Writing Portfolio

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Writing Portfolio

• with Mr. Butner

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Writing Portfolio

• Due Date December 18th
• Requirements (3 sections)
• 1. Analytic Essay
• 2. Comparison/Contrast Essay
• 3. Poetry (two poems)
• Materials Needed
• 1. Paper
• 2. Pencil/Pen
• 3. A folder, specifically for the portfolio
  materials.

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Writing Portfolio

• Note
• The two essays you will write will look exactly
  like what will be asked of you in February on the
  writing assessment.
• In other words, this is going to help you. )

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Analytic Summary Essay

• Using the informational text The Woman Called
  Moses, students will write one analytic essay.
• The purpose of this essay is to analyze the
  different aspects (parts) of the article.
• We will discuss how to do this later.

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Comparison/Contrast Essay

• Students will use the informational texts The
  Woman Called Moses and Leaders of the Civil War
  Era Harriet Tubman to write a comparison and
  contrast essay.
• You will use both articles in your essay. You
  will compare and contrast the points of view and
  opinions of each article.
• Again, this essay will be discussed at a later
  date.

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Poetry

• Select and compose two different poems from the
  list below
• 1. Review Poem (Figurative Language)
• 2. Who Am I? Poem
• 3. Cinquain
• 4. Colorful Poem

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Analytic Summary Essay

• This essay will cover the article The Woman
  Called Moses by Walter Oleksy and Meg Mims.
• The essay is an analytic summary, which means
  that you will summarize the articles main points,
  yet you will also break down or explain each main
  point.

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Analytic Summary Essay

• The Prompt
• After you have read the article, determine one
  central idea from the text and write an essay
  that
• both summarizes and analyzes how that central
  idea is conveyed through particular details. Cite
  evidence from the text to support your analysis.
  Follow the conventions of standard written
  English.

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Analytic Summary Essay

• Analyze the Article
• Follow along as we read the article together.
  Also, update your central idea graphic organizer.
• For each central idea found within the article,
  you will list several supporting details with the
  line numbers.
• You should discuss at least 2 central ideas, each
  with at least 3 supporting details.

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Analytic Summary Essay

• Essay format
• I. Introduction
• A. Hook
• B. General discussion of the topic
• C. Thesis statement
• II. Body Paragraph
• A. Topic sentence
• B. 2-3 supporting details
• C. Concluding sentence
• III. Body Paragraph
• A. Topic sentence
• B. 2-3 supporting details
• C. Concluding sentence
• IV. Body Paragraph
• A. Topic sentence
• B. 2-3 supporting details
• C. Concluding sentence
• V. Conclusion
• A. Restate the thesis statement.

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Analytic Summary Essay Introduction

• I. Introduction
• A. Hook
• B. General discussion of the topic
• C. Thesis statement
• What is a hook?
• Why is a hook necessary?

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Analytic Summary Essay Introduction

• A hook is an attention getter. Hooks are
  extremely important as they set the tone for the
  entire essay.
• A strong hook is like a firm handshake it lets
  the reader know you mean business, and you will
  entertain and inform them along the way.

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Analytic Summary Essay Introduction

• For this essay, select one of the following types
  of hooks. Each of the examples could be a way to
  begin Little Red Riding Hood
• 1. Begin your essay with a strong simile or
  metaphor.
• Example The wolf was a tornado changing the
  lives of all who crossed his path.
• 2. Begin with an interesting question for the
  reader to ponder.
• Example Who would have thought that a simple
  trip to Grandma's house would end in tragedy?
• 3. Use a string of adjectives
• Example Tall, dark, and with an air of
  confidence, the woodsman entered the house.

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Analytic Summary Essay Introduction

• Based on the previous slide, select 1 of the
  previous hooks. Compose your own hook that
  follows the pattern provided.
• Sample Hook
• 1. Begin your essay with a strong simile or
  metaphor.
• Like a hidden, flickering lantern, Harriet
  Tubman lit the way to freedom for hundreds of
  slaves trapped within the darkness of the
  nineteenth-century South.

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Analytic Summary Essay Introduction

• General Discussion of the Topic
• Provide one or two sentences that briefly
  summarize your topic and what you will be writing
  about.
• DO NOT use anything like this
• In this paper, I will talk about...
• I'm fixin' to tell you a story...
• If you do, a monkey will find you during lunch
  and proceed to throw bananas at your face, so
  just don't. Please.

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Analytic Summary Essay Introduction

• Thesis Statement
• The thesis statement is where you state your
  claim for the paper. It will include the article
  title, author, what you believe the central idea
  to be, and the three points you will write about.
  Your thesis statement will be one sentence.
• Example
• In the article The Woman Called Moses, Walter
  Oleksy and Meg Mims assert that Tubman had one
  single focus to escape slavery and to live free
  evidence of this claim can be found in Tubman's
  childhood, when she escapes from slavery, and
  when she returns to free slaves on the
  Underground Railroad.

