Course Profile Bridge to English, ESL
Level 5, Catholic
Unit 1: The Art of Persuasion – The Essay
Time: 20 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5 | Activity 6
Students explore, read, evaluate, argue, and write a variety of personal, persuasive, and expository essays which reflect the students’ relationship with literature, the world, and God. Students study the steps involved in producing a coherent, sensitive, and intelligent argument that respects both their own values and ideas as well as those of the Catholic faith. Developing a formal piece of writing is the focus of this unit; however, the art of persuasion, verbal and written, is introduced and revisited in the other units of study. Also in Unit 1, students develop and maintain both a literary glossary of technical terms and a writing folder of their best pieces which will be utilized in each unit of study and evaluated at the end of the course.
Ontario Catholic School Graduate
Expectations: OCSGE 1d, 2b, c, d, 3b, c, d, e, 4a, b, f, g,
5e, g, 7a.
Strand(s): Oral and Visual Communication,
Reading, Writing, Social and Cultural Competence
Overall Expectations: EORV.01, .02,
.03; EREV.01, .03, .04, .05, .06; EWV.02, .03, .04;
ESCV.01, .02.
Specific Expectations: EOR1.01, .02,
.04, 2.01, .02, 4.01, .02; ERE1.04, 2.05, 3.02, .05, 4.01, 02, .03, 04;
EWR1.01, .03, 2.01, .02, .03, 3.01, 3.02, .03.
|
Activity 1 |
The Tools of the Trade – The Writing Variables |
180 minutes |
|
Activity 2 |
Building a Strong Foundation – Brainstorming, Clustering, the Thesis Statement, and the Format Outline |
180 minutes |
|
Activity 3 |
How to Win Friends and Influence People – The Introduction, the Conclusion, and Transitional Devices |
180 minutes |
|
Activity 4 |
Pearls of Wisdom – Using Research and Quotations |
180 minutes |
|
Activity 5 |
The Many Faces of Persuasion – Methods of Development |
240 minutes |
|
Activity 6 |
Making Your Point – The Persuasive Essay |
240 minutes |
· Teachers should plan to introduce the personal glossary of literary terminology and the writing folder early in this unit, so that maximum use of the two tools is made throughout the course.
· The lessons can be more or less teacher-directed, depending on the linguistic strength and maturity of the students. Once the lessons in each activity have been explained, the teacher may use small groups to reinforce these skills if students are sufficiently independent.
· As some of this unit involves the use of print materials from media sources such as magazines and/or newspapers, familiarity with Cancopy restrictions is essential and must be adhered to.
· Greater success will be achieved if the teacher can find and use essays that explore topics of some interest and curiosity to teens, and which allow them to explore the cultural diversity of the class while also incorporating their Gospel values. Careful selections should provide opportunity for students to develop an informed Catholic conscience. Periodicals and the Internet are an excellent source of current issues writing. After establishing a definite criteria, the teacher might consider asking students to bring in essays or articles which they would like to study in class. There are numerous essay anthology and how-to-write texts available. Teachers should try to use, in addition to textbook essays, essays from newspapers and magazines, which not only are often more current in their topic matter, but in the English language as well. For example, national Canadian publications such as Macleans, Readers Digest, Saturday Night, Canadian Living, Elm Street, Toronto Life, as well as specialty magazines such as Catholic Update, Catholic Register, Canadian or National Geographic, People, TV Guide, often present interesting and manageable reading for students.
· The teacher should be prepared to provide additional reinforcement exercises on sentence structure, punctuation, spelling, diction, and verb usage, as essay writing is difficult even for native speakers of English.
· Depending on the strength of the students and the materials available, some activities may be taught concurrently with the media unit, which would complement and enhance the teaching of essay writing.
· Some of the activities, such as Activity 4: Using Research and Quotations, may be integrated into the literature units of study, such as the play or the novel, with students drawing all information from the literature. The persuasive essay in Activity 6 would, therefore, be based solely on the students’ opinions and not on research uncovered at this point.
· The teacher should investigate additional sources of help for students needing additional support. either senior peer tutors or the school Library/Resource Centre, to assist with editing of students’ work or with the use of computers and the Internet.
· A fairly clear grasp of the language, organizational skills, and experience with paragraph writing.
· Some exposure to writing about current issues: political, moral, social, historical, or personal.
· Familiarity with the steps of the writing process, including editing skills.
· Comfortable oral skills in large or small groups for discussion and/or reading and editing work.
· Familiarity with the School Library/Resource Centre, the Internet, and computer software, or a willingness to practise and learn these skills with the help of staff/peer tutors.
Students are given the opportunity to work in small and whole group settings, individually, and/or with a partner. While much of the essay writing material is presented socratically, students have various opportunities for discussion, presentation, review, research, and conferencing. The writing skills include all the steps of the writing process: brainstorming; graphic organizers and charts, note taking; editing; conferencing; paragraph, draft, and essay writing. Computer use is recommended.
A broad range of tools and strategies are incorporated, including collage, checklists, rubrics, exemplars, essay writing, research skills, performance-based tasks, and co-operative group work. Both self- and peer evaluation are used, in conjunction with teacher evaluation.
Bonner, Margaret. Step Into Writing. Don Mills: Addison-Wesley, 1994. ISBN 0-8013-0160-2
Borovilos, John. Breaking Through. Scarborough: Prentice-Hall, 1990. ISBN 0-13-083071-0
Catechism of the Catholic Church. Toronto: Double Day, 1995. ISBN 0-89845-396-8
Conrad, Ronald. The Act of Writing. Toronto: McGraw-Hill, 1995. ISBN 0-07-551829-5
Donaldson, Chelsea. Canadian Student Writer’s Guide. Toronto: Gage, 2000. ISBN 0-7715-1318-6
Gaidosch, Bernie. Common Sense: A Short Guide to Essay Writing. Toronto: Harcourt, Brace and Company, 1994. ISBN 0-03-922903-3
Green, Brian and Sarah Norton. Essay
Essentials. Toronto: Harcourt, Brace and Company, 1995.
ISBN 0-07-551829-5
Kellow, Brian and John Krisak. Essays,
Thought and Style. Scarborough: Prentice-Hall, 1987.
ISBN 0-13-283573-8
Kellow, Brian and John Krisak. Matters of Fact. Scarborough: Prentice-Hall, 1992. ISBN 0-13-560871-6
Kellow, Brian and John Krisak. Prose:
Short Forms. Scarborough: Prentice-Hall, 1990.
ISBN 0-13-715301-5
Reid, Joy M. The Process of Composition. Englewood Cliffs: Prentice-Hall, 1988. ISBN 0-13-723066-6
Reid, Joy M. The Process of
Paragraph Writing. Englewood Cliffs: Prentice-Hall, 1985.
