Friday, November 3, 2017
Thursday, November 2, 2017
Rough Draft Reflection
Rough draft reflection sheet
directions: use this sheet to
reflect on your rough draft of the “What is an american” definition essay
draft.
1.
Do I have a
thesis for my essay?
2.
Write Thesis
here:
3.
thesis is
multipronged?
4.
thesis answer
how or why or what?
5.
Do i offer
enough of my opinion, feelings, words to describe feelings into the essay? do I
include evidence from other sources?
6.
Which sources do
I use and why?
7.
Do I elaborate
and discuss or interact (agree with, summarize, clarify, contend with ) with
the sources?
8. Do I incorporate
and use academic vocabulary?
9.
What do i need
help with or to do now?
Tuesday, October 31, 2017
American Literature Period 1, 3, 4
Work, and Write more for your "What Is American?" Essay of Definition. You know you have a lot to say. Say it!!!! Continue adding your feelings or evidence. Continue writing. Try to have two more pages so that you have a total of 4-5 pages written. Incorporate evidence.
2. Period 3: Complete the Words That Should Be in Your Essay Crossword. Then, of the 36 words, write down the 24 most meaningful for you. Define them, and then begin incorporating them in your essay! Also visit this link and request to add American Literature Period 3 Quizlet: https://quizlet.com/join/cBnVzNKU8
2. Period 3: Complete the Words That Should Be in Your Essay Crossword. Then, of the 36 words, write down the 24 most meaningful for you. Define them, and then begin incorporating them in your essay! Also visit this link and request to add American Literature Period 3 Quizlet: https://quizlet.com/join/cBnVzNKU8
Preparing to Peer Edit and Discuss Writing Periods 1, 3, 4
First, we will view a teacher whose students peer edit: https://www.teachingchannel.org/videos/student-writing-peer-review-nea
Read the following to help frame our peer editing session today in class: Consider the following in the students essay you are reading.
Do they: have a claim or thesis that is not a FACT, but an opinion that answers how? or why? or to what extent?
Does the essay feel complete?
Dos the student incorporate evidence in their essay: feelings, emotions, observations, and quotes from at least two of the texts read?
Does the student use two definition strategies: narration, or exemplification; or compare; or contrast; or analogy; or process; or negation? Would any of these make the essay stronger?
Is the essay organized with a beginning, middle and end? Are claims supported with evidence: quotes, textual details; events; specific aspects of character (actions; appearances; thoughts; words; inactions; etc.) and your own reasoning as to why these are important? Does the essay ARGUE a claim? Is it logical?
Are the quotes well integrated or do they appear choppy, or out of place?
Read the following to help frame our peer editing session today in class: Consider the following in the students essay you are reading.
Do they: have a claim or thesis that is not a FACT, but an opinion that answers how? or why? or to what extent?
Does the essay feel complete?
Dos the student incorporate evidence in their essay: feelings, emotions, observations, and quotes from at least two of the texts read?
Does the student use two definition strategies: narration, or exemplification; or compare; or contrast; or analogy; or process; or negation? Would any of these make the essay stronger?
Is the essay organized with a beginning, middle and end? Are claims supported with evidence: quotes, textual details; events; specific aspects of character (actions; appearances; thoughts; words; inactions; etc.) and your own reasoning as to why these are important? Does the essay ARGUE a claim? Is it logical?
Are the quotes well integrated or do they appear choppy, or out of place?
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