Lesson:
We read some of the students' definition essays about friendship. The class seemed to have a grasp of the assignment, and most successfully incorporated the sentence variety we have been practicing.
We spent the remainder of the class period teaching the concept and format for a simple block-style compare/contrast paragraph. Later we will learn to expand these to a five-paragraph essay.
To compare is to find how things are alike.
To contrast is to find how things are different.
For a simple contrast paper, students are to choose two things which seem similar, then explore the features that distinguish them as different. Examples might include:
cats and dogs (both small mammals commonly kept as household pets)
McDonald's and Wendy's (both fast food burger joints)
Target and WalMart (both large discount chain stores)
football and soccer (both team sports moving a ball down field to score)
FDR and Churchill (both allied leaders during WWII)
Lord of the Rings and Chronicles of Narnia (both beloved classic fantasy with Christian underpinnings)
and many, many more.
Whenever the subjects being compared or contrasted are mentioned together, they must remain in their original order. So, if cats are mentioned before dogs in the beginning, cats will always be mentioned first in any sentence where dogs are also mentioned. Therefore, choose the starting order strategically.
Begin by providing background and acknowledging similarities in at least the topic sentence; continue in a few following sentences if that helps explain things or add interest.
For example, one might say "Cats and dogs are perennially the most common and popular household pets. Fully half of all American families own at least one of these pets; 31% of households have cats, 39% have dogs, and some have both. While cats and dogs have many similarities, they are different in some important ways."
The next sentence should delineate whatever categories of differences the author chooses to highlight. (In a longer essay, this sentence would be at the end if the first paragraph, and would become the thesis statement.) For example, one might write, "Among other features, cats and dogs differ in ease of training, usefulness, and sociability."
The next section, the main body of the paragraph, will then contrast cats and dogs on those three points in that order. In our example, that would be:
(1) ease of training
(2) usefulness
(3) sociability
Usually, it works best to place whatever one considers to be the strongest point at the end.
Writers employ two different patterns for writing compare/contrast essays. One pattern involves a point-by-point, line-by-line examination, while the other considers all the points about one subject before switching to discuss all the points of other subject.
The line-by-line approach can be clear and effective, but it can also read like a ping-pong match of back-and-forth statements, if not done well.
Line-by-line example:
(1) Cats do not generally exhibit cooperation or obedience, but dogs can be trained to perform any number of elaborate, entertaining, and even valuable tasks. (2) Although some cats might deign to catch mice from time to time, many dogs serve valuable, even life-saving functions, such as: guarding homes and businesses; herding animals on farms and ranches; serving as eyes, ears, and able bodies for physically-challenged individuals; aiding law enforcement with search-and-rescue operations; and more. (3) Looking at the wild cousins of cats and dogs, one sees the biggest difference of all: cats are territorial while dogs are pack animals. Generally, cats are often aloof and independent, while dogs want to belong to a group. Thus, cats are carry themselves as rulers of their domain, while dogs are known as man's best friend.
Block style is the other major way of writing compare/contrast papers, and the one we will use for this assignment. Though we will still consider the same points about the same subjects in the same order, block style 'batches' these together in a few sentences devoted to each, so it has less of the ping-pong effect.
Block-style example:
(1)Even among cat fanciers, these regal felines are notorious for their lack of cooperation and obedience. Though cats may be beautiful and graceful, they simply do not do what they are told when they are told. (2)Certainly, these lovely creatures may occasionally catch mice if and when it suits them, but they seldom take pains to serve or please their human housemates otherwise. (3) Considering the natural behavior of big cats in the wild, this makes sense. Cats are territorial and independent. Placed in a household with humans, they coexist peacefully, even pleasantly, without yielding their innate sovereignty. On the other hand, (1)dogs have been trained quite easily for centuries to perform any number of elaborate, entertaining and even valuable tasks. (2) Working only for the occasional treat or pat on the head, perhaps even just for the sheer joy of doing what they were bred to do, dogs serve important, even life-saving, functions every day. Eagerly, canine companions guard homes and businesses, herd animals on farms and ranches, aid law enforcement with search-and-rescue operations, serve as eyes, ears, and able bodies for physically-challenged individuals,and more. (3) Because they are pack animals, dogs want to belong, to please, to know their place. Under the right leadership, dogs can do amazing things and display undying devotion and loyalty. Dogs are man's best friend.