ISBN 0-13-723529-1
Scull, Sharon. Critical Reading and Writing for Advanced ESL Students. Englewood Cliffs: Regents Prentice-Hall, 1987. ISBN 0-13-194010-4
Smith, Peter J., ed. Harcourt Writer’s Handbook. Toronto: Harcourt Brace, 1999. ISBN 0-03-922309-4
Stewart, Kay L., Chris Bullock, and Marian E. Allen. Essay Writing for Canadian Students, with Readings. Scarborough: Prentice-Hall, 1994. ISBN 0-13-512237-6
Internet
Word-processing program
Time: 180 minutes
This activity introduces students to the terminology of writing variables used in the mainstream English classroom. While some of the seven terms used may be a review for them, other terms will be new. Students become familiar with the terminology and understand its importance. Next, students learn to identify these variables in sample writings. They learn how to take care in their selection of particular variables or literary devices so that their writing communicates a message which supports Catholic values and traditions. Finally, students learn to identify writing variables for their own writing in short pieces of writing as well as the culminating activity for this unit. The personal glossary and the writing folder are introduced and maintained throughout the course.
Ontario Catholic School Graduate Expectations
2b - reads, understands and uses written materials effectively;
2c - presents information and ideas clearly and honestly and with sensitivity to others;
2d - writes and speaks fluently one or both of Canada’s official languages;
4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
4f - applies effective communication, decision-making, problem-solving, time, and resource management skills;
5e - respects the rights, responsibilities and contributions of self and others.
Strand(s): Oral and
Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations
EORV.03 - analyse a variety of social contexts to determine the appropriate style of language and non-verbal behaviour to use them in;
EREV.03 - extract information from a variety of texts used in subject classrooms;
EREV.04 - demonstrate understanding of the elements of a range of fiction and non-fiction forms of writing;
EWV.01 - write in a variety of forms, adopting a voice suitable to the intended audience;
ESCV.02 - learn effectively in a wide variety of teaching and learning strategies.
Specific Expectations
EOR1.01 - make effective presentations on classroom topics, with some teacher guidance;
EOR1.02 - express, support, and elaborate a point of view in sustained discussions about classroom topics;
EOR2.01 - monitor their speech for accuracy and correct common grammatical errors;
ERE1.04 - analyse literature and classify it by type and theme;
ERE3.02 - identify characteristic elements in a range of literary genres, including essays, short stories, novels, poetry, and drama;
EWR1.03 - write to analyse, interpret, and evaluate information and ideas.
· Prepare a sample literary glossary for students to see: the duo tang with one alphabetical letter per page format is easy to follow and keep. The literary glossary is ongoing throughout the course. Plan an activity to evaluate this glossary at the end of each unit, e.g., a popular game. Prepare a handout which explains this expectation to students.
· Prepare a handout which explains the purpose, setup, and evaluation of the writing folder. Prepare a sample writing folder or procure one from a previous year to show students. The writing folder is ongoing throughout the course.
· Prepare an overhead transparency of the seven writing variables: Topic, Purpose, Audience, Format, Tone, Style, Point of View (see Appendix 1.1.1). Students add these to their literary glossary. Depending on linguistic ability of class, more elaborate overheads of each variable may also be required (e.g., style - include other terms such as informal/formal diction, colloquialism, jargon, slang, simple/compound/complex sentences, simile/metaphor/imagery, punctuation, research, reference to authority, anecdote, etc. The opening chapters of The Process of Composition and Essay Essentials address these topics.)
· While this activity occurs at the beginning of the course, the writing variables terminology should form a foundation for further examination of literature/media and be revisited during subsequent units of study.
· As some of this activity involves the use of print materials from media sources such as magazines and/or newspapers, familiarity with Cancopy restrictions is essential and must be adhered to. Collect several types or genres of print material props including a religion textbook (e.g., Catechism of the Catholic Church) a Bible parable, novel, essay anthology, short story anthology, a Canadian newspaper or magazine, brochures, how-to manual, cookbook, diary, children’s storybook, teen CD cover, autobiography, biography. It is recommended that a variety of Canadian materials be selected.
· Select several short pieces of writing for photocopying – articles, essays, and letters to editor, from magazines, newspapers, writing, and essay texts, – or use a textbook. Be sure that selected readings are appropriate to the cultural and linguistic abilities of the specific group of students and further develop a strong, informed, Catholic conscience in students. Anthologies such as Matters of Fact; Essays, Thought and Style; Essay Essentials; The Act of Writing; Breaking Through; Critical Reading and Writing for ESL Students offer an excellent variety of essays that respect Canada’s cultural mosaic while reflecting Christian values and beliefs.
· Prepare photocopies of two different types of writing (e.g., an essay and an autobiographical excerpt) for whole class, and four or five other types (depending on class size) for group study and presentation.
· Prepare instructions, checklists, and rubrics for group presentations. (See Appendix 1.1.2.)
· Requisite reading and writing skills equivalent to ESLDO
· Some experience reading each of the genres: short fiction, non-fiction, play, novel, poem, magazine, newspaper, textbook
· Some dictionary and thesaurus skills
· Oral presentation skills
1. The teacher introduces the personal glossary. Students create this glossary using a duotang and organizing the new vocabulary alphabetically, assigning one letter of the alphabet to each page (xyz can form one page). Students are expected to enter new terminology into this glossary, which will be evaluated at the end of each unit. A handout of the evaluation tool to be used at the end of unit (e.g., a popular game) is distributed and discussed.
2. Open with a demonstration of collected print material props. Ask students to identify each one, making a list on the board of the different genres (e.g., newspaper, magazine, textbook, novel, anthology, parable, autobiography, biography, manual, cookbook). Introduce the variable FORMAT.
3. The teacher distributes the props, and introduces the other six variables, one at a time. For example, move to a discussion of AUDIENCE. Ask the students who the audience might be for a particular item, such as The Globe or Mail or other newspaper, and why they might read it. From this point, move to STYLE – the diction used, the amount of print versus visual, charts, lists, dialogue, italics, etc. Compare the children’s storybook to a Globe and Mail article. TOPIC and PURPOSE should follow. Use the cookbook and a novel, Bible parable, or anthology to help students understand the difference between giving information and illustrating a point or theme. Conclude by reading a passage from one of the pieces to establish TONE and POINT OF VIEW.
4. Students copy the overhead transparency into their notebooks and record each variable in their literary glossaries.
5. The teacher selects two of the props and demonstrates all seven variables for each prop. The teacher directs a class discussion of the seven variables for each piece. Students take notes on each variable.
6. Distribute the group work passages for homework, either photocopies or a class anthology. Students use their dictionaries to create a list of new words found in the passages. Students read all of the passages for homework, but determine the writing variables individually for the one passage they will be working on as a group.
7. The teacher introduces the group activity. Students meet and discuss the seven variables for the assigned passage. The teacher reviews how to prepare a class handout and overhead with the groups, as well as how to deliver an oral presentation. Review how to use visual aids, cue cards, and props. Students are given class time to prepare a handout, overhead, and poster of the variables for their given piece.
8. Students complete their presentations at home, including a rehearsal of their oral contribution.
9. The presentations are delivered. When students are discussing purpose and theme, the teacher encourages students to reflect on how these themes respect their Catholic values. For the Church position on issues, students may wish to refer to texts borrowed from the Religion Department.
10. Students highlight key information on their handouts and add new literary terms to their glossaries while their classmates are presenting.
