the activities or pick and choose!
Students respond to this prompt: “Think of an activity you enjoy that many people overlook. Explain why it is a better use of time than people think.” You can also use your own prompt, or one from our prompt library.
We recommend sending students daily directions, available on the next page.
(Send this link to students)
(Send this link to students)
(Students continue working in the same Guided Draft assignment they began last week.)
(If you’d like students to revise on Day 10 or later on, leave feedback and click “Send back for revisions.”)
(Send this link to students)
This plan and prompt are designed to be easily used for remote learning. To this end, students can draw on evidence from their own experience, rather than rigorous research. If you want your students to conduct thorough research, be sure to add a research day betweens days 1 and 2, and share your expectations for research with students.
© NoRedInk Corp. All Rights Reserved. www.noredink.com.
Day 1 Day 2 Day 3 Day 4 Day 5
Go through this interactive tutorial to make sure you understand the key elements of an expository essay. (Note: You must be logged in to NoRedInk to access the tutorial.)
Then, complete the Quick Write called “Brainstorming Ideas for an Expository Essay” on your home page!
Start with the Quick Write called “My Essay Plan” on your home page.
Then, put your thesis, topic sentences, and evidence together to plan your essay using this outline. Save or print this sheet so you can reference it while you draft!
[Optional]: Your evidence should be a personal experience or real-world example, or a statistic or quotation.
(Teachers: If you want students to conduct thorough online research, add a research day between days 1 and 2 and share your expectations for research with students.)
Draft the first body paragraph of your essay today! To start, open the Guided Draft assignment and paste in your thesis to keep it top of mind.
Then, write your first body paragraph based on the ideas in yesterday’s outline.
For an overview of the Guided Draft assignment, watch this video!
Open the Guided Draft assignment you started yesterday and write your second body paragraph.
Open the Guided Draft assignment you’ve been working on and continue writing. Today, write your third body paragraph.
Expository/Informational Guided Draft Essay Plan: Directions for Students
Day 6 Day 7 Day 8 Day 9 Day 10
Go through this interactive tutorial to learn how to write a strong introduction for your essay.
Then, go back into your Guided Draft and finish your introduction by adding a hook and bridge!
Learn how to write a strong conclusion by completing the practice topic “The Two Jobs of a Conclusion.”
Then, go back into your Guided Draft and write your conclusion.
Complete the practice topic “Identifying the Relationships Between Ideas.”
Then, go back to your Guided Draft and re-read your essay. Look for places where there are relationships between ideas that are missing transitions, and add transition words and phrases like “therefore,” “however,” or “similarly.”
Complete the practice topic “Recognizing Redundant, Unnecessary, and Wordy Phrases.”
Then, go back into your Guided Draft and re-read your essay. Look for any unnecessary or wordy phrases you can cut out. Finally, submit your essay!
Open up the Guided Draft assignment again and look at the feedback I left for you! Revise your essay based on my comments, then resubmit it.
Here are some daily directions you can copy and paste to your students over email or your LMS. Feel free to add any of your own specific details or expectations!
Tip: As students are drafting their essays, you can view their in-progress writing by clicking their names on the class results page for the assignment.
© NoRedInk Corp. All Rights Reserved. www.noredink.com.
Day 1 Day 2 Day 3 Day 4 Day 5
Students review key elements of narrative writing and brainstorm ideas for their essays.
Tutorial: Writing a Narrative Essay (5-10 min)
Quick Write: Brainstorming Ideas for a Narrative (15 min)
Students brainstorm the setting and characters of their narratives.
Pre-writing: Developing Setting and Characters (15 min)
Quick Write: My Setting & Characters (20 min)
Students plan out the conflict in their narratives.
Pre-writing: Outlining Your Narrative’s Conflict (15 min)
Quick Write: My Narrative’s Conflict (20 min)
Students determine the theme of their narratives.
Pre-writing: Brainstorming Theme from Conflict (15 min)
Quick Write: My Narrative’s Theme(20 min)
Students draft the beginning of their narratives.
Tutorial: The Beginning of Your Narrative (5-10 min)
Narrative Guided Draft: Beginning (30 min)
Day 6 Day 7 Day 8 Day 9 Day 10
Students draft the middle of their narratives (day 1 of 2).
Tutorial: The Middle of Your Narrative (5-10 min)
Narrative Guided Draft:Middle, Day 1 (20 min)
Students draft the middle of their narratives (day 2 of 2).
Narrative Guided Draft:Middle, Day 2 (20 min)
Students draft the end of their narratives.
