Analyzing Literature Writing Workshop

FORT RILEY MIDDLE SCHOOL

Second Writing Formative 5 Day Writing Workshop Ms. Graham, Team 9 Language Arts 12/13/2010

Five days of lessons outlined for the second writing formative. This writing formative is based on the “Suspenseful Stories� unit completed in October-November.

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Writing Workshop: Team 9 Writing Formatives ●

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Name: Core:

Writer’s Road Map

Writing Prompts

Key Traits (6-Trait Writing)

#1: Connecting Literature to the Real World Write a paper that contains useful advice for outside the Language Arts classroom. Your paper should include at least 3 quotes.

Topics To Pick From: 1. Why is it not always safe to trust strangers (or pick up hitchhikers, for that matter?)

(The Hitchhiker, page 88) 2. When it is best to trust your instincts?

(The Elevator, page 27, The Monkey’s Paw, page 360, The Landlady, handout) #2: Analyzing Aspects of Literature Write a paper that investigates a topic you discovered in a piece of literature you’ve read. Your paper should include at least 3 quotes.

Topics To Pick From: 1. How is the narrator in The Tell-Tale Heart insane?

(The Tell-Tale Heart, page 78) 2. What are the effects (both positive and negative) of authors ending stories at the climax?

(The Elevator, page 27, and The Landlady, handout) 3. How do literary devices (foreshadowing, flashback, mood, tone, irony, etc.) add to the suspense of a story?

(The Tell-Tale Heart, page 78, The Landlady, handout, The Hitchhiker, page 88, The Elevator, page 27)

1. Ideas *Presents a THESIS STATEMENT that clearly identifies the topic and controlling idea of the paper *Supports the thesis with EVIDENCE, such as examples, facts, statistics, and expert opinions *Synthesizes information from sources and includes QUOTATIONS *Includes the writer’s OWN IDEAS 2. Organization *Follows a clear organizational PATTERN *Connects ideas with TRANSITIONS *Includes an interesting INTRODUCTION and a thoughtful CONCLUSION 3. Voice *Maintains a formal, ACADEMIC tone 4. Word Choice *Uses PRECISE words to explain ideas 5. Sentence Fluency *Varies the lengths of sentences 6. Conventions *Uses correct GRAMMAR, SPELLING, & PUNCTUATION *Credits sources *Uses correct formats and style

 Visit pages R37 through R40 in your textbook for tips on how to write a successful EXPOSITORY text.

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Day 1: Story Summaries The Hitchhiker (p. 88) Ronald Adams leaves his home in New York City to drive to California. While crossing the Brooklyn Bridge, he swerves to avoid hitting a hitchhiker. As he continues westward, he encounters this same man with increasing regularity. His sense of panic increases when he realizes that no one else can see the man.

By the time Adams arrives in Gallup, New Mexico, he is beside himself with fear and uncertainty. He calls home. The woman who answers tells him that his mother is in the hospital, prostrate with grief over the death of her son Ronald in a car accident on the Brooklyn Bridge six days before.

The Elevator (p. 27) A boy named Martin recently moves into a new apartment with his father. Living on the seventeenth floor, Martin has no choice but to take the elevator. The idea of the elevator terrifies him.

However, he soon becomes even more terrified of a fat lady who seems to be stalking him, much to his father’s disbelief.

The Monkey’s Paw (p. 360) An old friend, Sergeant-Major Morris, tells the Whites about a monkey’s paw that grants three wishes. The Whites use the paw to wish for money, which they get, but as a compensation for their son’s death. Mrs. White convinces her husband to wish their son back to life. Eventually, Mr. White uses his last wish to end the tragic story.

The Tell-Tale Heart (p. 78) While insisting he is not mad (crazy), the narrator describes his obsession with the idea of killing an old man who lives in his house. When he actually commits the murder, he focuses on a sound that he takes to be the beating of the old man’s heart. Then he hides his victim’s dismembered body under the floor. When the police arrive to investigate, the narrator begins to hear a pounding sound that grows louder and louder. Convinced that the sound he hears is the old man’s heart, the tormented narrator confesses his crime.