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Analytic Summary Essay Introduction

• At this point, your introduction should basically
  be written. All you need to do is put the pieces
  together.
• Sample Introductory Paragraph
• Like a hidden, flickering lantern, Harriet
  Tubman lit the way to freedom for hundreds of
  slaves trapped within the darkness of the
  nineteenth-century South. Years before the Civil
  War would begin Tubman sought her own freedom,
  and additionally, she risked her life to ensure
  the freedom of many other Southern slaves. In the
  article The Woman Called Moses, Walter Oleksy
  and Meg Mims assert that Tubman had one single
  focus to escape slavery and to live free
  evidence of this claim can be found in Tubman's
  childhood, when she escapes from slavery, and
  when she returns to free slaves on the
  Underground Railroad.

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Analytic Summary Essay Body Paragraph

• For each body paragraph, you select a point from
  your thesis statement and develop it further. You
  provide a topic sentence (what the paragraph will
  be about) then 2 or 3 supporting details from the
  article. (Cite line numbers in parentheses.)
• II. Body Paragraph
• A. Topic sentence
• B. 2-3 supporting details
• C. Concluding sentence

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Analytic Summary Essay Body Paragraph

• Sample Body Paragraph I
• Even as a young child, Tubman began developing
  words that analyzed slavery. Looking back, Tubman
  remarked, I think slavery is the next thing to
  hell. If a person would send another into
  bondage, he would . . . send him to hell
  (20-22). Additionally, Ozleksy and Mims note a
  night during Tubman's childhood when her owners
  celebrated a harvest. Stars twinkling in the sky,
  Harriet's fear was replaced with a single focus
  to escape from slavery and to live free (13-14).
  Clearly, Tubman possessed great strength of
  character from and early age.

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Analytic Summary Essay Body Paragraph

• Sample Body Paragraph II
• Although she escaped from slavery, Tubman felt
  morose. For example, she commented, ...
  Likewise, Tubman notes, ...

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Analytic Summary Essay Body Paragraph

• Sample Body Paragraph III
• After Tubman saved her family, she continued
  returning to the South to rescue other slaves on
  the Underground Railroad. Emphasizing this point,
  Oleksy and Mims discuss, ... Moreover, Tubman
  herself remarks, ...

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Analytic Summary Essay Conclusion

• The conclusion wraps up the essay, reminds the
  reader of you main points, and ends with a strong
  sentence.
• V. Conclusion
• A. Restate the thesis statement.
• B. General summary of the essay
• C. Strong concluding sentence

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Analytic Summary Essay Conclusion

• Sample Conclusion
• In conclusion, in the article The Woman Called
  Moses, Oleksy and Mims assert that Tubman,
  through her words, displayed great fortitude
  during childhood, after escaping bondage, and
  while leading slaves via the Underground
  Railroad. Only a handful of people throughout
  history commit their lives to such a monumental
  task, but Harriet Tubman did. Stalwart, staunch,
  and steadfast, Tubman altered the course of
  history.

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Analytic Summary Peer Revision

• Peer Revision
• Peer Revision is the process of correcting, or
  revising, a classmates paper.
• Revision is meant to produce a better grade for
  you and your partner.
• Peer Revision Rules
• 1. When you review, comments should be
  respectful.
• 2. Point out opportunities for improvement in the
  essay.
• 3. Completely answer each question on the peer
  revision handout.

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Analytic Summary Peer Revision

• Sample Paragraph
• In my paper, I will talk about Harriet Tubman.
  Harriet was a smart woman. Harriet freed many
  slaves on the Underground Railroad. monkeys.
  Harriet was a strong woman. In the article the
  woman called moses Oleksy and mims talk about
  Harriet's childhood, when she escaped slavery,
  and when she worked on the Underground Railroad.
  First, I will talk about Harriet Tubman's
  childhood. Martin Luther King Jr. was a great
  man. She always wanted to be free. She said, I
  got a right to 2 things Death or Liberty.

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Analytic Summary Final Draft

• As you complete the final draft, correct any
  errors you may have made, including spelling,
  grammar, or citation errors.
• Make sure your quotation marks are in the correct
  spot.
• Also, correct the following items. Underline
  these items in your final draft, in order to show
  you completed them
• 1. Revise at least five words in your essay. Make
  the words more vivid. Use a thesaurus for
  assistance.
• 2. Change the beginnings of at least two
  sentences to add more variety.
• Ex Begin the sentence with a prepositional
  phrase or and -ing verb.

