1. Purpose… …to help you improve your expository and persuasive writing, including conventions, in order to meet standard on the writing portion of the HSPE (High School Proficiency Exam) 1

2. Write to the following prompt. If you could be any age, what age would you be? Write a multiple-paragraph essay for your teacher identifying the age you would be and explaining why you would choose this age. Be sure to put the date on all pieces of writing. 2

3. Analyze the prompt. To begin any approach to a prompt, it helps to identify topic, audience, purpose, and form. ◦ If you could be any age, what age would you be? Write a multiple-paragraph essay for your teacher identifying the age you would be and explaining why you would choose this age. What is the prompt’s topic? Who is the intended audience? What is the purpose of your essay? What is the form of your essay? 3

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5. Transitions for Comparisons Transitions for Comparisons also as as well as both in the same manner in the same way like likewise most important same similar similarly the same as too

6. Example Example The characters in the movie were very similar to the characters in the book. Both the characters in the movie and in the book were interested in detective work.

7. Transitions to Signal Contrasting Ideas Although But Different from Even though However In contrast Instead Nevertheless On the contrary On the other hand Unless Unlike While Yet

8. Contrast Sample Contrast Sample The narrator in the book was unreliable while the narrator in the movie did her best to maintain honesty. The events in the book took place over a few days, but the events in the movie took place over at least a year.

9. Whole-class Brainstorm Think back to the paper you wrote yesterday. How many different ways did the class respond to the “different age” prompt? ◦ Younger ◦ Older ◦ Other ways to look at “age” Now, what are some other ways to connect to this topic? 9

10. Practice with a prompt. Break down the prompt: TAPF ◦ School is not the only place to learn. Write a multiple- paragraph letter to a teacher in which you identify something you remember learning outside of school and explain why this has been important to you. ◦ Topic: something you remember learning outside of school; why it has been important to you ◦ Audience: a teacher ◦ Purpose: to explain ◦ Form: a letter 10

11. Pairs Brainstorming Now, working with a partner, brainstorm possible topics using this prompt. ◦ School is not the only place to learn. Write a multiple-paragraph letter to a teacher in which you identify something you remember learning outside of school and explain why this has been important to you. 11

12. Pairs Brainstorming List as many kinds of learning as possible. ◦ Different ideas  Try to think of a wide range of different kinds of learning (games vs. languages, etc.). ◦ Many ideas  Go for as many ideas as possible. Stand and share. Sit when your ideas have been reported out. 12

13. Individual Brainstorming From your list, select four things you learned “outside of school” about which you have the most to say. For each of the four things, list ideas you’d use to develop each one. Then, select one topic that you seem to know the most about. Now further develop that topic. ◦ Select specific examples or anecdotes. ◦ Give all the details of those examples and anecdotes (elaborate). ◦ Be sure you know why what you learned is important to you. 13

14. Narrow the topic. Make sure that your topic isn’t too broad. We’ll start with a very broad topic ◦ Global Issues How can you tell that Global Issues is too broad? 14

15. Narrow the topic—step 2 List different Global Issues (e.g., poverty, pollution, human rights violations). Select one of those issues (e.g., pollution). ◦ List subtopics for the selected issue (e.g., air, water, noise, soil). Select one of those subtopics (e.g., air). ◦ List subtopics for that issue (e.g., emissions, fossil fuels, SUVs). Have you found a topic you can develop specifically? If not, continue the process. 15

16. Narrow the topic—step 3 Now practice again, with a different topic. We’ll start with a broad topic ◦ Sports or activities How can you tell that Sports or Activities is too big? 16

17. Narrow the topic—step 4 List different sports or activities. Select one of those sports or activities. ◦ List subtopics for the selected sport or activity. Select one of those subtopics. ◦ List subtopics for that issue. Have you found a topic you can develop specifically? If not, continue the process. 17

18. Practice drafting and writing: You should have narrowed your topic. ◦ School is not the only place to learn. Write a multiple- paragraph letter to a teacher in which you identify something you remember learning outside of school and explain why this has been important to you. Write several paragraphs on your narrowed topic. ◦ Select specific examples or anecdotes. ◦ Give all the details of those examples and anecdotes (elaborate). 18

19. Read for conventions. ◦ Basic spelling (including homonyms) ◦ Capitalization ◦ Punctuation  Periods (run-togethers), apostrophes (possessives), commas, question marks especially in rhetorical questions ◦ Subject-verb agreement, particularly number agreement with “their” (pronoun referents and verb agreement) ◦ Complete sentences ◦ Paragraphing ◦ Conventions on your own personal list in your folder 19

