Write Right

Sentence Fluency

Effective writing has a rhythm—a flow/ Write sentences that can be read aloud without difficulty or awkwardness.

Definition: Sentence fluency is about the sound and rhythm of language. The way in which sentences are woven together affects not only the overall tone and voice of a piece—but also. The clarity and therefore, meaning. A narrative piece may have a poetic, almost musical sound, with syntactic emphasis like drumbeats. A business or professional piece may rely on short, direct, succinct sentences to relay the message in the most efficient manner possible: We have exhausted out supply of ink cartridges. Please let us know at your earliest convenience when we may expect a new shipment. As with any of the traits, sentence fluency is context-sensitive. It varies with the writing landscape—the writer’s purpose and audience. In this unit, students will have a chance to explore the ways in which fluency, the craft of shaping sentences for sound and sense, influences meaning and voice in a variety of situations.

Informational/expository writing: Frequently, informational writers are called upon to define or clarify difficult or complex concepts to help uninitiated readers explore new topics with confidence and increased understanding. Sentence fluency helps make meaning clear. Sentences of reasonable length that present only one major new concept each make learning manageable by breaking a large concept into “bite-sized” chunks of information.

Persuasive writing: Persuasive writing depends upon a convincing argument that resonates with readers. That argument must have continuity so that each point the writer makes connects to the main argument or to other supporting evidence. The way sentences are crafted forges strong links between sentences, paragraphs, and broader ideas, creating continuity that makes an argument compelling.

Personal/narrative writing: Personal/narrative writing is not just about sharing information. It is also about entertaining readers or giving them insight about themselves or about life. This writing lends itself to being read aloud. The sound on the page, the flow of the words, is part of what makes such writing effective and memorable. Writers here have a chance to be creative with sentence fluency.

Business/professional writing: Busy people within the world of business need to take in information quickly—but it needs to make sense. Well-crafted sentences help business readers meet this goal by presenting information in a direct, succinct manner. Each sentence carries its own weight in making the message clear.

Name

Want for Christmas

Sports you are in

Talents that you have

Places you have been

Why you should be elected for class president

Family

Friends

Groups or organizations that you are a part of

Pets you have had

How you contribute to your class

Reasons you should drop out

Favorites

Knowledge you have

Video Games you play

Ways you spend your free time

Goals

Favorite foods/brands/

Future plans

Critical Thinking

1. What is the author’s purpose in writing this text (article)?
2. What is the single most important question (or problem or issue) in this text?
3. What is the single most significant information or data in this text?p
4. What is the single most basic concept (or theory or idea) in this text?
5. What is the most fundamental assumption of this text?
6. This article represents the point of view of somebody who believes what?
7. Does the article contain mostly facts or opinions? What facts or opinions?
8. Is the article objective or biased?
9. Are facts from a reliable source?
10. Are facts used in a way that is appropriate?
11. Who wrote this?
12. What organization published this?
13. What is missing? Are important facts, points of view, opinions left out?
14. Do I agree with this article?

Pick a story from here. Copy the script. Add the items in the below chart to each sentence.

Special Assignment that we can do for Wes

National History Day website

Wes is entering an essay contest. He would like some feedback. How could his writing be improved? Give him help.

The essay needs a Theme: Exploration, Encounter, Exchange [Note: This theme is predetermined by the contest organizers]

The essay needs a Topic: ??? [Wes has yet to name his "topic"]

The essay needs a Title: ??? [Wes has yet to create a "title"]

The questions in this bullet list must be answered throughout the essay. Your essay will answer these questions about your topic.

• How was my topic significant in history in relation to the NHD theme?
• How did my topic develop over time?
• How did my topic influence history?
• How did the events and atmosphere (social, economic, political, and cultural aspects) of my topic’s time period influence my topic in history?
• Why is my topic important?

Thanksgiving Day Limerick

A limerick is a short, funny poem. It has five lines.

1. 8 syllables
2. 8 syllables
3. 5 syllables
4. 5 syllables
5. 8 syllables

The eight syllable lines rhyme with each other. The five syllable lines rhyme with each other.

Do this: Make a handprint turkey. Trace your hand, then write the words to the poem on the line traced line.

You must predict how a conversation will go. You will write script that explains information and asks questions. The sophomores are selling Saver Cards. They need local businesses to participate. Someone from the school will phone each business. What should that person say?

You are trying to predict all realistic questions and responses that businesses could give you and then write a reply for each of those responses.

Five questions equals a C. Seven questions equals a B. Nine questions equals an A. The questions may be asked from either the school employee making the call or from the business that is receiving the call. Put all questions in bold font.