Note that we use a clear transition expression (e.g., On the other hand,) to indicate when we switch from the first subject to the second.
Finally, we will wrap up the paragraph gracefully with at least a final concluding sentence, or clincher, that reflects the topic sentence in slightly different words, while bringing everything together again.
For example, if remaining impartial, we might say, "Cats and dogs are both popular pets whose differences make them beloved by different people."
If expressing a preference, we might rework the 'dog' block to end with "Though cats and dogs are both popular pets, only dogs are man's best friend."
So, putting it all together:
Cats and dogs are perennially the most common and popular household pets. Fully half of all American families own at least one of these pets; 31% of households have cats, 39% have dogs, and some have both. While cats and dogs have many similarities, they are different in some important ways. Even among cat fanciers, these regal felines are notorious for their lack of cooperation and obedience. Though cats may be beautiful and graceful, they simply do not do what they are told when they are told. Certainly, these lovely creatures may occasionally catch mice if and when it suits them, but they seldom take pains to serve or please their human housemates otherwise. Considering the natural behavior of big cats in the wild, this makes sense. Cats are territorial and independent. Placed in a household with humans, they coexist peacefully, even pleasantly, without yielding their innate sovereignty. On the other hand, dogs have been trained quite easily for centuries to perform any number of elaborate, entertaining and even valuable tasks. Working only for the occasional treat or pat on the head, perhaps even just for the sheer joy of doing what they were bred to do, dogs serve important, even life-saving, functions every day. Eagerly, canine companions guard homes and businesses, herd animals on farms and ranches, aid law enforcement with search-and-rescue operations, serve as eyes, ears, and able bodies for physically-challenged individuals,and more. Because they are pack animals, dogs want to belong, to please, to know their place. Under the right leadership, dogs can do amazing things and display undying devotion and loyalty. Though cats and dogs are both popular pets, only dogs are man's best friend.
Assignments:
Each student will write a block-style contrast paragraph on any suitable subjects of choice. Students may choose cats and dogs, as long as the thoughts and words are their own.
Students may treat the subjects in an impartial way, or may clearly state a preference.
Everything else we have learned applies. Besides vivid word choice and strong active verbs, this means students will need to work in ALL of the sentence variety we have been practicing.
This assignment is due April 17. Class will NOT meet this week, April 10.
With the extra week, any student who wishes to do so may submit an original poem or short story for extra credit.
Showing posts with label Sentence Variety. Show all posts
Showing posts with label Sentence Variety. Show all posts
Thursday, April 9, 2009
Sunday, March 29, 2009
4th - 6th Writing, March 27
Lesson:
We are continuing our study of expository writing with a type of essay similar to what older students write as a definition essay. Ours will be more flexible and simple, but the idea is to define an intangible quality or idea. This can include dictionary definitions, scriptures, discussions,quotations, examples from life, history, fiction, etc. This can also include discussion of what the defined idea is NOT.
Our assigned topic for the week is FRIENDSHIP. We spent most of the class brainstorming a list of ideas connected with friendship. What is friendship? What is the value of friendship? What makes people become friends? What qualities are desired in a friend?
Assignment:
Students are to write a good long paragraph about friendship. I do not want students to turn this into a description of a particular friend. This is meant to discuss friendship in a general way, developed with examples where appropriate.
After students compose their rough draft of this paragraph, I would like them to revise it for sentence variety, including at least one each of the six primary ways we have learned to start sentences.
Later, we will learn to expand a basic paragraph like this into a longer essay.
We are continuing our study of expository writing with a type of essay similar to what older students write as a definition essay. Ours will be more flexible and simple, but the idea is to define an intangible quality or idea. This can include dictionary definitions, scriptures, discussions,quotations, examples from life, history, fiction, etc. This can also include discussion of what the defined idea is NOT.
Our assigned topic for the week is FRIENDSHIP. We spent most of the class brainstorming a list of ideas connected with friendship. What is friendship? What is the value of friendship? What makes people become friends? What qualities are desired in a friend?
Assignment:
Students are to write a good long paragraph about friendship. I do not want students to turn this into a description of a particular friend. This is meant to discuss friendship in a general way, developed with examples where appropriate.
After students compose their rough draft of this paragraph, I would like them to revise it for sentence variety, including at least one each of the six primary ways we have learned to start sentences.
