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Side-shadowing
This
activity
will
help
you
analyze
your
own work,
paragraph
by
paragraph,
and
then
help
you
see
if
the
structure
of
your
paper
"works." Work
with
your
current draft
-
the one
with 2-inch margins if
you
have
it.
First,
remind
yourself
of
the
following:
Your audience
=
your
purpose
or
rhesis
=
W\}u
*tq'y:
I tq,]
r]l
re
Ingram
1.
Read
a.
through
your
first
paragraph
-
all
the
way
through.
Identify
the
purpose
of
this
paragraph.
Does
this
paragraph
exist
to
introduce
or
explain
a
new
idea
to
your
audience,
or to
give
detail
or an
example?
Perhaps
it
is
providing
context-all
the necessary
background
info
your
reader
needs-to
understand
something
you've
said,
or
your
larger
purpose?
Identify
your
topic sentence.
Does
this
sentence
do
its
job?
Does
it
clearly
tell
your
reader
the
purpose
of
the
paragraph and set
the
tone?
If
not
(or
if
it doesn't
even exist), how
might
you
revise
it?
Do
all
the
suppofting
sentences
in
your
paragraph
directly
support
the
topic
sentence?
If
not,
how can
your
revise? Do
you
need
to move
stuff
around,
or
delete
something,
or add
something?
Identify the
concluding
sentence.
Does it
do
its
job
of
wrapping up the
paragraph
andlor connecting its
ideas
to the next
paragraph?
Does
it
prepare
your
reader
to move
on
without leaving
unanswered
questions?
(Consider
this:
have
you
ever
read
a
paragraph
in
an
text,
and
you're
not
quite
sure
why
it's
there
or
what
its
purpose
is? The concluding sentence can
be a
nice
place
to
remind
your
reader why
that
paragraph
was
purposeful;
it
can
be a
place
to remind
your
reader how this
paragraph
relates
to
your
overall
purpose
or
thesis.)
b.
d.
3.
2.
Repeat
with
each
paragraph.
When
you
are finished with each
paragraph,
take
a step back and
look
at
your
paper
as
a
whole,
cohesive
piece.
a.
Predicting
what
your
audience
needs
from
you
is
an
impoftant
skill
to
develop.
With
your
audience
in mind,
Iook
at
the
purpose
of
each
paragraph.
Is
all
the
necessary
info
provided?
Is any
piece
missing, such
as support for a
claim or an explanation
of a
new
concept? Perhaps there is
too
much info
provided
in some
places,
or
you get
repetitive?
b.
Look at
the
organization
of
the
paragraphs.
Is
evefihing
in
the
best
order? What might
you
rearrange
to fit
your
need?
Would
subtitles
help?
c.
What
are
you
plans
for revision?
Why?
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8/10/2019 POAW Side-Shadowing Excercise
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Raker l-
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14
October 2014
whoaml,thewriter?
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1*lr}v
I
kick
my
shoes off, stare
at my
computer
screen,
and(----
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,
-
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u,\
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brainstorm
a million
dif[erent
ideas in
my
head.
What is
going
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be the
title
of this
paper?
Where
do I begin? What do
Iwrite
)
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about?
How do
say
what
I
need to say
without it being
confusirug?
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How can
I
get
my audience to
relate to what
I
am saying?
These
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kinds of
thoughts seem
to be never
ending.
I
always
write
in my
hi,,
-;g.o.-
I hr;tve
U
roomithat way$lietrornffi
less distractions.
I
can still hear
allof the
noise,
if
there
is
any, outside,
but
with
my door
closed,
nobody
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ra*
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bothers
md
Sometimes,
if
I
cannot concentrate,
I
listen
to music
to
get
a
good
rhythm to write
to.
In high school,
I
was
the
kind of
writer
that always
had
€-*
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t
u
ti':k'1'+e
ll
r"l{
f
writer's
block.
I
was
given prompts
that sometimes
I
couldn'i
-
'tZ
i
relate
to;
therefore,
writer's
block
consumed
me. I
would sit at
my
desk
watching
the hands on the
clock tick
just
thinking
how I
could
i
put
my spin on
a
topic
that
I
really
didn't
know anything
about. I
,,
l,Vf
l-
:.
,';
*
{l-t
'i'i'1-"
*
school
hours, so
I
couldn't
really
ever
get
into
my
groove
on
paper.
