ERWC Unit 1

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ERWC Unit 1

• Day 6
• Writing, Editing, Revising, and Modals

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• Standards

• Objectives

• Writing
• 1.0 Writing Strategies Students write coherent
  and focused texts that convey a well-defined
  perspective and tightly reasoned argument. The
  writing demonstrates students' awareness of the
  audience and purpose and progression through the
  stages of the writing process.
• Organization and Focus 1.1 Demonstrate an
  understanding of the elements of discourse (e.g.,
  purpose, speaker, audience, form) when completing
  narrative, expository, persuasive, or descriptive
  writing assignments. 1.3 Structure ideas and
  arguments in a sustained, persuasive, and
  sophisticated way and support them with precise
  and relevant examples.
• Research and Technology 1.7 Use systematic
  strategies to organize and record information
  (e.g., anecdotal scripting, annotated
  bibliographies).

• Students will be able to
• write a persuasive essay
• peer edit essays for organization and content
• identify and utilize the writing process
• apply organization strategies to their own
  writing
• revise their own writing

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STEP 1  PREWRITINGTHINK

• Decide on a topic to write about.
• Consider who will read or listen to your written
  work.
• Brainstorm ideas about the subject.
• List places where you can research information.
• Do your research.

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STEP 2 DRAFTINGWRITE

• Put the information you researched into your own
  words.
• Write sentences and paragraphs even if they are
  not perfect.
• Read what you have written and judge if it says
  what you mean.
• Show it to others and ask for suggestions.

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STEP 3 REVISINGMAKE IT BETTER

• Read what you have written again.
• Think about what others said about it.
• Rearrange words or sentences.
• Take out or add parts.
• Replace overused or unclear words.
• Read your writing aloud to be sure it flows
  smoothly.

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STEP 4 PROOFREADINGMAKE IT CORRECT

• Be sure all sentences are complete.
• Correct spelling, capitalization, and
  punctuation.
• Change words that are not used correctly.
• Have someone check your work.
• Recopy it correctly and neatly.

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STEP 5 PUBLISHINGSHARE THE FINISHED PRODUCT

• Turn it in!
• Read your writing aloud to a group.
• Create a book/portfolio of your work.
• Send a copy to a friend or relative.
• Put your writing on display.
• Illustrate, perform, or set your creation to
  music.
• Congratulate yourself on a job well done!

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Step Up to Writing

• Like a formula
• Helps with organization
• Should be able to color code your own writing or
  someone else's

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Organization

• You should have the following
• Introduction, usually 1-2 paragraphs, hooks the
  reader, provides background and thesis statement
  (which is a road map for the reader).
• Body, as many paragraphs as necessary, no set
  number, all paragraphs should support thesis
  point by point.
• Conclusion, 1 paragraph usually, can be 1
  statement as well, summarizes main points,
  explains significance, provides cal to action or
  agreement.

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The Checklist Does the essay

• 1. state the writers opinion on the topic in the
  thesis statement?
• 2. show knowledge and understanding of the
  audience?
• 3. have evidence that supports the thesis
  statement?
• 4. anticipate opposing points of view?
• 5. find some common ground?
• 6. maintain a reasonable tone?
• 7. organize and present the writers position as
  effectively as possible?
• Comment on each of these points for your
  partners essay, you can write on the draft if
  there is room or on a separate piece of paper.
  Make sure to refer to each step whether they did
  a good job or not. Tell them what they did well
  AND what they need to work on.

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Grammar Modals

• A special kind of verb
• Different from helping verbs such as have, do,
  and be.
• Do not have endings like regular verbs
• Example He has, not He cans
• Used to express ability, possibility, permission,
  certainty, necessity, obligation, and prediction.
• Changes the logical meaning of the main verb, so
  you must make an inference or prediction.

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Examples

• The policeman stopped the speeding cars is just
  a statement of fact.
• The policeman might stop the speeding cars
  suggests it is possible he will stop the cars,
  but there is also a chance he wont.
• The policeman should stop the speeding cars
  makes a recommendation, but just because you
  believe it should happen, doesnt mean it really
  will.
• The policeman must stop the speeding cars
  communicates that you believe it is urgent for
  him to stop the cars.
• Using modals appropriately is an important way to
  communicate these and other precise meanings to
  readers or listeners

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Modals and Their Meanings
Modal Possible Meanings
can ability or permission
could possibility or permission
may possibility or permission
might possibility or permission
must degree of certainty or necessity
shall necessity
should obligation
will prediction
would possibility or preference
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Rules

• Modals
• Always come first in the verb phrase
• Always occur with a subject
• Are always followed by the simple form of the
  verb, or by have and be
• Never have an s or ed
• Never followed by an infinitive (to plus simple
  verb)

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Present/future time modals

• May refer to either present or future
• English does not have a real future tense. We use
  the modal will to predict what will happen in
  the future.
• Examples
• You should clean your room.
• I can buy a new car.
• He will be late.

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Past time modals (modal perfects)

• Are followed by have and the past participle
• May refer to the past or the past of a future
  present time
• Examples
• Past- He may have broken the window.
• Past of a future present time- They could have
  invented flying cars by 2020.

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Phrasal Modals

• Some verbs have the same meaning as modals, but
  are formed like regular verbs.
• They have an s in the third person singular,
  present tense
• Are followed by an infinitive (to verb)
• See the following chart

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Phrasal Modals Equivalent Modals
Phrasal Modals Equivalent Modals
be able to can
be going to will
are about to will
have to must
have got to must
be supposed to should
ought to should
be allowed to may
be likely to could
be about to would
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Homework

• Second rough draft of essay- must be brought to
  next class.
• Bring outside reading book next class.
• Review notes on active/passive and modals for
  grammar work next class.