11. A brief follow-up discussion of the strengths of the presentation follows.
· Checklist to monitor process and assess collaboration in groups, Appendix 7 – Group Activity Checklist. (Formative: EREV.03; EOR1.02, 2.01)
· Formal assessment of presentation information, handout and oral skills, Appendix 1.1.2. (Summative: EORV.03; EREV.03; EWV.01; EOR1.01; ERE1.04, 3.02; EWR1.03)
· Assessment of Poster, Appendix 1.1.2. (Summative: EREV.04; ESCV.02)
· Informal assessment of class discussions during lessons and presentations. (Formative: EORV.03; ESCV.02)
· Informal assessment of students’ listening skills during presentations through short multiple-choice quiz on passages presented. (Summative: EREV.03; ESCV.02, ERE3.02)
· Where necessary, select a simpler reading passage, such as a children’s story or cookbook recipe.
· Organize groups with students’ needs in mind.
· More linguistically advanced students should be challenged by being asked to read an essay or formally written article.
· Coach or guide students during presentations to elicit information from them not already shared or well articulated.
Bible parable
Catechism of the Catholic Church. Toronto: Double Day, 1995. ISBN 0-89845-396-8
Conrad, Ronald. The Act of Writing. Toronto: McGraw-Hill, 1995. ISBN 0-07-551829-5
Green, Brian and Sarah Norton. Essay
Essentials. Toronto: Harcourt Brace and Company, 1995.
ISBN 0-07-551829-5
Kellow, Brian and John Krisak. Matters of Fact. Scarborough: Prentice-Hall, 1992. ISBN 0-13-560871-6
Kellow, Brian and John Krisak. Prose:
Short Forms. Scarborough: Prentice-Hall, 1990.
ISBN 0-13-715301-5
Scull, Sharon. Critical Reading and Writing for Advanced ESL Students. Englewood Cliffs: Regents Prentice-Hall, 1987. ISBN 0-13-194010-4
Variety of newspaper and magazine articles, children’s books, cookbooks, manuals
Appendix 1.1.1 – The Writing Variables note/overhead transparency
Appendix 1.1.2 – Presentation Rubric on Writing Variables: Information, Handout, Oral Skills, Poster
Appendix 7 – Group Activity Checklist (Catholic Profile, English Applied, Grade 9, Appendix D)
Time: 180 minutes
This activity walks students through the first steps of essay writing. Students explore a topic by generating general ideas about the topic, both pro and con. Then they cluster or organize the ideas into topics or groups. The brainstorming and clustering activities, while taught in this unit, will be needed in the other units as students write expository pieces and literary essays. Defending a point, by using facts, statistics, examples, or quotations, will become an integral part of this course and the mainstream English classroom. At this point, students practise writing several arguable theses statements based on the ideas and points generated. Students are encouraged to argue ideas with an informed moral conscience, free from bias, which respects Catholic values and traditions. Sentence structure and economy of diction are stressed in order to produce clear and coherent writing. After a clearly-worded thesis statement is created, students practise writing a formal essay outline, not the essay itself.
Ontario Catholic School Graduate Expectations
2c - presents information and ideas clearly and honestly and with sensitivity to others;
2d - writes and speaks fluently one or both of Canada’s official languages;
3b - creates, adapts, evaluates new ideas in light of the common good;
3c - thinks reflectively and creatively to evaluate situations and solve problems;
3d - makes decisions in light of gospel values with an informed moral conscience;
4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;
5e - respects the rights, responsibilities and contributions of self and others;
5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;
7a - acts morally and legally as a person formed in Catholic traditions.
Strand(s): Oral and
Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations
EORV.02 - communicate orally using patterns of English grammar and pronunciation with the accuracy necessary for continued success in subject classrooms;
EREV.03 - extract information from a variety of texts used in subject classrooms;
EWV.03 - organize ideas logically and effectively in written texts such as narratives and essays;
EWV.04 - use the sentence patterns and conventions of standard Canadian English in their writing with the degree of accuracy necessary for continued success in subject classrooms at the college and/or university level;
ESCV.01 - demonstrate understanding of a range of local, national, and global issues.
Specific Expectations
EOR1.02 - express, support, and elaborate a point of view in sustained discussions about classroom topics;
EOR1.04 - negotiate solutions to problems, interpersonal misunderstandings, and disputes;
EWR1.01 - write coherently on a range of academic topics, using appropriate forms;
EWR1.03 - write to analyse, interpret, and evaluate information and ideas;
EWR2.01 - use a variety of connecting words and phrases to express logical relationships between and among ideas;
EWR2.02 - use a variety of strategies to proofread, edit, and correct writing, focusing on effective style, relevant and interesting content, accurate spelling, and correct use of conventions;
EWR3.03 - use appropriately, and with a high degree of accuracy, complex syntactical structures such as the infinitives and/or the gerund as objects.
· Prepare an overhead transparency of the Writing Process (see Catholic Profile ESLCO, Appendix E, A Model of the Writing Process, or Appendix 7 – The Writing Process).
· Prepare a list of controversial topics that students are interested in, e.g., the role of television, the uniform, women priests in the Church, the environment in North America, the existence of God, violence in sports, capital punishment in Canada, rap versus rock music, Canadian immigration laws, superstars’ salaries, fetal rights, the legal drinking age, particular film review, etc.
· Prepare both blank and sample completed bubble sheets, graphic organizers, webbing, and research organizers (see Catholic Profile ESLCO, Appendix O, Research Organizer) for student use in brainstorming and clustering.
· Prepare overhead transparencies which explain the connection between the topic, thesis, and main points; as well as those regarding the order of points, faulty parallelism, and the formal essay outline (Appendix 1.2.2). Essential English, Chapters 1-9, and Chapter 30, The Process of Composition, Chapters 1, 2, 3, and Critical Reading and Writing for Advanced ESL Students, Chapters 1 and 2 are devoted to these topics. The Process of Paragraph Writing, Chapter 5, contains some excellent but simple formal outline samples. Prepare a brief chart which explains the difference between an informal and formal essay outline.
· Prepare reinforcement homework activities on verb gerunds and infinitives. See the above-mentioned texts, as well as Step into Writing, Chapter 4.
· Book the Library/Resource Centre so students can research their topics, if necessary. Prepare a list of appropriate and useful Internet sites for students (e.g., www.macleans.ca or www.cbc.ca).
· Plan a discussion of correct and safe use of the Internet, in light of school policies and Gospel values.
· Prepare checklists so students can edit their theses statements (see Appendix 1.2.1).
· Prepare rubrics for evaluation of the brainstorming and formal essay outline activities.
· Requisite reading and writing skills equivalent to ESLDO
· Basic familiarity with expository writing structure and the writing process
· Research skills for reference texts or Internet use
· Dictionary and thesaurus skills
1. The teacher introduces and/or reviews terms such as prewriting, brainstorming, webbing, graphic organizers, and clustering. Provide a completed visual sample of each type of prewriting. Students copy these terms into their personal literary glossaries.
2. The teacher or students select a controversial topic suitable to their interests and linguistic abilities. Brainstorm, as a class, using an overhead bubble sheet or thought-web. Students copy these ideas onto their individual bubble sheets.
3. The teacher then clusters these ideas by asking students which ones have something in common. Help students to create subheadings, or “umbrella words,” for the groupings of ideas. Discuss with the class which arguments are the strongest or best. The teacher asks students to rewrite the cluster from strongest idea to weakest idea.
4. Students propose a thesis based on the information gathered. At this point, the teacher presents an overhead of rules for writing theses statements: present tense verbs, third person pronouns, sequential order of points presented, parallelism of points presented. Students copy these rules into their notebooks.