When
I
wrote
papers
in class, there
was always a time
limit. For
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Raker
2
me to
write
a
solid
paper, I need arnple
time.
I
need
to be
able
to
revise
and
edit
my work
as
many
timos
as
I feel necessary.
In
,.
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college,
I
consider
myself
a
fieedom
writer
because
I have
fi161s
/-
hY
o
n-'
' -+:
lr'M
9"1
{l
freedom
as a
writer.
Yes,
I
am
given topics, but the
topics
\1
assigned
are
broad.
I
can
put
my
own
spin
on the
topic and
interpret
it
however
I want.
ln college,
I
have
noticed that
I
am
a
,
more
relaxed
writer.
Writing
a
paper
is actually
full-
.
"
:ti",
(rt.
.\i..
-r-"'
.[.4-tr(.e
;
I
love reading
qther
uriterd-work-
I appreciate
that
other
'
-
--{qrf,
-E(-r'"r<c'-tl-
writers
have different
perspectives.
In return,
other
writers'
perspectives
glve me
a
different
outlook
on
my
papers
and
what
I've written about.
It
gives
me brand
new ideas
that
I
can
use in
my own
work.
It also
reminds
me
to
be more
open
mindedr
h
a-vrd,
t'U
rcmi"4s#be
a risk
taker
with
my
writing
andL-
experiment
with different
ideas.
-\(.,\'
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Lt
'*">
What is
strength?
According to
Google, Strength is
a
good
or
beneficial
quality
or
attribute
of
a
person or thing.
As
writer,
my strengths
vary
from
paper
to
paper, it
just
depends
on
the
topic-
For instanco,
ffiy
Literacy
Narrative
was
a
paper
that
was
easy
to
write because
I wrote
about
softball
and
memories.
{+arr<arrite
r\tNc "t
I've
PlaYed
softball
forchrerr
years,
so
I
pretty much
know everything
there
is
to
know
about
it'
Memories
are easy
to
write
about
if
you
can
remember
what
^\wLttkt''
happened
in ahbment
of
your
lifetime.
With that
said,
I am
a
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Raker 3
strong
writer
when
I write
about my
hobbies and
past
*"*oriJ*
'
Grammar
is also a strength of
mine.
I
had a
really
amazing
teacher
my
freshman
year
of high
school.
Her name was Ms. Simmons,
and
Ms.
Simmons
taught me nothing
but
grammar. Every single
day,
I would come
into
her class,
room number
133, and
correct
all
,\'u"'
'r{
i)
the sentences
that
she
had written on the
board.
That
is
how
I
..r
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became an expert
in
grammar
. L-
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t1L\
r,CL+
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myself.
So far, this essay
has been a struggle.
I tend
to
think
so'
negative about
myself
that
I
just
can't
ever
think
of anything
good
to say, or in this
case
good
to
write.
Writing about
my
strengths
was a bit of
a
challenge.
I've
never
had
very
good
confidence
in
anything
I
do whether
it's writing
or
riding
a bicycle.
Elaborating
on
a
specific
point
I bring up
is
also
a challenge
for me.
Sometimes,
I
just
say
what
I
want
to
say
but never
actually
go
into
detail
about
a
specific
point.
This
tends to
make
my
papers
uninteresting
to
readers.
I need
to
practice
more
with
r,lriting so
I
, wt;*
6
can
hook the
readers
and
make them
want to
read more
of
my
l*-
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t
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:i1ltJ'&
work.
, r\ l'l
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Whenlwrite,Iwantto
makethe
readerfeelwhat
I felt
4""*"-[1'-u,'
t
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As
a writer,
I
guess
my
biggest
challenge
is
writing
about
F
{Ap
r
r,
[:€"'t\4-{"
when
I
was
writing.
I
try
to
write
with a
lot
of emotion
in
n
tvi
\
papers
to make the
readers more engaged.
I
try
to
make my
points
\
\
/
b
1.,
j
clear
and
concise
and easy
to follow
along. I want
my
papers
to
i
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have a
good
flow and
rhythm to
them.
