Day 13 Goal: Continue research process for EA #2 Unit 1 Day 13 Goal: Continue research process for EA #2

Brain Teaser Every clue leads to a word or phrase in which each syllable starts with T. Lab vial X’s and O’s game Frito-Lay tortilla chip brand Famous psalm number To be frank Hard to say sentence Seesaw

Answer 7 Test tube Tic tac toe Tostitos Twenty-third To tell the truth Tongue-twister Teeter-totter

Open Note Quiz Ethos Logos Pathos

Embedded Assessment #2 Read prompt on page 63 Read rubric on page 92 Prewriting setup on page 64

Potential Sources 5 Ways Ed Pays video Education Still Pays p. 66 An Early Start on College p. 81 Why College Isn’t (and Shouldn’t Be) for Everyone p. 83 Actually, College is Very Much Worth It p. 86 America’s Schoolchildren p. 70 (we did not read this in class) The person you interviewed for EA #1 (direct quotes)

Creating Your Argument Turn the prompt into a question What is your main point (thesis-an answer to the question)? What are your claims to support the thesis? The claims are reasons your thesis is true, You need two of these; they will be the topic sentences of your body paragraphs. What evidence do you have to support your claims? Evidence comes from your sources 2 pieces of evidence for each claim

Creating Your Argument (Cont) Create an honest, plausible counterclaim 1 piece of evidence to support the counterclaim In the same paragraph, refute the counterclaim At least one piece of evidence to support refutation of the counterclaim

Essay Question (turn the prompt into a question) Is going to college worth the time, effort, and money?

MLA Citations Author’s last name and page number That’s it Nothing else Seriously, stop putting anything else in there “………..” (Tan 5).

Somebody Says Lead-in This type of lead-in is most frequently used, but be careful to not overuse it. The author’s name is used to introduce the quote (academic articles) or the character/narrator of a narrative. Examples: Jane M. Agee comments, “Many students who would not have attempted college even seven years ago are not coming into universities through junior colleges” (10). The messenger says, “He hath borne himself beyond the promise of his age, doing in the figure of a lamb the feats of a lion” (Shakespeare 21). In a play, the somebody says lead-in should note the same of the speaker of the quote.

Blended Lead-in Blended lead-ins provide flexibility to the writer. The writer chooses the part of the quote necessary for his paper and blends it smoothly into the rest of the sentence. Example: State universities are serving a broader student population than ever before by admitting students from junior colleges and through “special remedial programs where students who do not meet entrance requirements are admitted on probation” (Agee 10).

Sentence Lead-in A sentence lead-in is an effective lead-in where the sentence prior to the quote leads directly to the following sentence. It is almost an introduction to the quote. Examples: Agee insists that English instruction on the college level will not be improved until educations examine the situation realistically: “Public school teachers, professors of English Education, students, and state leaders need to sit down together and evaluate the current realities before any real progress can be made” (10). Beatrice constantly looks down on Benedick and degrades him with her quick wit: “Scratching could not make it worse and it were such a face as yours were” (Shakespeare 14).

Analysis (Interpretation) In one sentence, explain the context of the quote A little bit of plot recall is okay if necessary In one to two sentences, explain how the quote you have chosen proves your claim Avoid banned phrases In one sentence, explain how this paragraph supports your thesis Only do this at the end of the paragraph, not in between the quotes

Introduction Be brief 3-4 sentences at the most Start with a hook End with your thesis statement…this is a must.

Conclusion Be brief 3-4 sentences maximum Repeat the thesis statement in different words than you did in the introduction Include a call to action for the reader