Tutorial: The End of Your Narrative (5-10 min)
Narrative Guided Draft:End (30 min)
Students identify relationships between ideas in order to add transitions to their narratives, then submit their essays.
Practice: Identifying the Relationships Between Ideas(15 min)
Narrative Guided Draft:Add transitions to narrative(30 min)
[Optional] Students revise their essays based on teacher feedback.
Feel free to plan this for a later date to leave time for reviewing and grading!
Narrative Guided Draft:Revise based on teacher feedback (30 min)
Narrative Guided Draft Plan
(Students will work on this assignment for the next week. Consider first sharing this video for an overview of Guided Drafts.)
These plans lead students to draft full Narrative essays over two weeks. Activities include pre-writing, scaffolded drafting, and targeted skill development. You can assign all of the activities or pick and choose the ones you’d like to use!
Students will respond to this prompt: “Write about a time when you broke the rules. Show readers what you learned from the experience. (Maybe you regretted it. Or, maybe you made the right choice!)” You can also use your own prompt, or one from our prompt library.
We recommend sending students daily directions, available on the next page.
(Send this link to students)
(Send this link to students)
(Send this link to students*)
(Send this link to students)
(Send this link to students)
(Send this link to students)
(Students continue working in the same Guided Draft assignment they began last week.)
(If you’d like students to revise on Day 10 or later on, leave feedback and click “Send back for revisions.”)
(Send this link to students)
© NoRedInk Corp. All Rights Reserved. www.noredink.com.
Day 1 Day 2 Day 3 Day 4 Day 5
Go through this interactive tutorial to make sure you understand the key elements of a narrative essay. (Note: You must be logged in to NoRedInk to access the tutorial.)
Then, complete the Quick Write called “Brainstorming Ideas for a Narrative” on your home page!
Start by brainstorming your narrative’s setting and characters (one of which should be you!) with this pre-writing sheet. Save or print all pre-writing sheets when you’re done so you can reference them while you draft!
Then, sum up your brainstorm by completing the Quick Write called “Setting & Characters.”
Outline your narrative’s conflict using this pre-writing sheet.
Then, sum up your brainstorm by completing the Quick Write called “My Narrative’s Conflict.”
Brainstorm your narrative’s theme (the lesson or message) using this pre-writing sheet.
Then, sum up your brainstorm by completing the Quick Write called “My Narrative’s Theme.”
You’ll start your narrative today! First, go through this interactive tutorial for an overview of what the beginning of your narrative should include.
Then, open the Guided Draft assignment and write the beginning section of your story.
For an overview of the Guided Draft assignment, watch this video!
Narrative Guided Draft Essay Plan: Directions for Students
Day 6 Day 7 Day 8 Day 9 Day 10
Today, start writing the middle section of your narrative. First, go through this interactive tutorial to learn what the middle should include.
Then, open the Guided Draft assignment you already started and continue writing, starting at the middle section. Write for about 30 minutes; you can finish this section tomorrow!
Today, finish the middle section of your narrative in the Guided Draft assignment you’ve been working on.
Finish a draft of your narrative by writing the end section. First, go through this interactive tutorial for an overview of what to include.
Then, open the Guided Draft assignment you’ve been working on and finish drafting!
Complete the practice topic “Identifying the Relationships Between Ideas.”
Then, go back to your Guided Draft and re-read your narrative. Look for places where there are relationships between ideas that are missing transitions, and add transition words and phrases like “later” and “however.”
Open up the Guided Draft assignment again and look at the feedback I left for you! Revise your essay based on my comments, then resubmit it.
Here are some daily directions you can copy and paste to your students over email or your LMS. Feel free to add any of your own specific details or expectations!
Tip: As students are drafting their essays, you can view their in-progress writing by clicking their names on the class results page for the assignment.
© NoRedInk Corp. All Rights Reserved. www.noredink.com.
Day 1 Day 2 Day 3 Day 4 Day 5
Students review key elements of rhetorical analysis writing and brainstorm ideas for their essays.
Tutorial: Writing a Rhetorical Analysis Essay (5-10 min)
Reading: “Total Eclipse” by Annie Dillard (20 min)
Students identify the text’s purpose and rhetorical choices in order to draft thesis statements.
Pre-writing: Generating a Thesis (15 min)
Quick Write: My Thesis (20 min)
Students collect evidence in order to plan their essays.
Pre-writing: Finding and Analyzing Evidence (30 min)
Students draft the first body paragraph of their essays.