5. The teacher spends time introducing/reviewing the gerund and infinitive verbs in order to explain parallelism. See Step into Writing, Chapter 4. Assign students two exercises for homework: one to practise the use of the gerund and the infinitive, and the second to practise correcting sentences where the main points are not parallel.
6. Distribute a list of topics to students for homework, and ask them to select one that they would like to explore. Allow them to use library reference books or Internet to find more information. Discuss briefly the appropriate use of the Internet in light of school policy and Gospel values.
7. Students complete brainstorming, clustering, and writing of two potential theses statements. This may be started in class and finished for homework.
8. Students either self- or peer-edit their theses using a checklist (see Appendix 1.2.1). The teacher offers students the opportunity to polish theses and rewrite them before submission.
9. The teacher then explains the difference between an informal and formal essay outline using the board. Then the teacher introduces the formal essay outline (see Appendix 1.2.2) using an overhead transparency. Students copy these notes into their notebooks. Stress that subheadings and point-form information are required, except for the thesis statement. Ask them to use the information already gathered to complete the blank formal essay outline sheet (Appendix 1.2.3) for a possible future essay.
· Brainstorming, clustering, and theses package. (Summative: EREV.03; EWV.03, .04; ESCV.01; EWR1.01, .03; 2.01; 3.03)
· Checklist to edit theses (see Appendix 1.2.1). (Formative: EWR2.02)
· Informal assessment of class discussions during lessons (Formative: EORV.02; EOR1.02, 04; ESCV.01)
· Summative assessment of formal essay outline (Summative: EWV.03, .04; EWR1.01, .03; 2.01; 3.03)
· Coach students to select a topic that reflects their abilities and interests.
· More linguistically advanced students should be challenged to research a topic of a more complex nature.
· Allow students working below expectations opportunities to rewrite their theses, or offer peer tutoring, in addition to extra teacher assistance.
Bonner, Margaret. Step Into Writing. Don Mills: Addison-Wesley, 1994. ISBN 0-8013-0160-2
Green, Brian and Sarah Norton. Essay
Essentials. Toronto: Harcourt, Brace and Company, 1995.
ISBN 0-07-551829-5
Reid, Joy M. The Process of Composition. Englewood Cliffs: Prentice-Hall, 1988. ISBN 0-13-723066-6
Reid, Joy M. The Process of
Paragraph Writing. Englewood Cliffs: Prentice-Hall, 1985.
ISBN 0-13-723529-1
Scull, Sharon. Critical Reading and Writing for Advanced ESL Students. Englewood Cliffs: Regents Prentice-Hall, 1987. ISBN 0-13-194010-4
Completed samples of bubble sheets, webbing, graphic organizers, and formal essay outlines
Appendix 1.2.1 – Thesis Statement Editing Checklist
Appendix 1.2.2 – Formal Essay Outline note/overhead transparency
Appendix 1.2.3 – Blank Formal Essay Outline note
Appendix 7 – The Writing Process (from Catholic Profile, Grade 9 Academic, Appendix 6.1)
Catholic Profile, ESLCO, Appendix E, A Model of the Writing Process
Time: 180 minutes
Students perfect their paragraph-writing skills by learning the importance of writing a dynamic introduction and conclusion to their essays. They learn strategies which promote bias-free writing and which reinforce our Catholic values and traditions. They practise several of the many strategies for writing a successful introduction and conclusion to an essay. They also learn transitional words to be used both between and within paragraphs. Other transitional devices such as repetition and synonyms are also introduced. Throughout this activity, clarity and simplicity in writing are stressed. This lesson will be revisited in other units where students are required to complete an organized piece of writing of some length.
Ontario Catholic School Graduate Expectations
2c - presents information and ideas clearly and honestly and with sensitivity to others;
2d - writes and speaks fluently one or both of Canada’s official languages;
3c - thinks reflectively and creatively to evaluate situations and solve problems;
3e - adapts a holistic approach to life by integrating learning from various subject areas and experiences;
4b - demonstrates flexibility and adaptability;
5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;
7a - acts morally and legally as a person formed in Catholic traditions.
Strand(s): Oral and
Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations
EORV.02 - communicate orally using patterns of English grammar and pronunciation with the accuracy necessary for continued success in subject classrooms;
EREV.03 - extract information from a variety of texts used in subject classrooms;
EREV.05 - use independently a variety of strategies to build vocabulary;
EWV.01 - write in a variety of forms, adopting a voice suitable to the intended audience;
EWV.03 - organize ideas logically and effectively in written texts such as narratives and essays;
EWV.04 - use the sentence patterns and conventions of standard Canadian English in their writing with the degree of accuracy necessary for continued success in subject classrooms at the college and/or university level;
ESCV.01 - demonstrate understanding of a range of local, national, and global issues.
Specific Expectations
EOR1.02 - express, support, and elaborate a point of view in sustained discussions about classroom topics;
EOR2.02 - use conventions of oral language appropriately;
ERE2.05 - take advantage of opportunities to use new words;
EWR1.01 - write coherently on a range of academic topics, using appropriate forms;
EWR1.03 - write to analyse, interpret, and evaluate information and ideas;
EWR2.01 - use a variety of connecting words and phrases to express logical relationships between and among ideas;
EWR2.02 - use a variety of strategies to proofread, edit, and correct writing, focusing on effective style, relevant and interesting content, accurate spelling, and correct use of conventions;
EWR3.03 - use appropriately, and with a high degree of accuracy, complex syntactical structures such as the infinitives and/or the gerund as objects.
· The writing strategies introduced in this activity are reinforced in other units when students write expository and literary essays.
· Select a film, that contains memorable opening scenes (e.g., Star Wars or Titanic). Procure the video and cue to the opening fifteen minutes. Review and adhere to the Cancopy guidelines regarding the viewing of a film excerpt.
· Select one dynamic short story introduction, for example (e.g., “The Tell Tale Heart” by Poe) and, adhering to Cancopy regulations, photocopy a short excerpt for the students.
· Select several expository pieces that model strategies for good introduction and conclusion writing. These pieces should aid students in developing a bias-free and informed Catholic conscience. Make overhead transparencies and photocopies of these pieces. The texts, Essential English, Chapter 10, The Process of Composition, Chapter 3, and Common Sense -A Short Guide to Essay Writing, Chapter 2, are devoted to this topic.
· Prepare a simple overhead transparency, with examples of the strategies promoted in the texts. See Appendix 1.3.1.
· Prepare assignment for writing of an introduction and conclusion, based on the outline devised in the last activity, including a simple checklist for peer editing. See Appendix 1.3.2.
· Prepare overhead transparencies that explain the language of TRANSITION, including a review of parallelism. Include terms such as co-ordination, subordination, repetition, logic, synonyms, as well as transitional expressions. See The Harcourt Writer’s Handbook, Chapter 18, pp. 356-357.
· Prepare transitional exercises for class. See Essential English, pp. 88-93, and The Process of Composition, Chapter 4.
· Prepare two short quizzes for students that test their knowledge, first, of the vocabulary, and second, their ability to use the transitional expressions.