Hi [name of person or business], this is [your name] from the high school. The sophomore class is doing a fundraiser, and we’d like you to participate. Sophomores are raising money for their prom in two years. We’re selling Saver Cards to the public. Do you know what saver cards are?

If no:

If yes:

What questions need to be asked? All questions from the school employee need to be YES / NO questions. How does the school representative respond to a "yes" answer from the business, to a "no" answer from a business. The goal is for the company to participate with the Saver Card program. You must (1) get them to sign up, (2) prevent them from hanging up.

If they agree to be on the card, please

• offer to send them a new contract to sign
• if they cannot find the information we already sent. Let me know and I can get a contract out to them.
• Record the deal and who you were talking to.

If they decide not to participate, thank them for their consideration.

Must leave call back number (school's number)

What to say if they request time to consider offer?

What to say if they say the saver card is a stupid idea?

What questions could the businesses have about the saver cards and how do we respond to that/those question(s)?

Sample:

Blue is what you would say; Red is what the business could say:

1. Do you know what the Saver Card program is?
   1. Yes, I know what it is
   2. No, what is it?
2. Yes, I want to participate in the Saver Card program
   1. I know what to do.
   2. What do I need to do?
3. What offer will your business provide?
4. What offers are other businesses providing?
5. No, I do not want to participate in the Saver Card program
   1. The program is not worth my time
6. I did not make money the last time I participated in the program

The SAVER CARD will list an offer from your business. All offers are listed on the plastic, wallet-sized cards. There is NO cost to the area business; we just ask that you honor the offer for 12 months starting in January of 2016. You decide what the offer is and the frequency the offer can be redeemed. The best type of offers are those that do not limit the customer to one type of item; however, we will entertain putting any offer you wish on the card. If we have more offers than can be listed on the card, we will pick the offers we feel will help us sell the most cards and ultimately make the most money for our group.

Offers that have been done in the past that have been great in helping sell/promote Saver Cards:

• Take 20% off total purchase
• Take 10% off total purchase
• Take $1.00 off a combo order
• Take $0.05 off a gallon of gas
• Buy a sandwich, get a 2nd one free
• Buy a large specialty pizza, and get a Medium 1 topping free

Anti-Telemarketing Script

24 sentences that can be added to pretty much any paragraph:

1. Topic sentence: the main idea of the paragraph written in one sentence
2. Short: a short, concise sentence of your topic
3. Long: a long, wordy version that over-explains your topic
4. Example: Give an example of what you are describing, use the words "for example" in this sentence
5. Literal Description: (Do NOT use the words like or as) Explain your topic by what it feels, smells, tastes, sounds, or looks like; all of these are literal descriptions (figurative descriptions are next)
6. Figurative Description: Use a simile, metaphor, exaggeration, understatement or irony
7. Announce: Announce to audience what is next, Pay attention to these next steps. Or now I would like to discuss the importance of [topic]. Or At this point I will give an example of [topic].
8. Evaluate: Tell what is the worth or value of the topic (this could be literal as in the actual dollar cost of your topic or could be figurative as in your topic represents liberty, skill, recognition, safety, tradition, wealth, independence, knowledge, harmony, citizenship, love, faith, health, etc.)
9. Interpret: Explain how the topic is either good or bad for the reader
10. Predict: If this topic is the cause of something, what then will be the effect
11. Solution: Your topic is a solution; your reader has a problem; your topic is the solution to your reader's problem; so . . . describe the problem that your reader has and then reveal that your idea will solve that problem--be creative, invent a problem, use imagination, keep it real
12. Opponent: If somebody thought idea was bad, what might they say about your idea
13. Response: How would you respond to what that negative person in #10 just said
14. Slogan: Summarize your topic into a few syllables that an angry mob could shout
15. Answer: Predict a question a reader might have then answer that question
16. Connection: Connect this topic to the overall message of your writing: (A) Your paper is on one topic. (B) That topic is divided into subtopics. (C) The paragraph you are writing is on one of those subtopics. (D) Go out of your way to explain to the reader how the subtopic is connected to the main topic
17. Vividness: Bring life to your topic; bring vigor and excitement: Good writing captures imagination, appeals to senses, creates mental pictures
18. Exaggerate: emphasize or enlarge the action, emotion, or other qualities of your topic (hyperbole is extreme exaggeration that creates humor or irony)
19. Understatement: deliberately diminish or lessen the importance of the topic (also is done for irony or humor)
20. Repetition: Say something more than once; it means to say something more than once (repetition does not change words)
21. Restatement: Paraphrase what was already stated; repeat key information, key information must be restated (restatement does change words)
22. Parallelism: Repeat words, phrases or sentences to emphasize an idea: Good writing must repeat. Good writing must restate. Good writing must parallel. [Ok, so "parallel" is misused, but you get the point.]
23. Rhetorical Question: Ask a question that can be answered in many ways that each depend upon a person's opinion, AND no real answer is expected to be given; the speaker is making a point, not looking for information. Know what I mean?
24. Transition: Use the keywords of this paragraph and the next paragraph in one sentence

First Report:

INSTRUCTIONS: Persuade us in writing to agree with your thesis. Title your report: First Report.