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Revision Practice

• Revise the sentence below to include a more vivid
  word for said.
• Tubman said, We were always uneasy. Now I've
  been free, I know what slavery is (17).

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Comparison/Contrast Essay

• This essay will cover the articles The Woman
  Called Moses by Walter Oleksy and Meg Mims and
  Leaders of the Civil War Era Harriet Tubman by
  Ann Malaspina.
• The essay is an comparison and contrast essay,
  which means that you compare and contrast ideas
  found within both of the articles.

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Comparison/Contrast Essay

• The Prompt
• You have now read two texts about Harriet
  Tubman. Write an essay that compares and
  contrasts the authors purposes and how their
  purposes are conveyed in the two texts. Be sure
  to cite evidence from both texts to support your
  analysis. Follow the conventions of standard
  written English.

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Comparison/Contrast Essay
Block Essay Format I. Introduction A. Hook B.
General discussion of the topic C. Thesis
statement II. First item A. Topic SentenceB.
EvidenceC. Conclusion III. Second item A. Topic
SentenceB. EvidenceC. Conclusion IV.
Conclusion A. Restate the thesis statement. B.
General summary of the essay C. Strong
concluding sentence
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Comparison/Contrast Essay

• Analyze the Article
• Follow along as we read the article together.
  Also, update your purpose graphic organizer.
• After you have found the purpose of the article,
  note at least five supporting details with line
  numbers.

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Comparison/Contrast Essay

• I. Introduction
• A. Hook
• B. General discussion of the topic
• C. Thesis statement
• The introduction for this essay will be similar
  to the last one you wrote. However, you will go
  ahead and begin loosely comparing and contrasting
  in your introduction.

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Comparison/Contrast Essay

• For this essay, select one of the following types
  of hooks and modify it for your topic. Each of
  the examples could be a way to begin Little Red
  Riding Hood
• 1. Start with a short (four or five word
  maximum), effective sentence
• Example Her hair shone gold.
• 2. Fill in these blanks ___ was the kind of ___
  who/that ___.
• Example Little Red was the kind of girl who
  thought wolves would never bother her.
• 3. Begin with alliteration
• Example Courageous, confident, and cautious,
  the girl with the crimson hood crept through
  the woods.

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Comparison/Contrast Essay

• Example
• 3. Begin with alliteration.
• Heroic, humble, and hopeful, Harriet Tubman
  strove against slavery both before and during the
  Civil War.

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Comparison/Contrast Essay

• General Discussion
• Again, you generally discuss the article here, no
  quoting yet.
• Example
• In her childhood, Tubman longed to be free.
  Eventually, she captured that freedom and
  continued fighting for the freedom of her
  brethren for the rest of her life.

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Comparison/Contrast Essay

• Thesis Statement
• The thesis statement is where you state your
  claim for the paper. It will include the article
  titles, authors, what you believe the central
  ideas to be, and the two points on which you
  think the articles compare and contrast. Your
  thesis statement will be one sentence.
• Example
• In the article The Woman Called Moses, Walter
  Oleksy and Meg Mims assert that Tubman had one
  single focus to escape slavery and to live free,
  yet, in Leaders of the Civil War Harriet
  Tubman, by Ann Malaspina, the author depicts
  Tubman as a war hero striving for her people
  both articles contain many similarities and
  differences.

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Comparison/Contrast Essay

• Introduction
• Here is what it looks like put together.
• Example
• Heroic, humble, and hopeful, Harriet Tubman
  strove against slavery both before and during the
  Civil War. In her childhood, Tubman longed to be
  free, Eventually, she captured that freedom and
  continued fighting for the freedom of her
  brethren for the rest of her life. In the article
  The Woman Called Moses, Walter Oleksy and Meg
  Mims assert that Tubman had one single focus to
  escape slavery and to live free, yet, in Leaders
  of the Civil War Harriet Tubman, by Ann
  Malaspina, the author depicts Tubman as a war
  hero striving for her people upon analysis, both
  articles contain many similarities and
  differences.

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Comparison/Contrast Essay

• Body Paragraph
• Differing from the last essay, here each body
  paragraph will be devoted to one article. Each
  paragraph should list ways that the two articles
  are similar and different from one another.

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Comparison/Contrast Essay

• Body Paragraph I
• Example
• While analyzing many areas of Tubman's life in
  their article The Woman Called Moses, Mims and
  Oleksy maintain focus on Tubman's desire to
  escape slavery and live free. For example, in
  Oleksy and Mim's article Tubman states, There's
  two things I got a right to . . . and these are
  Death or Liberty (28). Obviously, the authors
  were focused on Tubman's pursuit of this ideal
  throughout her whole live. Additionally, after
  she gained her freedom, the authors claim Tubman,
  realized she couldn't be free until her people
  were free (39). Thus, Tubman turned to the
  Underground Railroad to help free those still
  enslaved. Clearly, Tubman fought for freedom
  throughout her whole life.

