Beruflich Dokumente
Kultur Dokumente
Engagement/Purpose
Getting Started
Craft Lessons
Grammer/Usage/ Editing
Revision
Assessment/ Evaluation
Dr. Janet Allen
Writing to Learn
Source: Source: Facts: Facts:
Source:
Facts:
Response: Response:
Response:
Connection: Now that I know: __________________________ __________________________ __________________________ Im interested in knowing: __________________________ __________________________
Dr. Janet Allen
3-2-1 Notetaking
Keeping a record of what stood out for you as you read can help you when thinking and writing about a topic. Use this organizer to note significant words and notes. Then, summarize your reading by noting the main idea for each section of your reading.
Chapter # 1
Tr i p l e E n t r y J o u r n a l
Made me wonder/think about (questions, response, reflections, connections to self/text/world, commentary, etc.) After more reading and talking, I now think...
Response Frame
I chose to read ____________(title of book) which was written by ____________(author) because ________________________ _________________. When I first started reading this book, I thought ________________ ______________ but after reading further, I discovered __________________. The story takes place ___________________ (setting) where the characters ________________ (action). The main problem occurs when _____________________. After that I discovered _____________________________. The problem finally resolved when ________________________ ______________. I can sum up my feelings about this book with one word _____________ because ________________________. If you like a book that _______________, then this is the book for you.
EXPLORE P
Example What was the authors purpose for writing? Why am I reading the text? Language What are the key words/names/places/lines worth remembering?
EX L
Example
This is an example of
what genre/author/style?
O
Relate just read?
R
How can I relate to what I
E
Evaluate What are my ah-has? What questions do I have?
Organizational
Features
What organizational
features or supports
EXPLORE P L
EX
E v e r- Wo n d e r e d ?
First Paragraph Body Paragraph(s) Final Paragraph Text Features
Essay
Title
It sometimes includes...
SPAWN
Sspecial powers Pproblem solving Aalternative viewpoints Wwhat if Nnext
S P A W N
Mouth:
Hands:
Heart:
II. Facts/Details Supporting Argument ________ out of ________ + details used to sway reader/listener. + Facts chosen carefully in order to support position of writer. + Statements are made in a way that activates audience sense of logic and justice. - Details are irrelevant or weak in terms of argument. - Facts could be used in multiple ways and do not support writers position. - Writer unaware of impact on audience and doesnt anticipate arguments.
III. Research ________ out of ________ + Used reliable authorities/experts to bolster argument or position. + used statistics or facts that add weight to argument or position. + Provided logical support for audience in understandable formats (comparison, emotional appeal, illustrations, and examples). - Lacked any support from experts or authorities to bolster argument. - Statistics and facts were vague, inaccurate, and/or misused. - Offered no support to bring audience to writers point of view: examples, illustrations, emotional appeal, comparisons.
IV. Organization ________ out of ________ + Writer/Speaker had a clearly chosen topic and position related to topic. + Writer presented several strong arguments in support of position on topic. + Writer used transition words/statements to hold audience to multiple arguments. + Writer let audience know what he/she hoped audience would believe. + Writer chose clear organizational structure: topic, argument, conclusion. - Writers position in relation to topic is unclear/unstated. - No transitions which left reader unsure of connections between/among points. - Audience left with uncertain opinion about writers position or opinion writer hoped audience would have. - No organizational structure which made persuasive writing seem rambling and unfocused.
V. Grammar/Mechanics ________ out of ________ + Grammar and mechanics were mostly correct and did not interfere with reading or listening. - Grammar and mechanical errors interfered with message of writing or speech.
Comments:
Suggestions: