(final) writing workshop slides
DESCRIPTION
Final SGP PPT PresentationTRANSCRIPT
John PanaccioMs. RiegerPeriod 305/06/2010
Thesis Statement
The information regarding grammar,
style, organization, and other writing
skills I collect during my research will be
incorporated into a workshop created to
improve the overall writing of Mr.
Power’s eighth grade English class.
Personal Relevance
Elementary Rules of Usage
Form the possessive singular of nouns by adding ‘s
Do not break sentences in two
Use the proper case of Pronoun
Do not join independent clauses with a comma
Strunk, William, Jr., and E. B. White. The Elements of Style. Ed. Edward A Tenney. 4th ed. 1919. New York: Pearson Education Company, 1959. Print.
I
Form the possessive singular of nouns by adding ‘s
Follow this rule whatever the final consonant. For example,
Lewis’s car
Ryan’s sweater
Strunk, William, Jr., and E. B. White. The Elements of Style. Ed. Edward A Tenney. 4th ed. 1919. New York: Pearson Education Company, 1959. Print.
Use the proper case of pronoun
The personal pronouns, as well as the pronoun who, change forms as they function as subject or object.
Who calls?
Give this cookie to whoever looks hungry.
Strunk, William, Jr., and E. B. White. The Elements of Style. Ed. Edward A Tenney. 4th ed. 1919. New York: Pearson Education Company, 1959. Print.
Do not break sentences in two
In other words do not use periods as commas.
He was an amazing player. A man who had played soccer all over the world.
Do not break sentences in two
In other words do not use periods as commas.
He was an amazing player, a man who had played soccer all over the world.
Strunk, William, Jr., and E. B. White. The Elements of Style. Ed. Edward A Tenney. 4th ed. 1919. New York: Pearson Education Company, 1959. Print.
He was an amazing player. A man who had played soccer all over the world.
Do not join independent clauses with a comma
If two or more clauses grammatically complete and not joined by a conjunction are to form a single compound sentence, the proper mark of punctuation is a semi-colon. (Shrunk & White pg.5)
Ms. Rieger’s stories are funny; they are full of humorous details.
Strunk, William, Jr., and E. B. White. The Elements of Style. Ed. Edward A Tenney. 4th ed. 1919. New York: Pearson Education Company, 1959. Print.
Ms. Rieger’s stories are funny, they are full of humorous details.
Words And ExpressionsCommonly Misused
All right
Effect
Etc.
However
One
VeryAdams, Elizabeth Kemper. “Some Fundamentals in the Teaching of Written Composition.” The Elementary School Teacher. Chicago: The University of Chicago Press, 1904. 391-406. JSTOR. Web. 30 Nov. 2009. <http://www.jstor.org/ stable/ 993023>.
Principles of Composition
Choose a suitable design and hold to it
Use the active voice
Use definite specific, concrete, language
Express coordinate ideas in similar form
Strunk, William, Jr., and E. B. White. The Elements of Style. Ed. Edward A Tenney. 4th ed. 1919. New York: Pearson Education Company, 1959. Print.
II
Choose a suitable design and hold to it
Strunk, William, Jr., and E. B. White. The Elements of Style. Ed. Edward A Tenney. 4th ed. 1919. New York: Pearson Education Company, 1959. Print.
Use the active voice
I shall always remember my first concert.
My first concert will always be remembered by me.
Strunk, William, Jr., and E. B. White. The Elements of Style. Ed. Edward A Tenney. 4th ed. 1919. New York: Pearson Education Company, 1959. Print.
Use definite, specific, concrete language
Ohmann, Richard. "Use Definite, Specific, Concrete Language." College English 41.4 (1979): 390-97. JSTOR. National Council of Teachers of English. Web. 2 Mar. 2010.
Prefer the specific to the general, the definite to the vague, and the concrete to the abstract. (Shrunk and White pg.21)
Express coordinate ideas in similar form
Strunk, William, Jr., and E. B. White. The Elements of Style. Ed. Edward A Tenney. 4th ed. 1919. New York: Pearson Education Company, 1959. Print.
