Monday

 Today we are going to begin/continue informative essays. We will be looking at a national informative speech and reading the essay "Campus Racism 101". I will also be giving you a handout on “The Elements of Effective Expository Writing”.

Unit Learning goal: Students will be able to research, write and perform an original expository essay that informs or explains some idea, task, or problem of the student’s choice.  

 

Scale/Rubric relating to learning goal:

4 – The student can write and perform an original expository speech that both informs/explains and persuades some idea or problem of that the student is interested in.  The writing and performance are both exemplarily effective. 

3 – The student is able to write an original expository speech that informs or explains something that the student is interested in.

2 – With some direction/help from the teacher the student is able to write an original expository speech that informs or explains something that the student is interested in.

1 – Even with help from the teacher the student is unable to write an original expository speech that informs or explains something that the student is interested in.

Students will be able to

1) Write a hook, thesis statement, and order of development

2) Organize an essay according to introductory paragraph, body paragraphs and conclusion

3) Write a proper conclusion

4) Use specifics to back up ideas

5) Use the order of development as a map for the essay

6) Cite sources according to proper MLA format

7) Deliver a speech by making eye contact, using proper pronunciation and effective enunciation, and avoiding the use of “uhms” or other filler words or sounds.

 

Anchor Text(s)/Additional Instructional Resources:

 

Handout – “The elements of effective expository writing”

Sample Essays: “Campus Racism 101” – Nikki Giovanni; “The Truth About Lying” – Judith Viorst; “Pain” – Diane Ackerman.

ESSENTIAL CONCEPTS:

 

How do you inform someone about an issue, or explain to someone how to do something?  What makes a speech effective?  What are you passionate about?   How can you show that to someone?  

 

Essential Questions:

 

What makes a good hook?  What makes a strong thesis statement or conclusion?  What makes a memorable essay or speech? 

MLA

1) Last Name/First Name of Author
2) Title of article or title of webpage
3) Title of book or website
4) Place of publication
5) Publisher
6) Date of publication
7) Page number
8) Source of publication (example: Web, Print, DVD, etc)
9) (Internet) Date of access.

go here for sample MLA Citation pages or in-text citations.

Here are two short - but decent - videos are in-text citations and works cited page

Go HERE and Also go here for an additional video on WORKS CITED PAGE 

The best place to go for help with MLA structure or any other essay question is Purdue OWL online.

For Parallel Structure go HERE

Intro:

*Immediately engage reader (attention getter)

·       get the reader “in the ballpark”

          *Establish context (topic of essay)

·       usually 2-3 sentences narrowing down to the point of the paper

·       cite your source with title and author (if using one source)

          *Strong & complete thesis statement

Body:

*Begin paragraphs with a clear, concise topic sentence

·       *Use concrete details (CD)

·       these include facts or quotes

·       cite sources when necessary (simplified: such as author’s last name & pg #)

·       *Create insightful commentary to support concrete details (2-3 comments per CD)

·       shoot for at least 2 CD per paragraph (+ commentary)

        

                    

Conclusion:
       *Transition into summary of key points

*Restate thesis (say it another way!)

*Refer back to the attention getter and tie things up

       *Answer “So what?”

·       Leave reader feeling persuaded or at least challenged

·       This personal comment can include a universal observation
(a prediction), a call to action (a recommendation) or a scare
(a veiled threat)

Suggested sentence starter for commentary:

        “This shows that…” (eventually teach kids to eliminate it)

        “This proves that…”

“This demonstrates that…”

 

Suggested sentence starters for conclusion:

        “We need to…”

        “It’s our responsibility to …”

        “It’s important to…”

        “In order to______, we must…”

        “It would be to our benefit to…”

Encourage:
        Incorporate transitions           
        Use high-level vocab

Vary sentence patterns          
Create a strong “voice”

   

*The number of paragraphs and the organization of the essay will vary.

 

 

Expository Essay Rubric

	Thesis	Organization	Evidence (Concrete Details)	Analysis (Commentary)	Style/Audience	Conventions
4	The thesis statement is clear, well-developed and relevant to the topic.  It is engaging.	Transitions within and between paragraphs flow smoothly	There are three well chosen, concrete details/evidence from the text in each paragraph. ** The concrete details support the thesis	All commentary synthesizes and supports the thesis statement. **	The style is engaging and effective	The essay contains few if any errors in the conventions* of the English language
3	The thesis statement is clear and relevant to the topic	There structure within paragraphs is easy to follow	There are two to three details from the text.  The details support the thesis.	Some or most of the commentary explains concrete details and supports the thesis	The style is appropriate for an academic paper	The essay contains some errors in the conventions of the English language.  Errors do not interfere with the reader’s understanding of the essay.
2	The thesis is not relevant to topic or is not clear	The essay is missing an introduction, body or concluding paragraph	There are some concrete details.	Commentary is either unclear or irrelevant and does not support the thesis	They style is sometimes appropriate for an academic paper.	The essay contains several errors in the conventions of the English language.
1	No Thesis	Little organization.	No concrete details	No commentary	Style is not appropriate for an academic paper.