20. Checklist for Expository Writing My essay or letter will explain successfully if I select specific, relevant content and organize my writing well. That means I should   follow the directions given in the writing prompt;   narrow my topic;   stay focused on the main ideas;   elaborate by using reasons, well-chosen and specific details, examples, and/or anecdotes to support my ideas;   include information that is interesting, thoughtful, and necessary for my audience to know;   organize my writing with an introduction, supporting paragraphs with main points and elaboration, and an effective conclusion;   organize my writing in effective paragraphs; and   use transitions to connect my ideas. 20

21. Checklist for Expository Writing, continued My essay or letter will explain successfully if I demonstrate an effective style. That means I should   show that I care about my topic by writing in a voice appropriate for my audience and purpose,   use language that is appropriate for my audience and purpose,   use specific words and phrases that help the reader understand my ideas, and   use sentences of varied length and structure. 21

22. Checklist for Expository Writing, continued My essay or letter will explain successfully if I follow conventions in writing. That means I should   follow the rules of Standard English usage,   spell words correctly,   use correct capitalization,   use correct punctuation,   write complete sentences, and   indicate where new paragraphs begin. 22

23. Practice choosing a topic. On day one, you learned different ways to choose a topic. Now practice! Brainstorm different topics for this prompt. ◦ Imagine that you had the chance to meet anyone in the world. Write a multiple paragraph letter to your teacher explaining why you would like to meet that person. 23

24. Practice narrowing that topic. Pick two people you know the most about and list reasons and details to support these choices. Narrow the topic to the one that seems to work best for you. Remember the prompt— ◦ Imagine that you had the chance to meet anyone in the world. Write a multiple paragraph letter to your teacher explaining why you would like to meet that person. 24

25. Two Ways to Organize You have practiced how to choose a topic today. You have practiced how to narrow a topic today. Now you’ll learn two ways to organize all those ideas. ◦ List, group, label ◦ Order of importance 25

26. List, Group, Label Form groups of four. In your group, tell each other the names of the people you thought you’d like to meet. Choose one topic per group. Start with that student’s list and add more words or phrases that relate to the topic. Use sticky notes and write one word or phrase per note. Group the words you have listed by looking for those that have something in common. 26

27. List, Group, Label, continued Once you have grouped your words, decide on a label or name for each group. Decide on a focus for your topic and write a sentence (thesis statement). Look at your groups and decide which groups fit with your thesis and which to throw out. Number the groups that fit in a logical order to create an organizational structure for writing. 27

28. Order of Importance Refer to your groups from List, Group, Label. Think about another way you might organize your paper. ◦ From most important to least important ◦ From least important to most important Which is the most effective? Order of importance is another way to organize! 28

29. Reflect What have you learned about organizing your writing before you begin? Be sure to put the date on all pieces of writing. 29

30. Practice Prompt One Over the years, humans have benefitted from inventions (as simple as a zipper and as complex as a computer or space ship). Write a multi-paragraph essay for your teacher in which you name an invention that has had an important impact, and explain why it is an important invention. Choose a topic related to the prompt, narrow it, brainstorm ideas, organize ideas, then write an essay. 30

31. Read for conventions. ◦ Basic spelling (including homonyms) ◦ Capitalization ◦ Punctuation  Periods (run-togethers), apostrophes (possessives), commas, question marks especially in rhetorical questions ◦ Subject-verb agreement, particularly number agreement with “their” (pronoun referents and verb agreement) ◦ Complete sentences ◦ Paragraphing ◦ Conventions on your own personal list in your folder 31

32. Remember Use what you’ve already learned about ◦ choosing a topic ◦ selecting the one you know most about ◦ narrowing the topic ◦ organizing ideas ◦ checking for conventions 32

33. Write on-demand. Write to this prompt. ◦ By the time you are a sophomore in high school you have been in many different classes. Think about a memorable class. Write a multiple-paragraph letter to a teacher explaining why that class was memorable. You may use a commercially published thesaurus and dictionary in print form. 33

34. Read for conventions. ◦ Basic spelling (including homonyms) ◦ Capitalization ◦ Punctuation  Periods (run-ons/fused sentences), apostrophes (possessives), commas, question marks (especially in rhetorical questions) ◦ Subject-verb agreement, particularly number agreement with “their” (pronoun reference and verb agreement) ◦ Complete sentences ◦ Paragraphing 34