Unclear focus and relevance
Insufficient proofreading and
revision
Poor attitude towards writing
Lack of style
Common Problems a Young Writer Might Face
III
Unclear focus and relevance
Freedman, Sarah Warshauer. “Student Characteristics and Essay Test Writing Performance.” Research in the Teaching of
English 17.4 (1983): 313-325. JSTOR. Web. 1 Dec. 2009.
Insufficient proofreading and revision
Strunk, William, Jr., and E. B. White. The Elements of Style. Ed. Edward A Tenney. 4th ed. 1919. New York: Pearson Education Company, 1959. Print.
Poor attitude towards writing
Gau, Elisabeth, Jennifer Hermanson, Michele Logar, and Christine Smerek. "Improving Student Attitudes and Writing Abilities through Increased Writing Time and Opportunities." Diss. Saint Xavier University, 2003. Education Resource Information Center. Web.
Lack of style
Strunk, William, Jr., and E. B. White. The Elements of Style. Ed. Edward A Tenney. 4th ed. 1919. New York: Pearson Education Company, 1959. Print.
What Every Skilled Writer Should Know
IV
Write to Your AudienceStrange, Rebecca L. An Investigation of the Ability of Sixth Grade Students to Write According to Sense of Audience. Diss. Indiana University, 1986. Print.
Components of a Well Written PaperAdams, Elizabeth Kemper. “Some Fundamentals in the Teaching of Written Composition.” The Elementary School Teacher.
Chicago: The University of Chicago Press, 1904. 391-406. JSTOR. Web. 30 Nov. 2009. <http://www.jstor.org/ stable/ 993023>.
Proper Grammar
And Mechanics
Strunk, William, Jr., and E. B. White. The Elements of Style. Ed. Edward A Tenney. 4th ed. 1919. New York: Pearson Education Company, 1959. Print.
Read
Hauser, Jane, and The Acess Center. “Differentiated Instruction.” The Access Center: Improving Outcomes for All Students K-8. Dept. of Education, 22 Feb. 2007. Web. 2 Dec. 2009. <http://www.k8accesscenter.org/ training_resources/ writingdifferentation.asp>.
Pennsylvania. Dept. of Education. The Impact of State Mandated, Large-Scale Writing Assessment Policies in Pennsylvania. By Dale R Lumley and Wenfan Yan. Seattle: American Educational Research Association, 2001. Education Resources Information Center. Web. 1 Dec. 2009. <http://www.eric.ed.gov>.
PSSA Writing Rubric
Data Recognition Corporation. Technical Report for the Pennsylvania System of School Assessment. [ Harrisburg ]: Pennsylvania System of School Assessment, February 2009. Pennsylvania Department of Education. Web. 1 Dec. 2009. <http://www.statelibrary.state.pa.us>.
Data Recognition Corporation. Technical Report for the Pennsylvania System of School Assessment. [ Harrisburg ]: Pennsylvania System of School Assessment, February 2009. Pennsylvania Department of Education. Web. 1 Dec. 2009. <http://www.statelibrary.state.pa.us>.
The Impact of State Mandated Testing on Writing
Pennsylvania. Dept. of Education. The Impact of State Mandated, Large-Scale Writing Assessment Policies in Pennsylvania. By Dale R Lumley and Wenfan Yan. Seattle: American Educational Research Association, 2001. Education Resources Information Center. Web. 1 Dec. 2009. <http://www.eric.ed.gov>.
Dworkin, A. Gary. “The No Child Left Behind Act: Accountability, High-Stakes Testing, and Roles for Sociologists.” Sociology of Education 78.2 (2005): 170-174 . JSTOR. Web. 1 Dec. 2009.
Application:Instructional
Ning
“To supplement the English/writing curriculum of Mr. Powers 8th grade English class with the research I conducted regarding various writing topics and techniques”
Class List AlexAlyssaBrandonBrianBrianaBrittanyJanice Mike O.Mike M.SarahTaleeykToriZach
Breakdown of the Ning1.) Students completed assignments given to them
by either me or Mr. Powers.