· Requisite reading and writing skills equivalent to ESLDO, especially writing the paragraph
· Knowledge of how to write a thesis and how to organize an exposition
· Some dictionary and thesaurus skills
1. The teacher discusses with students why they feel a good introduction is important to any piece of print or non-print material. Students compare both print and non-print (visual, auditory) strategies by focussing on what is available to media producers that is not to writers. The teacher elicits or provides an example of a dynamic introduction to a film students might have viewed, such as Star Wars. While adhering to Cancopy rules, teachers present a short clip of the film Star Wars. Students make a list of effective strategies used. Strategies are presented and discussed informally. The teacher guides the discussion so that students understand that certain strategies promote bias-free writing and reflect more truly our Catholic values and traditions. Students take notes on these visual and auditory strategies.
2. At this point, the teacher moves to print media and asks students what a writer can do to match the dynamics of the large screen. The teacher selects a gripping introduction to read to the students, e.g., Poe’s “The Tell Tale Heart”. Students discuss Poe’s strategies informally, in small groups or as a class.
3. Present the overhead transparencies and photocopies of the various employable strategies for writing a good introduction and/or conclusion. See Appendix 1.3.1. Students study these examples as a class or in small groups. The teacher guides students by asking them to identify the strategy employed and assess its effectiveness. The teacher creates opportunities during these discussions for students’ reflections on our Catholic values and traditions.
4. Students copy new terminology such as ‘anecdote’ into their notebooks and glossaries.
5. Using the graded outline (returned with feedback) completed in Activity 2, ask students to prepare two different introductions and conclusions, using a different strategy for each. Review the elements of an introductory paragraph: opening remarks, the thesis statement, and main points.
6. Review the editing checklist for a sample introduction/conclusion (see Appendix 1.3.2) with students. The teacher explains language and terms. Then, peers edit the two sample introductions/conclusions, using the Checklist and adding suggestions for improvement on the back.
7. After the editing takes place, the teacher conferences, as needed, with students.
8. Students revise their introductions and conclusions, based on self-, peer-, and teacher-editing, before submission.
9. Introduce the language of TRANSITION by reviewing parallelism. Then, introduce terms such as co-ordination, subordination, repetition, logic, synonyms, as well a comprehensive list of transitional expressions, using an overhead transparency. The teacher explains the different uses of these expressions. Students copy new terminology into their notebooks and glossaries.
10. Students complete exercises on transition for homework. Correct these as a group.
· Sample introduction and conclusion, based on essay outline in Activity 2. (Summative: EREV.03; EWV.01, .03, .04; ESCV.01; EWR1.01, .03; 3.03)
· Editing checklist for introduction and conclusion. (See Appendix 1.3.2). (Formative: EREV.05; EWR2.02)
· Teacher conferencing about sample introduction and conclusion. (Formative: EORV.02; EOR2.02)
· Informal evaluation of classroom discussions on strategies. (Formative: EORV.02; EOR1.02, 2.02)
· Homework exercises on transition. (Formative: EWV.03; ERE2.05; EWR2.01)
· Two-part quiz on transitional expressions – vocabulary and use. (Summative: ERE2.05; EWR2.02)
· Rewrite opportunities for students exhibiting a need.
· Provide peer help with writing sample introductions/conclusions and transitional exercises.
· Offer a second quiz on transitional devices if students do not grasp the concept.
Bonner, Margaret. Step Into Writing. Don Mills: Addison-Wesley, 1994. ISBN 0-8013-0160-2
Gaidosch, Bernie. Common Sense: A Short Guide to Essay Writing. Toronto: Harcourt, Brace and Company, 1994. ISBN 0-03-922903-3
Green, Brian and Sarah Norton. Essay
Essentials. Toronto: Harcourt, Brace and Company, 1995.
ISBN 0-07-551829-5
Reid, Joy M. The Process of Composition. Englewood Cliffs: Prentice-Hall, 1988. ISBN 0-13-723066-6
Smith, Peter J., ed. Harcourt Writer’s Handbook. Toronto: Harcourt, Brace, 1999. ISBN 0-03-922309-4
Samples of dynamic introductions and/or conclusions
Appendix 1.3.1 – Strategies for Writing an Effective Introduction/Conclusion note/overhead transparency
Appendix 1.3.2 – Checklist for Sample Introduction and Conclusion
Time: 180 minutes
Students have an opportunity to continue to refine research skills begun in ESLAO Level 1. Students select and research a topic of a personal, political, historical, or literary nature. At this point, the students’ goal is to practise finding potential resources; the information found is not integrated into an essay. However, later in the unit, students are expected to either use the information collected or find and integrate other appropriate resources into their essay writing. Once students have accumulated a list of resources, they learn how to integrate quotations into their writing, as well as proper punctuation of these quotations. Finally, students learn one method of bibliographic format, with the understanding that there are several acceptable formats. All materials gathered reflect an environment free from bias and respectful of our Catholic values and traditions.
Ontario Catholic School Graduate Expectations
2b - reads, understands and uses written materials effectively;
2d - writes and speaks fluently one or both of Canada’s official languages;
4f - applies effective communication, decision making, problem-solving, time, and resource management skills;
5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.
Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations
EORV.02 - communicate orally using patterns of English grammar and pronunciation with the accuracy necessary for continued success in subject classrooms;
EREV.03 - extract information from a variety of texts used in subject classrooms;
EREV.06 - use a range of research strategies independently to gather information for a variety of purposes;
EWV.04 - use the sentence patterns and conventions of standard Canadian English in their writing with the degree of accuracy necessary for continued success in subject classrooms at the college and/or university level.
Specific Expectations
EOR1.02 - express, support, and elaborate a point of view in sustained discussions about classroom topics;
ERE4.01 - gather information from a variety of sources, including electronic databases, web sites, and online libraries;
ERE4.03 - prepare a bibliography of print and electronic sources consulted during research;
ERE4.04 - acknowledge borrowed information, ideas, and quotations.
· These writing strategies are reinforced in other units when students write expository and literary essays which require research and/or textual references.
· Consult the following sources: Essential English, Chapter 22, Writing a Research Paper, Chapter 23, Researching Your Subject, Chapter 24, Documenting Your Research; Critical Reading and Writing for Advanced ESL Students, Chapter 9, Learning to Do Research; and The Process of Composition, Chapter 9, Writing the Research Paper, as well as school research guides for student use. It is best to present the bibliographic format generally expected by the school.
· If a school research guide is not available for student purchase, prepare a booklet for students which they can later use in the mainstream English classroom. If there is no consistent policy in effect regarding research skills and bibliographic format in the English Department, then choose a recognized format such as the Modern Language Association Format (MLA), American Press Association Format (APA), or the Kate Turabian format. If there is no consistent format, then see Essay Essentials, C. 24, Documenting Your Research, pages 228-235. Prepare an overhead transparency of a sample Works Cited or Works Consulted page for students, which includes both print and electronic sources.
· Prepare four or five large manilla envelopes that each contain one scrambled bibliographic entry. Print one word or punctuation (a comma or a period) on a card – one envelope/group.
· Prepare a generic research assignment which includes topics/issues for students of a personal, political, religious, moral, historical, or literary nature, and which requires students to find textbook, reference, and electronic materials. Make photocopies of research sources organizers, print and web sites (see Catholic Profile, ESLC0, Appendices P and S). The research assignment should include all the steps involved in this activity: research, record, write, and cite. Prepare a rubric that explains the evaluation of this assignment.