Later, we will learn to expand a basic paragraph like this into a longer essay.
Monday, March 23, 2009
4th - 6th Writing, March 20
Lesson:
We continued to review and drill on sentence variety. I spent some time clearing up some confusion students have been having about how to use words that appear on both the preposition list and the clausal starter list.
For example:
Because of the weather, the game was canceled.
Here, because is a prepositional phrase starter, with the noun weather as object of the preposition.
Because it was raining, the game was canceled.
Here, because is a clausal starter. Clauses have a subject and a verb; in this case, it is the subject, and was raining is the verb.
I had the students write another quick Brainwarmer. From those, I asked various students to read an example of each kind of opener we have been learning.
Here is a review of sentence openers, borrowed from the Institute in Excellence guidelines from Andrew Pudewa.
1. Subject
2. Prepositional phrase
3. "-ly" (Adverb)
4. "-ing" (Participle)
5. Clause (Dependent clause)
6. VSS (Very short sentence)
7. "-ed" (Past participle --- optional, for more advanced students)
Examples:
1. Subject: A hare always boasted about how fast he could run.
2. Preposition phrase: In his opinion, he was the speediest animal around.
3. "ly"/Adverb: Surprisingly, the slow tortoise challenged the arrogant hare to a race.
4. "ing"/Participle: Running as fast as he could, the hare was soon far ahead of the plodding tortoise.
5. Clause: Since he was sure he would win, the confident hare lay down for a nap and slept while the tortoise passed him by and crossed the finish line.
6. VSS: The tortoise had won!
7. "ed" /Past Participle: Pleased, he declared, "Slow and steady wins the race."
Assignment:
I have made available four simple paragraphs for the students to use as a base for improving sentence variety. The students may also use any of their recent Brainwarmers as a basis for revision.
The homework assignment is to revise any two paragraphs, using in each paragraph all the sentence openers we have learned without using the same one twice in a row.
I would like the students to write the number of the opener they are using in the left margin of their papers.
We continued to review and drill on sentence variety. I spent some time clearing up some confusion students have been having about how to use words that appear on both the preposition list and the clausal starter list.
For example:
Because of the weather, the game was canceled.
Here, because is a prepositional phrase starter, with the noun weather as object of the preposition.
Because it was raining, the game was canceled.
Here, because is a clausal starter. Clauses have a subject and a verb; in this case, it is the subject, and was raining is the verb.
I had the students write another quick Brainwarmer. From those, I asked various students to read an example of each kind of opener we have been learning.
Here is a review of sentence openers, borrowed from the Institute in Excellence guidelines from Andrew Pudewa.
1. Subject
2. Prepositional phrase
3. "-ly" (Adverb)
4. "-ing" (Participle)
5. Clause (Dependent clause)
6. VSS (Very short sentence)
7. "-ed" (Past participle --- optional, for more advanced students)
Examples:
1. Subject: A hare always boasted about how fast he could run.
2. Preposition phrase: In his opinion, he was the speediest animal around.
3. "ly"/Adverb: Surprisingly, the slow tortoise challenged the arrogant hare to a race.
4. "ing"/Participle: Running as fast as he could, the hare was soon far ahead of the plodding tortoise.
5. Clause: Since he was sure he would win, the confident hare lay down for a nap and slept while the tortoise passed him by and crossed the finish line.
6. VSS: The tortoise had won!
7. "ed" /Past Participle: Pleased, he declared, "Slow and steady wins the race."
Assignment:
I have made available four simple paragraphs for the students to use as a base for improving sentence variety. The students may also use any of their recent Brainwarmers as a basis for revision.
The homework assignment is to revise any two paragraphs, using in each paragraph all the sentence openers we have learned without using the same one twice in a row.
I would like the students to write the number of the opener they are using in the left margin of their papers.
Monday, March 16, 2009
4th - 6th Writing, March 13
Lesson:
We opened the class period with a five-minute Brainwarmer, since we had not done that in a while.
Then we reviewed the various sentence openers we have learned so far, discussing them with more examples.
After that, we read through student homework, identifying the type of sentence openers the students had used for each sentence.
I was quite pleased with the progress in sentence variety that the class showed.
Assignment:
I offered the students four more basic model paragraphs to rewrite for greater sentence variety; student are to complete at least two of them. Students also have the option of including their brainwarmer as one of their reworked samples.