2.) Students submit their final word document, with
only their first name included, to me so that I can
review and ultimately upload their writing to “Mr.
Power’s 8 th Grade Class” Ning
3.) After revising each individual submission I print
out the essays I feel I can improve with my feedback
and personally conference with those student’s when
I visited the Middle School.
“Writing Workshop”Important Excerpts
Assignment #1 – Practice PSSA Prompt“Many people like to borrow
clothes, shoes, iPods, and other
items. However, if borrowed
items get lost or damaged,
people can end up having
arguments. Write an essay
explaining how to resolve this problem”
Assignment #2 – Peer Review Activity“Everyone has an activity that they
enjoy doing. It might be playing an
instrument, or a sport. Think about
what you like to do the most. Write an
expository piece telling what you
most enjoy doing and at least three
reasons why you like this activity.
Remember to use specific details to
support and explain your reasons. Use
interesting adjectives and descriptions to make your paper
interesting to read.”
Assignment #3 – Differentiated Instruction“How did the Holocaust affect the Jewish
people? ”“What made it so easy for Hitler to rise to
power in pre-WWII Germany?”
“Do you believe that the verdicts reached
in the Nuremberg trials provided
appropriate punishment for Nazis? ”“After completing the K-W-L chart, using your
knowledge of the Holocaust, please choose the
question you feel as though you can answer
most completely. Be sure to incorporate plenty
of supporting details and thoughtful insight into
your response.”1-2 paragraphs.
Class Activity
Describe the person next to you, making sure to include some sort of error (grammatical, usage, spelling,
etc.) that needs to be corrected. Exchange papers and try to revise the
mistake
http://www.towson.edu/ows/sentencestruct.htm
http://www.wsu.edu/~brians/errors/
Works CitedAdams, Elizabeth Kemper. “Some Fundamentals in the Teaching of Written Composition.” The Elementary School Teacher. Chicago: The University of Chicago Press, 1904. 391-406. JSTOR. Web. 30 Nov. 2009. <http://www.jstor.org/ stable/ 993023>.
Data Recognition Corporation. Technical Report for the Pennsylvania System of School Assessment. [ Harrisburg ]: Pennsylvania System of School Assessment, February 2009. Pennsylvania Department of Education. Web. 1 Dec. 2009. <http://www.statelibrary.state.pa.us>.
Dworkin, A. Gary. “The No Child Left Behind Act: Accountability, High-Stakes Testing, and Roles for Sociologists.” Sociology of Education 78.2 (2005): 170-174 . JSTOR. Web. 1 Dec. 2009.
Freedman, Sarah Warshauer. “Student Characteristics and Essay Test Writing Performance.” Research in the Teaching of English 17.4 (1983): 313-325. JSTOR. Web. 1 Dec. 2009.
Works Cited/ Works ConsultedGau, Elisabeth, Jennifer Hermanson, Michele Logar, and Christine Smerek. "Improving Student Attitudes and Writing Abilities through Increased Writing Time and Opportunities." Diss. Saint Xavier University, 2003. Education Resource Information Center. Web.
Hauser, Jane, and The Acess Center. “Differentiated Instruction.” The Access Center: Improving Outcomes for All Students K-8. Dept. of Education, 22 Feb. 2007. Web. 2 Dec. 2009. <http://www.k8accesscenter.org/ training_resources/ writingdifferentation.asp>.
Pennsylvania. Dept. of Education. The Impact of State Mandated, Large-Scale Writing Assessment Policies in Pennsylvania. By Dale R Lumley and Wenfan Yan. Seattle: American Educational Research Association, 2001. Education Resources Information Center. Web. 1 Dec. 2009. <http://www.eric.ed.gov>.
Strange, Rebecca L. An Investigation of the Ability of Sixth Grade Students to Write According to Sense of Audience. Diss. Indiana University, 1986. Print.
Strunk, William, Jr., and E. B. White. The Elements of Style. Ed. Edward A Tenney. 4th ed. 1919. New York: Pearson Education Company, 1959. Print.
In Conclusion