Tutorial: Body Paragraphs in Rhetorical Analysis (5-10 min)
Rhetorical Analysis Guided Draft: First Body Paragraph (30 min)
Students draft their second body paragraphs.
Rhetorical Analysis Guided Draft: Second Body Paragraph (30 min)
Day 6 Day 7 Day 8 Day 9 Day 10
Students draft their third body paragraphs.
Rhetorical Analysis Guided Draft: Third Body Paragraph (30 min)
Students draft their introductions.
Tutorial: Introductions in Rhetorical Analysis (5-10 min)
Rhetorical Analysis Guided Draft: Introduction (30 min)
Students learn what makes a strong conclusion, then draft their conclusions.
Practice: The Two Jobs of a Conclusion (15 min)
Rhetorical Analysis Guided Draft: Conclusion (30 min)
Students identify language that is too informal, then revise and submit their essays.
Practice: Recognizing Language That Is Too Formal or Too Informal (15 min)
Rhetorical Analysis Guided Draft: Revise for formality(30 min)
[Optional] Students revise their essays based on teacher feedback.
Feel free to plan this for a later date to leave time for reviewing and grading!
Rhetorical Analysis Guided Draft: Revise based on teacher feedback (30 min)
Rhetorical Analysis Guided Draft Essay Plan
(Send this link to students)
(Send this link to students)
(Students will work on the assignment for the next week. Consider first sharing this Guided Draft overview video with them.)
These plans lead students to draft full Rhetorical Analysis essays over the course of two weeks. Activities include a mix of pre-writing, scaffolded drafting, and targeted skill development. You can assign all of the activities or pick and choose the ones you’d like to use!
Students will respond to a prompt about Annie Dillard’s excerpted 1982 essay “Total Eclipse.” You can find the complete prompt and other options for texts and prompts in our prompt library.
We recommend sending students daily directions, available on the next page.
(Send this link to students)
(Send this link to students)
(Send this link to students)
(Send this link to students)
(Students continue working in the same Guided Draft assignment they began last week.)
(If you’d like students to revise on Day 10 or later on, leave feedback and click “Send back for revisions.”)
© NoRedInk Corp. All Rights Reserved. www.noredink.com.
Day 1 Day 2 Day 3 Day 4 Day 5
Go through this interactive tutorial to make sure you understand the key elements of a rhetorical analysis essay. (Note: You must be logged in to NoRedInk to access the tutorial.)
Then, read the text you will be writing about, available here. As you read, pay close attention to the author’s purpose and the strategies she uses, so that you can eventually write an essay in which you analyze one or more of the rhetorical choices Dillard makes in order to achieve her purpose.
Brainstorm your essay’s thesis using this pre-writing sheet. Save or print all pre-writing sheets when you’re done so you can reference them while you draft!
Then, complete the Quick Write called “My Thesis,” which you can find on your home page!
Today, prepare to draft your essay by collecting evidence for each of your body paragraphs using this pre-writing sheet.
Draft the first body paragraph of your essay today! First, go through this interactive tutorial to learn what strong body paragraphs should include.
Then, open the Guided Draft assignment and type in your thesis to keep it top of mind.
Next, write your first body paragraph based on the ideas in yesterday’s outline.
For an overview of the Guided Draft assignment, watch this video!
Open the Guided Draft assignment you started yesterday and write your second body paragraph.
Rhetorical Analysis Guided Draft Essay Plan: Directions for Students
Day 6 Day 7 Day 8 Day 9 Day 10
Open the Guided Draft assignment you’ve been working on and continue writing. Today, write your third body paragraph.
Learn how to write a strong introduction in a rhetorical analysis essay by going through this interactive tutorial.
Then, go back into your Guided Draft and finish your introduction!
Learn how to write a strong conclusion by completing the practice topic “The Two Jobs of a Conclusion.”
Then, go back into your Guided Draft and write your conclusion.
Complete the practice topic “Recognizing Language That Is Too Formal or Too Informal.”
Then, go back into your Guided Draft and re-read your essay. Look for any language that is too informal, and change it to be appropriately formal. Finally, submit your essay!
Open up the Guided Draft assignment again and look at the feedback I left for you! Revise your essay based on my comments, then resubmit it.
Here are some daily directions you can copy and paste to your students over email or your LMS. Feel free to add any of your own specific details or expectations!
Tip: As students are drafting their essays, you can view their in-progress writing by clicking their names on the class results page for the assignment.
Related Documents
