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1. Robert Potter,
Writing Sense Teaching Guide
(New York: Globe Book Company, 1976), Page 2.
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2. Potter, Page 2.
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3. Donald M. Murray,
A Writer Teaches Writing
(Boston: Houghton Mifflin Company, 1968), Page 6.
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4. Potter, Page 2.
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5. Murray, Page 6.
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6. Carol Kuykendall, “Grammar and Compositions: Myths and Realities,”
The English Journal
(December 1975), Pages 6-7.
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7. Potter, Page 2.
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8. Murray, Page 6.
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9. Murray, Page 6.
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10. Wilbert J. Levy,
Paragraph Power
(New York: Amsco School Publications, 1977), Page iii.
Activity Sequence
I. Pr
e-Program Exercise
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A. Diagnosis Writing Sample
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B. Framed Paragraph
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C. Paragraph Models What do paragraphs look like?
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D. Transferral
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E. Oral Reading
Skill Lesson
: What do sentences
sound
like?
Skill Lesson
: “The Importance of a Plan”
Beginning, Middle, End
II.
Expressing an Opinion
*
It is proposed that a discussion of each “type” of prose precede writing. Again, provide models from various sources when possible.
The number of revisions may vary. The minimum number for each assignment is
three
. Save each draft from each assignment to measure progress.
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A. Making the Plan
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1. Topic Development
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2. Brainstorming Reasons Why
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3. Arrangement of Ideas
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4. Spelling Check & Sentence Check
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B. Transferral* (Draft 1)
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C. Oral Reading
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D. Evaluation
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E. Expansion
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F. Spelling and Sentence Check
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G. Transferral (Draft 2)
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H. Oral Reading
Skill Lesson
(May be Individualized or for entire class)
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I. Revision* (Draft 3)
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J. Oral Reading
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K. Final Evaluation
III.
Writing Expository Paragraphs
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A. Making the Plan
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1. Topic Development*
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2. Brainstorming Getting the Facts
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3. Arrangement of Ideas
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4. Spelling and Sentence Check
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B. Transferral (Draft 1)
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C. Oral Reading
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D. Evaluation
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E. Expansion
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F. Spelling and Sentence Check
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G. Transferral (Draft 2)
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H. Oral Reading
Skill Lesson
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I. Revision (Draft 3)
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J. Oral Reading
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K. Final Evaluation
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*A sub-topic called “Writing A How-To Paragraph” will also be included.
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*A lesson in the use of resource materials would be advantageous at this point.
IV.
Writing a Descriptive Paragraph
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A. Making the Plan
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1. Topic Development
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2. Brainstorming Appealing to the Senses
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3. Arrangement of Ideas
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4. Spelling and Sentence Check
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B. Transferral (Draft 1)
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C. Oral Reading
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D. Evaluation
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E. Expansion
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F. Spelling and Sentence Check
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G. Transferral (Draft 2)
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H. Oral Reading
Skill Lesson
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I. Revision (Draft 3)
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J. Oral Reading
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K. Final Evaluation
V.
Writing Narratives
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A. Making the Plan
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1. Story Development
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2. Brainstorming Elements of the Narrative
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3. Arrangement of Ideas
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4. Spelling and Sentence Check
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B. Transferral (Draft 1)
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C. Oral Reading
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D. Evaluation
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E. Expansion
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F. Spelling and Sentence Check
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G. Transferral (Draft 2)
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H. Oral Reading
Skill Lesson
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I. Revision (Draft 3)
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J. Oral Reading
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K. Final Evaluation
Expressing An Opinion—Introductory Lessons
Upon completion of Level II, which serves as both a diagnostic and motivational device, Skill Lesson 1 can be taught.
SKILL LESSON 1
—What are sentences? What do they sound like?
Teacher to Students
: When we speak to each other, we have at our disposal several ways to help us communicate. We can use body movement, hand gestures, facial expressions, tone of voice, and other ways to help us get our messages across. When we’re face to face it’s easy to communicate because if the listener doesn’t understand something, all he has to do is ask for an explanation.
But what would happen in this situation?
Your best friend calls you on the phone and exclaims: “Guess what happened to me on the way home from school?” Just as you were ready to ask, your phone went dead. What would you naturally want to know? You would be most curious and anxious to find out what had happened. You would have to figure out a way to find the answer—guess, go to his house, or wait until you saw him again. Until you see your friend, no communication has taken place.
When we write, we’re in a similar situation. If we don’t write clearly, the “listener” would feel just like you—”what happened?” If it’s really something interesting or exciting, he doesn’t want to wait to find out; he wants to know right away.
One way to make sure this doesn’t happen is to write complete sentences. All of us have learned the definition of what a sentence is, but what do sentences sound like?
(Provide the class with some examples:)
Although it was raining
My best friend Joey
A beautiful new car
Because I was tired
Ask: Are these word groups sentences? Why not?
