1. INTRODUCTION AND GUIDED PRACTICE
AECR WRITING STRATEGY
INTRODUCTION AND GUIDED PRACTICE

2. AECR WRITING STRATEGY
AECR provides strong paragraph structure as an answer to a constructed response or in support of a thesis statement.

3. The AECR Structure A= Assertion E= Evidence C= Commentary
R=Restate/Reflect/Relevanc e

4. A=assertion
This is the topic sentence that relates back to the thesis or prompt.
Here, you make an argument, state your claim, or explain something.
It is a clearly stated expression of purpose.

5. E=EVIDENCE
This is the EVIDENCE FROM THE TEXT that supports your assertion.
Here, you back it up (not on the dance floor).
The amount of evidence required depends on the prompt.

6. C=COMMENTARY
This is the commentary on the fact, that connects it to the assertion and answers the question “so what?”
Here, you connect your evidence to your assertion and explain why it’s important.
The amount and type of commentary required depends on the prompt.

7. R=RESTATE/reflect/relevance
This is where you wrap it up by…
RESTATING the assertion,
REFLECTING on the assertion, or
commenting on the RELEVANCE of
the response.

8. R=RESTATE/reflect/relevance
How did the evidence and commentary you provided support your assertion?
If this is a multi-paragraph essay, how does your assertion prove your thesis?

9. In Speak, the author captures a teen girl’s voice through her use of diction, syntax, and imagery. For example, Anderson uses imagery in the phrase “reconstituted dried mashed potatoes and gravy, a damp green vegetable, and a cookie.” This description allows the reader to picture what her lunch looks like. In addition, the sentence “I followed the Basketball Pole into the cafeteria” shows both diction and syntax. The diction is informal by the use of the metaphor “Basketball Pole.” The syntax is short, simple because of the one independent clause in the sentence. In conclusion, we can infer that Melinda is a typical teenage girl who uses sarcasm to describe her first experience in high school.

10. “ATTACKING THE PROMPT”
Explain how Jim Crow laws and practices deprived American citizens of their civil rights. Use evidence from the two informational texts.

11. AECR GROUP RESPONSE
You will construct a well-written AECR PARAGRAPH in response to a PROMPT.
Here’s how you will WORK AS A GROUP to compose your response:
COLLABORATIVELY AS A CLASS
INDIVIDUALLY –
CITE A SPECIFIC JIM CROW LAW
COLLABORATIVELY AS A GROUP

12. HINT: DEFINE THE TERM JIM CROW IN YOUR TOPIC SENTENCE.
ASSERTION (MODELING)
HINT: DEFINE THE TERM JIM CROW IN YOUR TOPIC SENTENCE.
Explain how Jim Crow laws and practices deprived American citizens of their civil rights. Use evidence from the two informational texts.

13. AECR GROUP RESPONSE
You will construct a well-written AECR PARAGRAPH in response to a PROMPT.
Here’s how you will WORK AS A GROUP to compose your response:
COLLABORATIVELY AS A CLASS
INDIVIDUALLY –
CITE A SPECIFIC JIM CROW LAW
COLLABORATIVELY AS A GROUP

14. AECR GROUP WRITING
You will have 15 MINUTES to construct your group AECR response.
Be sure to use TEXT EVIDENCE from the SHORT STORY!
Add EFFECTIVE, THOUGHTFUL COMMENTARY!
COLLABORATIVELY AS A GROUP
INDIVIDUALLY –
CITE A SPECIFIC JIM CROW LAW
COLLABORATIVELY AS A GROUP

15. AECR RUBRIC ANALYSIS TAPE your AECR STRIPS in the correct order.
Grab a few STICKY NOTES and a PEN or PENCIL.
Rotate around the room INDEPENDENTLY and SILENTLY… until the music stops!
READ and ANALYZE
each AECR response using the
provided RUBRIC .
When you return to your ORIGINAL
AECR, review your FEEDBACK and
discuss ideas for REVISION!

16. CLOSURE: SELF-ASSESSMENT
FIST to FIVE:
How confident
are you with
constructing
EFFECTIVE
AECR
responses?
Ehhh, I need help!
I’m a PRO!