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Comparison/Contrast Essay

• Body Paragraph II
• Example
• On the other hand, while examining Tubman's
  desire for freedom for both herself and her
  people, in her article, Leaders of the Civil
  War Harriet Tubman, Ann Malaspina focuses
  specifically on Tubman's time spent in the Civil
  War. For instance, Malaspina specifically notes
  that the skills Tubman gained on the Underground
  Railroad helped her in the Civil War, as, Her
  abilities to track through the woods, disguise
  herself, and lead others on secret missions
  equipped her well to help carry on activities
  behind enemy lines (23-24). Moreover, Malaspina
  focuses on the fame Tubman acquired when she and
  the Union army, brought back 700 to 800 slaves
  who were laborers on nearby plantations, as well
  as much enemy property (48-49). After analysis,
  one can safely assume Malaspina was concerned
  with the Civil War, whereas Oleksy and Mims told
  the story of Tubman's entire life.

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Comparison/Contrast Essay

• IV. Conclusion
• A. Restate the thesis statement.
• B. General summary of the essay
• C. Strong concluding sentence
• The conclusion will follow a pattern similar to
  that of the last essay. The only difference will
  be that you include the two articles in your
  conclusion and briefly state how they compare and
  contrast.

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Comparison/Contrast Essay

• Conclusion
• Example
• In conclusion, the articles The Woman Called
  Moses by Walter Oleksy and Meg Mims and Leaders
  of the Civil War by Ann Malaspina both discuss
  Tubman's desire for freedom however, Malaspina
  focuses solely on Tubman's time spent in the
  Civil War, whereas Oleksy and Mims show a span of
  Tubman's whole life. In both articles, Tubman is
  depicted as a strong, valiant woman, who fought
  for what she believed was right. Due to her
  fierce determination, Tubman's accomplishments
  stand as a beacon of hope for those who continue
  to fight for their dreams.

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Poetry Writing
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Who Am I? Poem

• Prewriting Think of things you like, things you
  do, things you don't like, and things you don't
  like to do. Add at least four items to each list

Things I Like
Things I Like to Do
Things I Don't Like to Do
Things I Don't Like
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Who Am I? Poem

• Drafting Pick four things that you like and four
  things that you do not like, and use them in a
  Who Am I? poem. In the poem, tell who you are,
  but use the things from your list. In the first
  stanza, tell who you are. In the second stanza,
  tell who you are not.

Who Am I? I'm chocolate milk. I'm flying
kites. I'm throwing water balloons. I'm scary
stories. I'm frogs. I'm roller coasters. I'm not
worksheets for homework. I'm not a trip to the
dentist. I'm not a clean room. I'm not allergy
shots. I'm not sardines.
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Who Am I? Poem

• Revising Can you add, delete, or change words?
  Can you add phrases or clauses? Try to give more
  information about each thing in each line.

Who Am I? I'm a chocolate milk moustache. I'm
flying kites on a cool, windy day. I'm throwing
water balloons on a sticky summer afternoon. I'm
scary stories told in whispers on stormy
nights. I'm frogs submarining through secret
ponds. I'm roller coasters rocketing through
space. I'm not worksheets for homework, the ones
that make my brain feel like a tiger pacing in
a cage. I'm not a trip to the dentist, where my
mouth feels like a candy bar melting in the
sun. I'm not a clean room, a place too perfect to
live. I'm not allergy shots, weekly spikes in the
arm. I'm not sardines, those dead fish in a
coffin can.
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Colorful Writing Poem

• Prewriting Think of ten to fifteen colors
  green, blue, red, yellow, and others.
• Be as creative and as specific as possible. Shoot
  for colors that are not a common, such as
  aquamarine for blue and amber for golden.

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Colorful Writing Poem

• Drafting Choose five or six green things and
  write about them using this pattern
• What is (insert your color)? (Insert your color)
  is
• Example
• What is green?
• Green is
• a frog
• summer grass
• a cat's eyes
• a dollar bill
• a gremlin's face

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Colorful Writing Poem

• Revising Tell more about each thing your wrote
  about in your draft. Add adjectives and other
  vivid words.
• What is green?
• Green is
• a lumpy bullfrog, the emperor of the pond,
  perched on a lily pad, croaking rough music
  across his watery kingdom,
• soft summer grass swaying, catching secret
  whispers of wind,
• a cat's eyes peering out into the dark from
  inside the deep dark of a cardboard box,
• a dollar bill crumpled in a pocket of a pair of
  jeans about to be tossed into a churning
  washing machine,
• a gremlin's face after he gulped a dozen rotten
  eggs.