1. Writing Lesson 27.1
Monday 19 March 2018

2. Ms. Gilpin’s Feedback Flowchart
Look at Thesis. Is it arguable? Does it have all parts?
Look at BTSs. Are they aligned with thesis? Does their organization make sense?
Look at quotes. Do they support their BTSs? Are they technique-focused?
Look at analysis. Does it explain to the reader how these quotes prove the thesis?
If I get to one of the steps and it needs significant changes, I will probably stop and focus my attention there.

3. Calendar Switchup Outline Due 8:00 AM Lesson: Focused Analysis
Week 27
27.1
27.2
27.3
27.4
27.5
Mar 19-23
Outline Due
8:00 AM
Lesson: Embedding Ev.
[Laptops]
Lesson: Intro/Conclu
Lesson: Providing Context
Lesson: Focused Analysis
Rough Draft Due
Bring Paper Copy
Peer Review
Providing Context
Week 27
27.1
27.2
27.3
27.4
27.5
Mar 19-23
Outline Due
8:00 AM
Lesson: Focused Analysis
[Laptops]
Optional Outline 2 Due 8:00
Lesson: Embedding Ev.
Lesson: Intro/Conclu
Lesson: Providing Context
Rough Draft Due
Bring Paper Copy
Peer Review

4. Focused Analysis
After you have verified that your quotes support your BTSs and your BTSs support your thesis, you need to explain WHY.
That’s the analysis part!
You cannot assume that the teacher knows why you have included these quotes.
Explaining/ANALYZING the quotes proves your knowledge and proves your argument.

5. Focused Analysis
Imagine you are explaining this to someone who has a general understanding of technique, but only a very basic understanding of the text.
You don’t need to explain what a simile is.
You do need to (at some point) explain what’s going on in the text.
More on this during our Context lesson tomorrow.
Most importantly, you must SPELL OUT how and why your quote proves your thesis.

6. Focus on TECHNIQUE/HOW
Connect it back to ARGUMENT/SO WHAT

7. Focus on TECHNIQUE/HOW
Connect it back to ARGUMENT/SO WHAT