They aren’t sentences because they aren’t complete thoughts. We naturally sense something is missing.*
What happened although it was raining?
What about my best friend Joey?
What about the new car?
What happened because you were tired?
Place several groups of words on the board for student examination. Be sure to place both incomplete thoughts as well as complete sentences on board.
Ask individuals to read word groups out loud to determine
sentence
or fragment.
Incomplete thoughts should be completed. Ask for several responses for each to illustrate the different ways each group can be completed.
Activity
: Dictate several groups of words to students. Students are to complete incomplete thoughts and label sentences. Include several sentence types as well as fragments (clause, phrases, etc.). Complete sentences should be punctuated.
Reinforcement:
Any textbook exercise dealing with sentence fragments can be assigned for homework or for reinforcement. Student samples from previous writing exercises usually work best.
SKILL LESSON 2
—Why do Writers Plan?
Using posters or the following statements, ask students to consider these situations:
A baker wants to bake a fancy cake.
A builder wants to build a house.
A driver wants to drive from New Haven to Los Angeles.
Teacher to Students
: Assume that all of these people have everything they need to complete the task (materials, equipment, manpower, etc.). However, one important thing is needed by all. What do you think it is?
*Teacher Note: Depending on the class, grammatical theory about subjects and predicates can be discussed here. However, the emphasis here is on the sound of sentences, not the theory behind them.
The baker needs a recipe.
The builder needs a blueprint.
The driver needs a map.
Teacher to Students
: Regardless of their expertise and experience, all of these people need a plan to assist them. They can’t randomly go about their jobs without planning and thinking ahead. All need to know what they have to do and how they will do it before they start.
When we write, we must do the same. First, what do I have to do? Secondly, how will I go about it? We can’t sit down, write something and then see how it turned out. We need to have an idea beforehand as to what the writing will sound and look like when finished.
The experienced writer has lots of tools at his disposal. He uses colorful words, different kinds of sentences, and gives reasons, facts, or examples. He writes clearly and to the point. But regardless of his experience or expertise, he plans, thinks, and experiments. He doesn’t jump in and write, hoping for the best.
When he’s done, he writes again, or”revises” which means “to improve.” He adds more sentences, substitutes better words, or leaves words out. He molds and shapes, always keeping his purpose in mind.
Activity
—The writer of this paragraph didn’t plan ahead. His sentences are not arranged in an easy-to-follow order. See if you can help him to reorganize his paragraph. (
See
Paragraph Model 1, Activity Sheets.)
SKILL LESSON 3
—The Structure of a Paragraph
Ask students to take out their composition, “A Very Special Person . . . Me.” [Use the framed paragraph mode1.]
Teacher to Students
: Your paragraph has been arranged in a special way. Most paragraphs are arranged the same way.
A statement is made (I’m special.)
The statement is explained (Why?)
The thought is concluded (What are you like?)
All paragraphs, regardless of their purpose, are constructed this way. In simple terms we:
Say what we’re going to say (Topic Sentence)
We say it (Supporting Details)
We say what we’ve said (Concluding Sentence)
All paragraphs have a beginning, a middle, and an end.
Activity
—Distribute “Expressing an Opinion Model 2.” The paragraph, written by a student, is simple but structurally sound. The beginning, middle, end construction is clearly evident.
Students are to read the paragraph and answer the corresponding questions. Go over and discuss the questions with your class.
Reinforcement
: More samples can be examined and discussed. Textbook examples can be used, but student paragraphs usually are the best resource.
SKILL LESSON 4
—What are Transitional Words?
Distribute Paragraph Model 3. Students are to read it silently as you read it to them. Read deliberately, stressing transitions. Reinforce previous concept of beginning, middle, and end. Ask your students to consider the following:
What “signals” were given which let you know when a new reason was given?
In what order did they seem to appear?
How did you know the writer’s strongest reason was given?
Explain to class that the signals given are called “transitions.” The word transition itself means to “change over.” A writer uses transitions to help the reader follow his thoughts. Those you see here are only some. The written language is filled with transitional words. (See Advanced Plan Sheet Section.)
Now, read the same paragraph, omitting the transitions. Does it sound better? Is the writer still communicating?
Sometimes, if we have written very clearly, transitions can be left out. However it’s a good idea to start with them first and leave them out later.
Reinforcement
Use any model which contains transitional words and ask your class to pick them out. Re-read omitting transitions to determine their necessity.
SKILL LESSON 5
At this point, the class has been exposed to several very simple paragraphs. With the first assignment the class will construct a paragraph very similar to the models examined.
Each step outlined here is used for all following compositions at all levels
.
A very simple topic to begin with is:
“My favorite season of the year”
(Depending on the level or nature of class, the topic can vary. This topic has worked well with my students.)