As before, these can be reworded, rearranged, and restructured, but no major information is to be added or omitted. Students are to use each of the six primary sentence openers at least once (and the seventh, optional opener, if desired) and should not use the same type of opener twice in a row. NOTE: the openers do NOT need to be used in any particular order.
These are due this coming Friday, March 20.
We opened the class period with a five-minute Brainwarmer, since we had not done that in a while.
Then we reviewed the various sentence openers we have learned so far, discussing them with more examples.
After that, we read through student homework, identifying the type of sentence openers the students had used for each sentence.
I was quite pleased with the progress in sentence variety that the class showed.
Assignment:
I offered the students four more basic model paragraphs to rewrite for greater sentence variety; student are to complete at least two of them. Students also have the option of including their brainwarmer as one of their reworked samples.
As before, these can be reworded, rearranged, and restructured, but no major information is to be added or omitted. Students are to use each of the six primary sentence openers at least once (and the seventh, optional opener, if desired) and should not use the same type of opener twice in a row. NOTE: the openers do NOT need to be used in any particular order.
These are due this coming Friday, March 20.
Monday, March 9, 2009
4th - 6th Writing, March 6
Lesson:
We spent most of the class period reading aloud and evaluating country reports. It was evident that the students worked diligently on these.
We spent the last part of the class period reminding students about various ways to begin sentences for more variety.
Borrowed from the Institute in Excellence guidelines from Andrew Pudewa, those basic sentence openers include:
1. Subject
2. Prepositional phrase
3. "-ly" (Adverb)
4. "-ing" (Participle)
5. Clause (Dependent clause)
6. VSS (Very short sentence)
7. "-ed" (Past participle --- optional, for more advanced students)
Examples:
1. Subject: A hare always boasted about how fast he could run.
2. Preposition phrase: In his opinion, he was the speediest animal around.
3. "ly"/Adverb: Surprisingly, the slow tortoise challenged the arrogant hare to a race.
4. "ing"/Participle: Running as fast as he could, the hare was soon far ahead of the plodding tortoise.
5. Clause: Since he was sure he would win, the confident hare lay down for a nap and slept while the tortoise passed him by and crossed the finish line.
6. VSS: The tortoise had won!
7. "ed" /Past Participle: Pleased, he declared, "Slow and steady wins the race."
Assignment: I provided each student with two starter stories and some accompanying handouts. The students are to rewrite the two sample paragraphs for more variety. Each rewritten paragraph should contain all six of the sentence openers listed here. However, the openers do not need to be in the numbered order given here. Any sentence can begin with any opener that will work for it, and the sentences can be reworked as needed, as long as the ideas stay the same.
Students are not to do any topic research; the rewritten paragraphs should include the same information, with nothing significant added or omitted.
We spent most of the class period reading aloud and evaluating country reports. It was evident that the students worked diligently on these.
We spent the last part of the class period reminding students about various ways to begin sentences for more variety.
Borrowed from the Institute in Excellence guidelines from Andrew Pudewa, those basic sentence openers include:
1. Subject
2. Prepositional phrase
3. "-ly" (Adverb)
4. "-ing" (Participle)
5. Clause (Dependent clause)
6. VSS (Very short sentence)
7. "-ed" (Past participle --- optional, for more advanced students)
Examples:
1. Subject: A hare always boasted about how fast he could run.
2. Preposition phrase: In his opinion, he was the speediest animal around.
3. "ly"/Adverb: Surprisingly, the slow tortoise challenged the arrogant hare to a race.
4. "ing"/Participle: Running as fast as he could, the hare was soon far ahead of the plodding tortoise.
5. Clause: Since he was sure he would win, the confident hare lay down for a nap and slept while the tortoise passed him by and crossed the finish line.
6. VSS: The tortoise had won!
7. "ed" /Past Participle: Pleased, he declared, "Slow and steady wins the race."
Assignment: I provided each student with two starter stories and some accompanying handouts. The students are to rewrite the two sample paragraphs for more variety. Each rewritten paragraph should contain all six of the sentence openers listed here. However, the openers do not need to be in the numbered order given here. Any sentence can begin with any opener that will work for it, and the sentences can be reworked as needed, as long as the ideas stay the same.
Students are not to do any topic research; the rewritten paragraphs should include the same information, with nothing significant added or omitted.
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