1. Mount Pearl Senior High Writing 2203
Unit 1: Expository Writing & Transactional Skills

2. The Writing Process

3. Getting Started: The Writing Process Pre-writing: Brainstorming Ideas
Drafting: Writing thoughts in paragraphs
Revising: Modification of organization, editing of grammar, spelling, mechanics
Publishing: Final Copy for sharing

4. Topic for the Day - Brainstorming
“Should level I students have to share lockers at MPSH?”
Think about:
The factors that have negative effects
The factors that will lead to positive \influences/results or benefits
The factors that caused the administration to make this decision

5. Free Write # 1
Using the prompt from the previous slide, write whatever thoughts you have on the topic.
You do not need to write in complete sentences but you cannot lift your pen from the paper you have been given.
You do not need to write in paragraphs – you can use thoughts, phrases, sentences, thought balloons as your mind continues to think about who you are/will become.
The important thing is to focus on the topic in any manner, and to write for 10 uninterrupted minutes.
I will tell you when to start and stop. You must continue to write/jot ideas during the process. 5

6. Topic for the Day - Drafting
Should level I students have to share lockers at MPSH?
Using the thoughts created in the free write, organize your ideas in a coherent manner so that at least two unified paragraphs can be written on this first topic. Use the brief outline on the next slide to help.

7. What caused the situation?
ORGANIZING
What caused the situation? 1. 2. 3.
What will be benefits or issues caused by the situation? How will I be influenced/affected?

9. What are the lettuce, tomato, cheese and meat of the paragraph?
Evidence and details on the same main idea as the topic sentence (4-5 sentences of it)

11. Writing
Paragraph 1:
Using the above details, explain what the reason might be for students in Gr. 10 having to face this situation.
Paragraph 2:
Develop the possible benefits and or negatives and how they will influence your year as a Level I student at MPSH.

12. Remember: All well constructed paragraphs begin with topic sentences, use transitions to create flow of ideas and contain information on the same topic.
Exposition requires detail or evidence to develop each of those ideas. Focus on this as you write your two paragraphs on your own paper. Be prepared to submit the paragraphs at the end of the class along with your “free write work”.
Good Luck!

13. Topic for the Day – Sharing and Editing
“Should level I students have to share lockers at MPSH?”?”
Common Writing Issues
Poor Spelling
Poor Sentence Structure
Inaccurate punctuation
Weak Unity (thesis statement) and Coherence (flow and transition)

14. Structural Challenges: What’s in the brain is not always what’s put on paper!!!!

15. How to Create Unity (oneness) – plan the paragraph
Function of organizing sentences:
Topic Sentence: The opening sentence of a paragraph which expresses its main idea. Most paragraphs contain a topic sentence. (Resourcelines 9/10, p. 89)
Concluding or Clincher Sentence: A final sentence of a paragraph which restates the main idea of the paragraph, bringing the paragraph to a strong conclusion and reinforcing unity (oneness of thought). (Resourcelines 9/10, p. 89)

16. Types of Evidence/Detail
Statistics
Authorities
Brief Narratives
Description
Example
Analogies

17. Unity, Emphasis and Coherence
Unity – everything in the paragraph/essay contains only relevant information to the paragraph/essay (oneness of idea).
It includes:
the basic organization of an essay with a thesis supported by relevant details
the basic organization of a paragraph with a topic sentence supported by relevant evidence
the use of clincher sentences, closing by return and thesis restatement
the establishment of one point of view which is carried throughout the essay

18. Coherence
Coherence
hanging together. It includes the arrangement of ideas in logical order or proper sequence and the relationship of ideas (Connectives or transitions show smooth carryover of ideas. Pronouns can as function as connectors in this manner.) It is achieved through:
Transitions
words or phrases that help to achieve a smooth carry over within and between sentences, paragraphs, and sections of writing.
Pronoun reference
using a pronoun to refer to a noun in an earlier phrase or sentence to show linkage of idea without being monotonous or awkwardly repeating nouns.

19. Emphasis
Emphasis
the means by which important elements are made to stand out in a paragraph or essay.
It includes:
Forceful topic sentences
Effective topic sentences (clincher sentences)
Placement of key ideas near the beginning and end
Elaboration with supporting details
Comparison and contrast
Purposeful repetition of words and phrases
Repetition and restatement of sentences
Parallel Structure
Repetition of Words Key Word or Synonyms (words with similar ideas)

20. Topic for the Day – Revising and Publishing
“Should level I students have to share lockers at MPSH?”
Using the final checklist for sentence fluency, word choice and voice, evaluate the two paragraphs again.
Return the paragraphs and the revising sheet to the writer.
Rewrite the paragraphs for a final time. Writers should then return ALL (3) editing checklists to editor(s).
Submit the final and the first copy/write to teacher; place brainstorming/free write, grammar sheets in your journal.

22. Common teaching/editing symbols to indicate errors in writing
// Str Parallelism neede needed
? Unclear meaning
^ Word/information omitted from sentence or phrase
≠ “Does not mean”
→ Indent new paragraph
← No new paragraph
Agr Agreement issue (of subject & predicate/of subject & verb)
AWK Awkward construction of sentencing
Punct. Punctuation error
Red. Redundancy
R-on Run-on sentence
SF Sentence fragment
SP Inaccurate spelling
WW Wrong word in context