You must use at least one source of information. You must document that source--but you are NOT graded on how well or wrong your documentation is. Due tomorrow. Do quality work.

You have no other instructions. I will give no other instructions. I want to see what you do.

Editorial/Political Cartoon Assignment

Instructions:

1. Locate an editorial/political cartoon (these are found on the editorial/op-ed pages of newspapers, and some reprints of editorial cartoons can be found in some newsmagazines such as Newsweek). These do not appear on the traditional comics pages of newspapers. Also, please do not use a cartoon from the student newspaper for this assignment.
2. Paste the image of the cartoon on a document. Please choose one that you understand, including the issue/issues to which it is referring; if you do not, it will be difficult for you to write a paragraph about it.
3. In 300 words, tell
   1. where you found the cartoon (name and date of publication and page or web address where found)
   2. who drew it (if the creator’s name is evident) and
   3. describe what your cartoon is about.
   4. What political or social statement is the cartoon making?
   5. How is that statement made?
4. In your opinion, does the cartoon communicate its statement effectively?

https://www.eztestonline.com/14647657/index2.tpx

Create an Account: https://shop.mheducation.com/store/services/loginview

The Top 100 Conservative Websites

Liberal, Conservative, Non-Partisan Sites

Link to 6 Traits

Statement of Reasons Report

Instructions

Write a thesis. Give three reasons why thesis should be done. Prove each reason by using two facts.

Paragraph One

• State your thesis as a complete sentence (not as a question)
• State your three reasons
• You use no parenthetical documentation or footnotes in the introduction
• State what you will concede (what you will not argue and accept as true)
• Explain what the key words in your thesis mean
• History of topic: please explain past items that are relevant to your argument

Paragraph Two (Reason #1 + Proof A)

• State your first reason
• Explain what you mean when you "state your first reason"
• State your first fact
• Explain where that fact/information comes from
• Explain how the fact relates to your reason
• Explain how the fact relates to your thesis
• Write a sentence that transitions into your next paragraph

Paragraph three: (Reason #1 + Proof B) repeat instructions for paragraph two

Paragraph four: (Reason #2 + Proof A) repeat instructions for paragraph two

Paragraph five: (Reason #2 + Proof B) repeat instructions for paragraph two

Paragraph six: (Reason #3 + Proof A) repeat instructions for paragraph two

Paragraph seven: (Reason #3 + Proof B) repeat instructions for paragraph two

Paragraph eight: Conclusion:

• Do not add new information
• do not use quoted material
• summarize the main points of your research paper
• repeat your thesis
• rewrite your introduction but put the sentences and main ideas in reverse order.

Grade for Statement of Reasons Report

Each item is worth one point

1. Report has eight paragraphs
2. Report has an introduction and a conclusion (a last paragraph is not a conclusion)
3. Paragraph two has at least four sentences
4. Paragraph three has at least four sentences
5. Paragraph four has at least four sentences
6. Paragraph five has at least four sentences
7. Paragraph six has at least four sentences
8. Paragraph seven has at least four sentences
9. Report uses six facts
10. Report uses facts from four different sources
11. Works Cited page lists sources alphabetically

Google Classroom:

Website: Click Here

Access Code: gbydyge

Grammar Gorilla

Parts of Speech

Amend your report. Have your sentences conform to these rules:

1. In the same paragraph, no two sentences begin with the same word
2. No sentence begins with this, that, these, those, it
3. Do not use the word you or the word very
4. Do not use contractions (isn't, don't, wasn't)

Needs are organized in different ways (1-5 are needs, values are number 6).