· Prepare photocopies and an overhead transparency of two paragraphs. One paragraph includes a short while the other includes a long prose quotation with parenthetical references. Include a paragraph from the literature studied this semester and a paragraph on a non-literary topic, so students can see the difference.
· Prepare an overhead transparency and photocopies which contain a list of rules for students on how to integrate, punctuate, and source both short and long prose quotations. Consult Essential English, C. 24, Documenting Your Research, Critical Reading and Writing For Advanced ESL Students, pages 333-335; and The Process of Composition, pp. 208-209.
· Prepare an overhead which explains plagiarism and how to avoid it. Plan a discussion of Christian ethics and values at this time.
· Book the Library/Resource Centre and librarian services, if available.
· Assemble a list of school and community resources that students can also access for their assignment. This should include a suitable catechism (e.g., Catechism of the Catholic Church).
· Requisite reading and writing skills equivalent to ESLDO
· Knowledge of how to write a topic sentence and use an example to substantiate it
· Library and research skills
1. Distribute the research skills booklets and review the vocabulary of the different type of sources – print: books, the Bible, encyclopedia and reference texts, periodicals, brochures, and electronic: CD-ROM, Internet sites, and videos. The ESL teacher or librarian may give this presentation. Students copy this terminology into their glossaries.
2. The teacher reviews the specific information needed to record each source. The teacher distributes blank research sources organizers (see ESLCO Appendices P and S).
3. Students then organize themselves into groups of three or four. Each group is given a manilla envelope which contains a series of cards. On each card is printed either one word or punctuation mark that forms part of a bibliographic entry. Students first record their information on the research sources organizer. Then students race to unscramble these cards. The first group to bring up the cards to the front and display them at the board is the winner.
4. Present students with a list of topics, varied in nature – personal, political, religious, moral, historical, literary, etc. The teacher guides students in their selection of topics to help them cultivate a larger sensitivity to our Catholic society and traditional Christian values. The teacher also encourages each student to select a different topic, so that a variety of resources is used. Students research their topics in the Library/Resource Centre and/or interview school or community resources for information. Sources are recorded on the organizers.
5. Using the information on the research sources organizer, students produce a Works Cited sheet, for homework, which includes a variety of print and non-print materials. The teacher emphasizes the importance of neatness and format; students are encouraged to use a word processor to complete the task. Students submit this page with their written report.
6. Students bring two or three of their sources to class (if an Internet site is used, students bring a one-page printout of information; if an interview took place, a tape of the dialogue which transpired).
7. Using an overhead transparency and photocopies, the teacher explains that short and long prose quotations are punctuated differently in an expository piece. Demonstrate the differences in punctuation. Students are given a scrambled sample exercise containing both short and long quotations, and are asked to rewrite the passage. Students may work alone or in pairs. An overhead of the correct passage is presented.
8. The teacher then explains what plagiarism is, using an overhead transparency. Students copy this into their notebooks. The teacher further explains that copying materials directly, without acknowledging the sources, contravenes our set of Christian values and beliefs.
9. The teacher explains the terms footnote/endnote and parenthetical references, using an overhead transparency. Students copy these into their notebooks and personal Glossaries. The teacher explains how to cite a source by using a parenthetical reference. Present an overhead transparency of appropriate or acceptable phrases used to introduce quotations. The teacher also explains that some elaboration of the quotation must either precede or follow it. Photocopies of a simple paragraph, which contains both short and long quotations, are distributed and studied as a class. See Essential English, C. 24, Documenting Your Research.
10. Students select one short and one long quotation from resources brought to class or others recorded on their research sources organizers to incorporate into a short report which includes the polished Works Cited page. A teacher-created rubric explaining evaluation of the paragraph, quotations, and Works Cited page is presented.
· Informal observation of group and pair skills during scrambled bibliographic entry and punctuation activities. (Formative: EORV.02; EOR1.02)
· Research sources organizers to evaluate research skills. (Formative and summative: EREV.03, .06; ERE4.01)
· Report which features two quotations and Works Cited page. (Formative: EREV.03, .06; EWV.04; ERE4.01, 4.03, 4.04)
· Rewrite opportunities for students where appropriate.
· Provide peer help with search for sources and the Works Cited page.
Catechism of the Catholic Church. Toronto: Double Day, 1995. ISBN 0-89845-396-8
Green, Brian and Sarah Norton. Essay
Essentials. Toronto: Harcourt, Brace and Company, 1995.
ISBN 0-07-551829-5
Reid, Joy M. The Process of Composition. Englewood Cliffs: Prentice-Hall, 1988. ISBN 0-13-723066-6
Scull, Sharon. Critical Reading and Writing for Advanced ESL Students. Englewood Cliffs: Regents Prentice-Hall, 1987. ISBN 0-13-194010-4
School research guides
Catholic Profile, ESLCO, Appendix P – Research Sources Organizer, Print
Catholic Profile, ESLCO, Appendix S – Research Sources Organizer, Web Sites
Time: 240 minutes
Through essay models, students learn that there are various ways to develop an essay. These models include essays written primarily by description, narration, example/illustration, comparison/contrast, process, classification, and cause and effect. While there is insufficient time to practise writing lengthy essays which employ all of these methods, students learn to identify these strategies throughout the course. Students practise writing paragraphs which utilize these different methods of developing an argument, while reflecting and actively engaging in personal, moral, and social justice issues from a Catholic perspective. Students also learn that certain methods of development can be used to promote social and moral bias and, as such, are taught to carefully choose their purpose before beginning to write. In Activity 6 students choose one of these methods to develop their own argumentative or persuasive essay.
Ontario Catholic School Graduate Expectations
2c - presents information and ideas clearly and honestly and with sensitivity to others;
2d - writes and speaks fluently one or both of Canada’s official languages;
3c - thinks reflectively and creatively to evaluate situations and solve problems;
4b - demonstrates flexibility and adaptability.
Strand(s): Oral and
Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations
EORV.01 - initiate, sustain, and conclude conversations and discussions on a wide variety of topics of personal, social, and academic interest;
EORV.02 - communicate orally using patterns of English grammar and pronunciation with the accuracy necessary for continued success in subject classrooms;
EREV.03 - extract information from a variety of texts used in subject classrooms;
EWV.01 - write in a variety of forms, adopting a voice suitable to the intended audience;
EWV.03 - organize ideas logically and effectively in written texts such as narratives and essays;
EWV.04 - use the sentence patterns and conventions of standard Canadian English in their writing with the degree of accuracy necessary for continued success in subject classrooms at the college and/or university level.
Specific Expectations
EOR1.02 - express, support, and elaborate a point of view in sustained discussions about classroom topics;
EOR1.04 - negotiate solutions to problems, interpersonal misunderstandings, and disputes;
ERE2.05 - take advantage of opportunities to use new words;
EWR1.01 - write coherently on a range of academic topics, using appropriate forms;
EWR1.03 - write to analyse, interpret, and evaluate information and ideas;
EWR2.01 - use a variety of connecting words and phrases to express logical relationships between and among ideas;
EWR2.02 - use a variety of strategies to proofread, edit, and correct writing, focusing on effective style, relevant and interesting content, accurate spelling, and correct use of conventions.