The Landlady (handout) Billy Weaver traveled from London and he saw a vacant bed and breakfast boarding house. A gentle-looking but slightly dotty old woman offered him a cheap room. Although he had bad premonitions, Billy agreed. While signing the guestbook he noticed that there had been only two entries before him and he remembered that he had heard the names before. The first guest had been Mr. Christopher Mulholland 3 years ago and Mr. Gregory Temple signed in two years ago. He remembered a story about the first guest. Mr. Christopher Mulholland disappeared on a cross-country trip 3 years ago. Billy’s request about Mr. Mulholland’s whereabouts had been answered by the old lady with the statement that both guests had ever left her boardinghouse. The story ends with Billy double-checking about any other guests, with the old lady simply replying “No, my dear… only you.”

Day 1: Planning and Brainstorming

Name: _______________________________________ Core: ________

Circle/highlight one prompt and one topic- The prompt I am responding to is: o #1, Connecting Literature to the Real World o #2, Analyzing Aspects of Literature  The topic I am responding to is: o Why is it not always safe to trust strangers? o When is it best to trust your instincts? o How is the narrator in The Tell-Tale Heart insane? o What are the positive & negative effects of ending stories at the climax? o How do literary devices like foreshadowing, flashback, mood, tone, etc. add to the suspense of a story?

Planning Guide

Why?

Why?

Why?

One-to-two sentence answer to topic question above (see what’s circled above):

First reason why I answered the way I did above (1 sentence):

Second reason why I answered the way I did above (1 sentence):

Third reason why I answered the way I did above (1 sentence):

“Quote” and page # from the story that goes with my reason:

“Quote” and page # from the story that goes with my reason:

“Quote” and page # from the story that goes with my reason:

I agree that this quote supports reason 1 because… __________ __________________________ __________________________ __________________________ __________________________

I agree that this quote supports reason 2 because… __________ __________________________ __________________________ __________________________ __________________________

I agree that this quote supports reason 3 because… __________ __________________________ __________________________ __________________________ __________________________

Signed: ____________________

Signed: ____________________

Signed: ____________________

Day 2: Language, Thesis, and Intro

Name: ____________________________________ Core: ______

Language Levels (formal vs. informal language) Consider your audience—if you and your friends were complaining to each other about a problem at school, you would probably use slang and short, punchy sentences full of emotion. However, if you decided to tell your principal about the same problem, you would naturally switch to more formal, polite words and grammar.

Use the chart below to help you chose appropriate language for this assignment: Characteristics Audience Occasion Example

Formal Language Precise words, correct grammar, complete sentences, serious tone Teacher, someone in authority, strangers, a large group Essay, report, business letter, presentation, speech “The Tell-Tale Heart” is an eerie story of obsession, insanity, and guilt, written by an author with a vivid imagination for chilling details.

Informal Language Slang, contractions, simple words, incomplete sentences, causal tone Friends and family Friendly notes and emails & casual conversation “The Tell-Tale Heart” really creeped me out.

Edgar Allan Poe must have been one weird dude to think that thing up.

 For this assignment, which type of language should you be writing in—formal or informal? Why? o ______________________________ because ________________________________________________ _____________________________________________________________________________________

Introductions  Most writers know that their THESIS STATEMENT should appear at the end of their introductory paragraph, but they still struggle with how to begin that first line of their introduction. The table below provides ideas of how to start if you’re stuck.

Writers can begin… …with a quotation ..with an intriguing fact …by addressing the reader directly …with vivid description (imagery)

Here’s an example of what it could look like: Scott Foley once said, “I like being scared every now and then, I like the suspense and the thrills” and I feel the same way.

When Edgar Allan Poe was twenty-seven years old, he married his thirteen year old relative Virginia.

If you’re the gullible type who believes that it’s safe to trust anyone, think again.

A constant, slow drizzle of snow and rain mix made it difficult for the weary traveler to arrive at his country destination. The night sky and piercing wind chill didn’t make his journey easy either.

Thesis Statement (and topic sentences)—just an easy 3 steps!

Name it Verb it

Big Picture it

Title, author, date, page, etc.

Tells, shows, describes, explains, teaches, suggests, etc.