1. Herzberg’s Theory of Needs (three types)

Sense of control:

Completion, certainty and winning tell we are getting there

Understanding and consistency help us predict (and hence control) what will happen

Sense of identity:

Belonging to a group gives us the identity of the group

To be accepted into a group we must appear rational and conform to their rules

The esteem of others raises our sense of identity. Everyone likes a winner so we try to be like this

Being able to explain casts us as expert and rational

Sense of novelty:

Boredom and curiosity kick us into action

Achievable challenges stimulate us

2. Kano’s Theory of Needs (two types)

Either (A) doing so will make you satisfied; or (B), doing so will prevent you from becoming dissatisfied

3. Acquired Needs Theory (three types)

Achievement:

Achievers seek to excel and appreciate frequent recognition of how well they are doing. They avoid low risk activities that have no chance of gain. They also avoid high risks with a significant chance of failure

Challenge achievers with stretching goals

Affiliation:

Affiliation seekers look for harmonious relationships with other people. They will thus tend to conform and shy away from standing out. The seek approval rather than recognition

Offer affiliation-seekers safety and approval

Power:

Power seekers want power either to control other people (for their own goals) or to achieve higher goals (for the greater good). Seeking neither recognition nor approval from others -- only agreement and compliance

Beware of personal power-seekers trying to turn the tables on you or use other Machiavellian methods. Make sure you have sufficient power of your own, or show how you can help them achieve more power

4. Maslow’s Heirarchy of Needs (from simple to complicated)

Self-actualization needs are to 'become what we are capable of becoming’, to find your ultimate potential

Esteem (respect) needs are for a higher position within a group. If people respect us, we have more power.

Belonging needs introduce our tribal nature. If we are helpful or kind to others they will want us as friends.

Safety needs are about putting a roof over our heads and keeping us from harm. If we are rich, strong and powerful, or have good friends, we can make ourselves safe.

Physiological needs deal with human body maintenance. If we are sick, nothing matters until we recover.

5. Murray’s List of Needs (different categories)

Achievement: To accomplish difficult tasks, overcoming obstacles and becoming expert

Affiliation: To be close and loyal to another person, to have friendship and attention

Aggression: To forcefully overcome an opponent, control, revenge, punishment

Autonomy: Freedom from constraints, coercion, and authority. Be irresponsible, independent

Counteraction: To make up for failure by trying again

Defendance: To defend oneself against attack or blame, hiding any failure of the self

Deference: To admire a superior person, praising them and following their rules

Dominance: To control one's environment or people through command or subtle persuasion

Exhibition: To impress others through one's actions and words, even if these are shocking

Harm avoidance: To escape or avoid pain, injury and death

Infavoidance: To avoid being humiliated or embarrassed

Nurturance: To help the helpless, feeding them and keeping them from danger

Order: To make things clean, neat and tidy

Play: To have fun, laugh and relax, enjoying oneself

Rejection: To separate oneself from a negatively viewed object or person, excluding or abandoning it

Sentience: To seek out and enjoy sensual experiences related to sight, sound, touch, taste, and smell

Succourance: To be loved, nursed, helped, forgiven and consoled

Understanding: To be curious, ask questions and find answers

6. Values Although values and needs are not the same, values come from needs.

1. achievement
2. aesthetics
3. altruism
4. autonomy
5. creativity
6. mental health
7. honesty
8. justice
9. knowledge
10. love
11. loyalty
12. morality
13. physical health
14. physical looks
15. pleasure
16. power
17. recognition
18. religious faith
19. security
20. skill
21. wealth
22. wisdom
23. freedom
24. liberty
25. independence
26. resilience

How to write a scholarship essay

1. Respond to EVERY item in the prompt (the instruction for what the essay is to be about)
2. Use concise, simple language
3. Conclusion first--state the most important information up front
4. Be personal--It is YOU who are receiving the money they are giving out; they need to know who YOU are
5. Brag about yourself in a way that is humble, NOT in a way that is arrogant; simply state as examples the successes you had
6. Use paragraphs, complete sentences, proper grammar
1. Have other people read it. IF that person says, “yeah, that looks pretty good,” THEN find someone else who will actually help you improve your letter

Smarter Balance Assessment

• CCSS.ELA-LITERACY.W.11-12.2.A Introduce a topic; organize ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings) when useful to aiding comprehension.
• CCSS.ELA-LITERACY.W.11-12.2.B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, or other information and examples appropriate to the audience's knowledge of the topic.
• CCSS.ELA-LITERACY.W.11-12.2.C Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
• CCSS.ELA-LITERACY.W.11-12.2.D Use precise language, domain-specific vocabulary, and techniques to manage the topic.
• CCSS.ELA-LITERACY.W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
• CCSS.ELA-LITERACY.W.11-12.3.A Engage and orient the reader by setting out a situation, or observation and its significance
• CCSS.ELA-LITERACY.W.11-12.3.B Use narrative techniques, such as pacing, description, reflection, to develop experiences, and/or events.
• CCSS.ELA-LITERACY.W.11-12.3.D Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events and/or setting.
• CCSS.ELA-LITERACY.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• CCSS.ELA-LITERACY.W.11-12.5 Develop writing by trying a new approach, focusing on what is most significant for a specific purpose and audience.
• CCSS.ELA-LITERACY.W.11-12.6 Use technology to produce, publish, and update individual writing products.