· Select several expository pieces that model essay development using: description, narration, example or illustration, comparison/contrast, process, classification, and cause and effect. Make overheads and copies. If available, a text may be used. The Process of Paragraph Writing, Chapters 6, 7, and 8, offers excellent models of paragraphs developed by using process, explanation, comparison/contrast, and cause/effect. Critical Reading and Writing for ESL Students is also an excellent resource organized by methods of development. The texts, Essential English (Unit 4: Developing the Essay) and The Act of Writing are also devoted to this topic.
· Prepare a short overhead of each of the methods of development that outlines its key features.
· Prepare short homework assignments that require students to write paragraphs which model the methods of development. Choose topics that allow students to explore their interests and draw on the cultural diversity of the class. Prepare a consistent rubric which evaluates the effectiveness of the chosen method, the coherence of the topic sentence, and conventions of language and grammar (see Appendix 1.5.1).
· Prepare a peer-editing exercise to reinforce editing skills.
· Plan conference time with students in order to discuss each paragraph.
· Have samples of essays using the modelled methods of development on hand to assist students experiencing difficulty.
· Prepare a reading quiz where students read paragraphs and identify which dominant method of development is employed in each.
· Requisite reading and writing skills equivalent to ESLDO
· Knowledge of how to write a thesis and how to organize an exposition
· Dictionary and thesaurus skills
1. The teacher explains to students that while no method of development is exclusive, there usually is one dominant strategy used in an essay. Using a prepared overhead, introduce the methods of development: description, narration, example or illustration, comparison/contrast, process, classification, and cause and effect. Other methods may also be presented at the teacher’s discretion.
2. Students copy the methods into their notebooks and personal glossaries.
3. Invite students, either as a class or in small groups, to speculate where certain methods would be appropriate, e.g., descriptive writing in travel brochures, classifieds, or poetry; narrative writing in a Bible passage, novels, and children’s books; cause and effect writing in feature articles in a local newspaper or Canadian magazine; process articles in how-to-books; analogy writing in the Bible parables. The teacher guides the discussion so students understand that certain methods of development promote social and moral bias; therefore, they, as writers, must be aware of their purpose in presenting their arguments.
4. The teacher organizes the week into a series of Socratic lessons on each method. The teacher presents the overhead and photocopies of each method. Introduce simple guidelines to students that explain how to employ the given strategy. Students copy the guidelines into their notebooks.
5. The teacher discusses the effectiveness of each method by focussing on the primary thesis developed in the paragraph. The discussion is guided so that students are given an opportunity to discuss a wide variety of topics, personal, social, and academic, within a Catholic framework. Students are encouraged to reflect on their Catholic values and conscience in our diverse world.
6. Organize these activities so that there is a follow-up homework activity where students practise the new strategy studied in class. Limit students’ writing to one paragraph per day to facilitate prompt and immediate feedback.
7. Organize peer editing groups or pairs so that the beginning of class is spent with students editing each others’ paragraphs. Conference with students while editing is taking place. The teacher then offers an opportunity to revise and rewrite the paragraphs for the following day.
8. At the end of the week, students write a short quiz in which they read paragraphs and identify the dominant method of development employed in each.
9. Students select their best paragraph to include in their writing folder.
· Informal evaluation of class discussions (Formative: EORV.01, .02; EOR1.02, .04)
· Model paragraphs, one for each strategy introduced (see Appendix 1.5.1). (Summative: EWV.01, .03, .04; EWR1.01, .03, 2.01)
· Editing checklist for peers (Formative: ERE2.05; EWR2.02)
· Teacher conferencing – checklist of suggestions and improvements in final drafts (EORV.01, .02; EWR2.02)
· Short reading quiz on methods of development (Summative: EREV.03)
· Provide rewrite opportunities for students where need arises.
· Organize peer help with writing and editing paragraphs.
Bible
Catechism of the Catholic Church. Toronto: Double Day, 1995. ISBN 0-89845-396-8
Conrad, Ronald. The Act of Writing. Toronto: McGraw-Hill, 1995. ISBN 0-07-551829-5
Green,
Brian and Sarah Norton. Essay Essentials. Toronto: Harcourt, Brace and
Company, 1995.
ISBN 0-07-551829-5
Kellow, Brian and John Krisak. Essays,
Thought and Style. Scarborough: Prentice-Hall, 1987.
ISBN 0-13-283573-8
Kellow, Brian and John Krisak. Matters of Fact. Scarborough: Prentice-Hall, 1992. ISBN 0-13-560871-6
Kellow, Brian and John Krisak. Prose:
Short Forms. Scarborough: Prentice-Hall, 1990.
ISBN 0-13-715301-5
Reid, Joy M. The Process of Composition. Englewood Cliffs: Prentice-Hall, 1988. ISBN 0-13-723066-6
Scull, Sharon. Critical Reading and Writing for Advanced ESL Students. Englewood Cliffs: Regents Prentice-Hall, 1987. ISBN 0-13-194010-4
Any essay anthology organized by methods of development
Appendix 1.5.1 – Writing Assessment Rubric for Paragraph Writing
Time: 240 minutes
Activity 6 is a culminating activity in which students apply their knowledge gained throughout the unit. Students create, adapt, and evaluate new ideas in light of the common good by employing terms, concepts, information, and strategies learned from previous activities. Students use the writing process to write a persuasive essay. Students are encouraged to write an essay free from social and moral bias and reflecting Catholic values and traditions. Students review the new words entered into their literary glossaries.
Ontario Catholic School Graduate Expectations
2c - presents information and ideas clearly and honestly and with sensitivity to others;
2d - writes and speaks fluently one or both of Canada’s official languages;
3b - creates, adapts, and evaluates new ideas in light of the common good;
4b - demonstrates flexibility and adaptability;
4f - applies effective communication, decision-making, problem-solving, time, and resource management skills;
5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.
Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations
EORV.02 - communicate orally using patterns of English grammar and pronunciation with the accuracy necessary for continued success in subject classrooms;
EREV.03 - extract information from a variety of texts used in subject classrooms;
EWV.01 - write in a variety of forms, adopting a voice suitable to the intended audience;
EWV.02 - use the writing process independently to produce a final written or electronic version of an essay or a piece of creative writing;
EWV.03 - organize ideas logically and effectively in written texts such as narratives and essays;
EWV.04 - use the sentence patterns and conventions of standard Canadian English in their writing with the degree of accuracy necessary for continued success in subject classrooms at the college and/or university level.
Specific Expectations
EOR2.02 - use conventions of oral language;
ERE2.05 - take advantage of opportunities to use new words;
ERE4.01 - gather information from a variety of sources, including electronic databases, web sites, and online libraries;
ERE4.03 - prepare a bibliography of print and electronic sources consulted during research;
ERE4.04 - acknowledge borrowed information, ideas and quotations;
EWR1.01 - write coherently on a range of academic topics, using appropriate forms;
EWR1.03 - write to analyse, interpret, and evaluate information and ideas;
EWR2.01 - use a variety of connecting words and phrases to express logical relationships between and among ideas;
EWR2.02 - use a variety of strategies to proofread, edit, and correct writing, focusing on effective style, relevant and interesting content, accurate spelling, and correct use of conventions;
EWR2.05 - take advantage of opportunities to use new words.