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tL
ii"
I
different
drafts
for our
Literacy Narrative,
Geena,
Olivia,
and I
\,.
t
I
want the
readers of my
on the edge of their
seats
and
driven to
read
\
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t think writing
is
a
good
way to express
yourself
whether(-=-
fu-a}
r
i
di"t.c
i.*
you're
mad,
sad,
or
happy. I
know
when
I
am
mad I whip out my
t.
.\
diary and
write
about
all the terrible things that
happened
that day
l
until
it's all
out of
my
system.
That makes
me
feel
a lot better
,
{
,
,
,;
because
I
can
"murder"
the
page
with
my words of
hatred. I also
.
--a
write when
I'm
really
happy.
When
I'm
happy,
I
write
about
how
I
great
my
day
was
and
everything that
happened because I
want to
remember every
little
detail
about
how
awesome
my day had been.
, r.:*
*Y'S
I
may even doodle
or draw flowers on the
page.
&.-*
{.r,:n"'r'.i"}'ri-"i"E
'
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V\
O
When
I
talk about
writing,
I
mostly
talk
about
grammar
ffird4-*,.
..
tu\
,t-
,;
r
td-[ t
'
punctuation.
When
I
was
in high
school,
that's
what the
English
\
\.---.}
,
teachers pushed
their
students
to
do.
I don't
want to
say
that
the
\
;
l
English teacher
didn't
care
about the
content because they
did, but
,-l
.,,"1-),('r
a.x
"-t-"
they really enforced
grammar
and
punctuation.
I
have
noticed
tha1-.
l
when we do
peer
observations in
Ms. Ingram's class
I
have
looked
l
at
other things
like
the flow of,the
paper.
When
we wrote the
two
l';
discussed how to
combine both drafts
together. We helped
each
other
figure out
which
paragraphs
we needed to take out
and the
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Raker 5
order that the rest of the
paragraphs
needed to
go
in to
make
each
k'
&]. l
i
L"L'({S.,
''l0r*,f
y-(l_dj\
other's
paper
flow
better
I
S
*Ot
&*S
n
n 'r'L
ffin*#'
,
rr,_
My
favorite
genrd
to
write
in
would
probably
be romance.4
y7rry
t
L
Most of my diary is
about
my boyfriend
and
I
and
the
dates
*" ^\
have been on,
the
places
we
have
been
together,
and
how
I
feel
about
him.
I
love romance. Romance is my
favorite
genre
in
j
I
general.
I
love to watch romantic TV shows,
read
romantic books,
fr/
watch romantic movies, and take romantic walks in
the
park.
If
it
_
{f
}.
has anything to do
with
romance, I
probably
love it.
-..--
fx,$t/U\'
c&t
-.-{1'{i
Speaking
of romance,
I
love weddings, and
planning
u
.-
lpfi
t
L
wedding
can
be
a
lot like writing
a
paper.
When
you
get
engagedl
\
to
someone,
that's
when
your
'topic" is
assigned.
Your topic is the
L
f
wedding, and
a
wedding
is nothing more than a story that the soon-
i
J
,
fu-U"
husband and
',r)
uperiod
of
time.-
To be able
to
plan
a successful
wedding,
you
will
need to
-
W
'L
come up with ideas and
brainstorm;
the
same
thing
has to happen if
t
^,
Jh&/\'l,t
\ot
trtPttnvct
writers
want
to
write
a successful
story or
pup"S
Wlrere
is the
-
,
wedding
going
to
be held?
Who
are the
bridesmaids and
groomsmen going
to
be?
What kind
offood
is
going
to be
served?\r.,,
.\
What time is the wedding
going
to
take
place?
How are
the
bride
and
groom going
to
payfor
the wedding? All of these are
questions
that
we
ask
ourselves as writers when
we
write a
story.
-.
'"
i
{..
r
wife
have
planned,
edited,
and
revised over
a
Lrnrr\r"rr&-(
-{jq
i
''lt,u
,-,
t'
'i:-
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Raker
5
In otherwordsr
what
is the setting
of
the
story? Who
are the
main
characters?
When
is the
story
going
to take
place?
How
are
we
going
to make
this
story
came
alive?
What are
the spectfic
details
in
the
story
that made
everything
come tagetker
toform
a
masterpiece?
As
you
can
see, rnniting
apaper
or a story is
not
much
diffterentthanplanning
awedding.
-
Cuvr*('z\UC'Q
-
\4
S
*
Jrea'
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