JOURNAL 9/17Add your John Locke or De Montesquieu quote to your journal and discuss WHY and HOW it connects to his revolutionary influence

Locke – government by consentDeMont. – separation of powers/checks and balances

Georgia Performance Standards

ELAAL11W1 (a-g)

We never know…what the GHSWT topic will be, but we can be

prepared for almost anything by having this technique in our arsenal of skills.It is not a strict formula, so you are free to

alter the technique and use your own ideas.

As you can see…Major reasons for failing include repetitive

content, lack of focus, lack of varied supporting detail and lack of organization.

The Adverb Advantage helps with all of these areas.

It also reminds you to use your best and most varied vocabulary.

First, always “TAP” the question. Many good writers forget this crucial step. If a student strays from this, he or she will not pass.Analyze and note (or circle):

Topic: what are its main parts?

Audience: to or for whom are you writing?

Purpose: What is it asking for -- a formal letter? An essay for a principal?

TAP this actual topic:Many schools across the country have instituted dress

codes; some have even begun to require that their students wear uniforms to school. Though some research shows that students in uniforms are better behaved and focus better on their studies, many of your friends feel that uniforms should not be required at your school. Write an essay to accompany a petition which will contain signatures of students opposed to uniforms. Your essay and petition will be sent to the superintendent of your district.

Some topics require you to choose a position (pro or con). Does this topic allow a choice of position? If determining a position, construct a quick pro/con chart to gather your thoughts and decide your position.

Plan and “web” your paragraphs.

Key topic andyour position(if needed)

Choose the best “PASSEF” adverb for each paragraph’s topic.

PhysicallyAcademicallySociallySpirituallyEmotionallyFinancially

What does each one mean?

For how many state practice topics do they help generate ideas ?

How can they be memorized?

What if they do not all apply?

What PASSEFs could be used for the sample topic?

Here are three:

Uniforms negatively

affect students….

Physically

Socially

Emotionally

The PASSEFS provide structure.

Use them as you: discuss a possible thesis statement

Next, discuss a topic sentence for each paragraph.

Now each paragraph needs supporting evidence. Use the “5w’s and 1 h” to generate ideas. WhoWhatWhenWhereWhyHow

Practice with these. Will every one always apply? How will their use keep paragraphs unified? How can they make your paragraphs “FAT”?

A sample web:Physicall

y*Who: those

who feel uncomfortable

in a “borrowed”

style*What: feeling

of unattractivene

ss*Why: people

are made differently and have different coloring*How:

restrictive tailoring is not for everyone

Socially*Who: all who love fun styles*What: lack of individuality*When: every

school day*Where: in all school classes

*Why: because

personal stylematters to most young

people*How: high

school should be a time for fashion fun

Uniforms negatively

affect students…

Emotionally*Who: all who are

creative*What: feeling of

boredom and conformity

*Why: creativity doesn’t seem valued*How: school is not

supposed to encourage uniformity; it can

cause boredom and trouble

The PASSEF adverbs arePhysicallyAcademicallySociallySpirituallyEmotionallyFinancially

Now you’re armed with solid knowledge of topic (TAP), structure (PASSEFs) and strong supporting detail (5W’s and 1H). As you write and proofread…Try the CRAM method to save time. There

are just four decisions to make. Either

Cut, or

Revise, or

Add, or

Move your content, to make “FAT” paragraphs.

To review…Look at the Warm-Up prompts. There are

three. Let’s choose ONE as a class.TAPPASSEFsWeb and 5W’s and 1H strategies

Remember…You can pass the GHSWT! You are already a good writer.