What the purpose is, main idea, what the piece is about, etc.

In The Elevator, author William Sleator …

…concludes…

…the story at the climax, leaving readers worried, anxious, and frustrated.

Day 3: Word Choice, Paragraphing, Conclusions

W O R D C H O I C E

Name: ______________________________ Core: ______

Giving your paper flare takes more skill than simply cramming adjectives into dull sentences. Of course you should challenge yourself to use synonyms of boring adjectives (and use the correct version of homonyms), but the real way to increase your word choice score is to add strong verbs and figurative language. Below, practice making the mundane verbs sensational!

Example: Dull: She went to the door.

Exciting: She pranced to the door.

#1: Dull: He sat down in a pouty mood.

Exciting: He ___________________ down in a pouty mood.

#2: Dull: Sam looked over the bushes.

Exciting: Same _____________________ over the bushes.

Although many writers know that you should indent 5 spaces every time you create a new paragraph some writers have trouble knowing when to make a new paragraph. Not only should your introduction to the paper and your conclusion of the paper be separate paragraphs, but also each time you talk about a new idea (or transition to a different point you’re trying to make) you should make a new paragraph.

Each body paragraph should begin with a TOPIC SENTENCE and should be filled with SUPPORTING DETAILS. See the outline below for examples of supporting details (the “filler” of your paragraph).

Topic Sentences and Supporting Details Topic Sentence: A sentence that states the __________________ idea of a paragraph.

Supporting Details: Words, phrases, or _________________________ that tell more about the main idea or topic sentence.

Examples: Specific instances that ____________________ or _________________ a point.

Sensory Details: Details that appeal to at least one of the _____________________.

Reasons: Details that explain why an ___________________ is valid or why something occurs.

Facts: Statements that can be ______________________.

Grade 8, Book 3, Lesson 12: pp. 117

Conclusions  How do you feel when an author or director leaves you hanging at the end of a book or movie?

Frustrated and annoyed is usually the answer and that’s also how your readers feel when you stop a paper without writing a conclusion. o Below are some ways to conclude your paper:  Restatement of the main idea—Rephrase the BIG IDEA of your introduction, your THESIS!  Call to Action—Recommend what readers should do or think about (must tie back to your supporting details in your body paragraphs). o Below are some ways NOT to conclude your paper (think back to formal/informal language):  The end.  Thanks for reading my essay!!!!!!!!!!!!!!!!!!!!   And that’s why…

Day 4: Peer Revisions & Adding Transitions

Name: _________________________________ Core: ______

tran·si·tion [tran-zish-uh n, -sish-]: Words and phrases used in writing to smoothly move from one sentence or paragraph to the next.

According to After Again Although And Another As soon as As a (girl, boy, etc.)

At the same time

In the meantime

At this point

Most important

But

Next

Finally

Nonetheless

For years/months

Now

Fortunately

Of course

However

Oh, sure

Immediately

On the other hand

In any case

On the other side

In other words

Or consider

In short

While peer revising, find words and phrases that would help make their paper read more smoothly.

It’s obvious/cle ar that Just consider Maybe

Perhaps Questions: When…?

Meanwhile

How…?

Where…?

So Somehow Sometimes Soon Still Then This When

Day 5: Formatting your Paper

Name: _________________________________ Core: _________

Now it’s time to open your Word Document, fix the formatting on your paper, and print it to room 800 (after showing the document to Ms. Graham).

Text Size: 12 point Style: Times New Roman, Lucida Bright, Calibri (body), or Cambria Math Exception: Your title can be size 16-28 and any (legible) font

Spacing Under the “Home” Tab: Double Spacing (the ENTIRE paper—including your heading) Under the “Page Layout” Tab: 0 pt “after” spacing

Alignment Heading: Right-aligned First & Last Name Core Due Date Title: Center-aligned Essay: Left-aligned (remember each paragraph should be indented!)

Margins (optional) *If your essay goes onto multiple pages, check and see how many lines are carried over to the next page. If you only have 6 or fewer lines on the additional page, then change the margins of your document to conserve paper.

Under the “Page Layout” Tab: -Pull down “Margins” and select “Narrow”