· The teacher prepares a comprehensive list of essay topics which help to develop an informed Catholic conscience. These topics should include current issues in a Christian context and be of interest to teens. Topics should be of value to students’ development as responsible, moral, Catholic members of our world (e.g., smoking; capital punishment in Canada; women priests in the Church; teen pregnancy; the drinking age; mandatory military service in Canada; the Young Offenders Act; the Charter of Rights and Freedoms; Canadian immigration laws; the role of teens in the Catholic Church; gun laws; Ontario schools’ Code of Conduct; changes in Ontario education; the role of technology; global warming; Catholic schools versus public schools, the school uniform; fetal rights, the rights of the adoptee, etc.).
· Students’ first major essay should draw on the knowledge and skills acquired and refined throughout this unit. The teacher should carefully lead students through the steps of research, planning, editing, revising, and publishing. Make an overhead of The Writing Process reference sheet (See Appendix E – A Model of the Writing Process, Catholic Profile ESLCO; or Appendix 7 – The Writing Process – Catholic Profile Grade 9 English Academic, page vi – Appendix 1-6.1)
· Prepare a clear assignment sheet that lists the steps students must complete – including research, brainstorming, clustering, writing variables, outline, first draft, second draft, and final draft with revisions. Instruct students to clearly select one of the methods of development (Activity 5) in order to develop their essays. The essay should be a maximum of 500 words. Include instructions to students regarding their selection of appropriate topics which respect our Catholic values and traditions.
· Students work in the school or local library to gather information and data from at least one print and one non-print source. Students are encouraged to use the research gathered in Activity 4; however they may select a new topic. If they select a new topic, the research steps followed in Activity 4 must be repeated.
· Remind students of the proper use of the Internet, reviewed in Activity 4. Discuss ethics and Catholic values in their use of Internet.
· To facilitate this activity, students should use various checklists in the editing process. See Appendix 7 – Essay Checklist; Appendix 7.4 – Research Project Checklist; and Appendix 7 – Writer’s Checklist for Revising Your Paper.
· Organize peer editing groups or pairs. Collect useful texts or materials which reinforce the skills of the editing process: addition, deletion, elaboration, reorganization, revision, substitution. Good choices are The Process of Composition and Essay Essentials.
· If possible, the teacher should arrange for peer tutors to assist students, or for students to attend revision workshops outside classroom time.
· Prepare an expository essay writing rubric. (See Appendix 1.6.1 – Expository Essay Rubric; or Appendix 7 – Writing Assessment Rubric.)
· Prepare a summative popular game to review the glossary terms collected in this unit. Prepare a handout for students which outlines this evaluation – either a group activity where each group makes up questions based on a category (homework), or a teacher-directed activity in which students study the terms at home and play the game for points/marks.
· Prepare the Drama Terminology for the next unit of study (see Appendix 2.1.1).
· Knowledge of the concepts taught and reviewed in Unit 1, Activities 1, 2, 3, 4, 5
· Knowledge of how to write a thesis and how to organize an exposition
· Knowledge of the writing process
· Research, dictionary, and thesaurus skills
1. The teacher distributes the Essay Writing Assignment which includes all of the steps of the writing process. These steps, along with the Evaluation of the final product (see Appendix 1.6.1 or Appendix 7), are explained in detail.
2. Students may either use the topic developed into a thesis and outline in Activity 3, and/or researched in Activity 4, or select from a prepared list of controversial topics such as:
· School uniforms are a good idea.
· Women should be allowed to be priests in the Catholic Church.
· Sports today are too violent.
· The Catholic Church is alive and well with Canadian teens.
· Canada should continue to allow open immigration.
· Television has a positive/negative influence on people.
· Canadian teens should complete one year of military service after high school.
· Ontario should continue to fund two major educational systems, the Catholic and the Public.
· Canada is a great place to live.
· _________________ is the best/worst film/novel ever made.
· Adoptees should/should not be allowed to know who their biological parents are.
· ___________ music promotes/does not promote Christian values and beliefs.
3. Students must research both the pros and cons of their topics before selecting their viewpoint. The teacher guides students so that they arrive at a thesis which is free from moral or social bias, and which respects our Catholic values and traditions. Students should use at least one print and one non-print source, making notes from each. The teacher should encourage students to employ the research already gathered in Activity 4, but if students do not have three to five pages of research (500 words), they may change their topic or do extra work. Students complete a brainstorming or prewriting chart which includes both sides of the argument.
4. After the research has been gathered, students cluster their ideas and write a formal outline which includes their thesis and main points. Students may utilize the formal outline and bibliography completed in Activity 3. Students are instructed to select one of the methods of development and determine all of their writing variables before writing the essay.
5. The teacher conferences with students about their outlines while editing groups meet. Students are given an opportunity to rewrite their theses, if necessary.
6. Students write the first drafts of their 500-word essays. Students must include some of the research found. At least one short and one long prose quotation are included in the essay.
7. Students self-edit their work, using a checklist. (See Appendix 7.)
8. The teacher organizes peer-editing groups. Students use a checklist to peer-edit each others’ work. (See Appendix 7.)
9. The teacher conferences with students while the editing groups are working.
10. Students write the second draft. Editing and teacher-conferencing are repeated. Suggestions for final revision are given.
11. Students write the final draft, respecting all instructions regarding proper format for a title page, pagination, and works cited.
12. The teacher directs a game to review and evaluate the glossary terms collected in this unit. Students are asked to review the terms at home and then use their information to play the game. Depending on time, this may be a group-created or teacher-created game. Students receive points/marks for correct answers.
13. In preparation for Unit 2, for homework, students read, learn, translate into their first languages, and include in their glossaries, drama terminology. (See Appendix 2.1.1.)
· Expository essay rubric. (Appendix 1.6.1) (Summative: EWV.01, .03, .04; ERE2.05, 4.01, .03, .04; EWR1.01, .03; 2.01)
· Editors’ checklists. (Appendix 7 - Essay Checklist; Appendix 7 - Research Project Checklist; Appendix 7 - Writer’s Checklist for Revising Your Paper) (Formative: EWR2.02)
· Informal evaluation of conference skills (Formative: EORV.02; EOR 2.02)
· Glossary game (Formative: ERE2.01, 2.05)
· Rewrite opportunities for students where need arises.
· Provide peer help with writing or additional teacher conferences outside classroom time, as needed.
· Allow extra time for students working below expectations.
Green, Brian and Sarah Norton. Essay
Essentials. Toronto: Harcourt, Brace and Company, 1995.
ISBN 0-07-551829-5
Reid, Joy M. The Process of Composition. Englewood Cliffs: Prentice-Hall, 1988. ISBN 0-13-723066-6
Sample persuasive essays, research guide booklet, dictionaries, thesauruses
Appendix 1.6.1 – Expository Essay Rubric
Appendix 7 – Essay Checklist (from Catholic Profile, Grade 9 English Applied, Appendix F)
Appendix 7 – Research Project Checklist (from Catholic Profile, Grade 9, English Applied, Appendix G) Appendix 7 – Writer’s Checklist for Revising Your Paper (from Catholic Profile, Grade 9 English Academic, Appendix 6.2)
Appendix 7 – Writing Assessment Rubric (from Catholic Profile, Grade 9 English Applied, Appendix A)