HIGH SCHOOL WRITING Teacher Guide Grades 9 Through 12 Key Pages for Teachers and Students Developed by: Michelle Mullen Sandy Boldway AVID Decader of Gallege 1Quick Reference Wf sonr sudents need help with. Gohere: + Academic vocabulary ‘PP. 60-66, 85-87, 89-95, 132-138, 172-194, 392 + Active voice ‘pp. 96-99, 156-171 Breaking down a text ‘pp. 18-28, 325-326, 378382 + Citing their sources pp. 44155. + Conclusions pp. 66, 139-143 ‘Conventons of wnting (punctuation, grammas, ct.) pp. 100-112, 172-194 Descriptive writmg, Pp. 96-99, 197-239, 295-311 ‘Developing ideas (analysis, evaluahon, interpretation) pp. 36-37, 40-42, 62-65, 202, 327, 346, 384-391 + iing weting pp. $5, 108-112 + Gathenng informanon (research) pp. 145-150, 284-286 Ging feedback w writing pp. 37-A2, 44-45, 49-54, 57, 371-372 + Having something say (geting aed) pp. 30-36 47-48, 197-201. 215-219, 28-253,221-24, 25-20, 281-285, 795-258, 312-214, 305-37R 544-347, 357-300 * ntodoctions pp. 60-62, 118-125 * Noteaking pe. 8417, 148-150 + Organization pp. 66 215801 A029 29-0315 D9 HOSHAID > Persuasive appeal pp. 356-360, 367-369 + Rubric conn pM, 58,214, 224,288, 254,776, 292 309,321, 339, 373,396, 399, 103,05 + Selfreflection and evaluation "pp. 241.43,56 ae ‘ + Thesis sxements pp. 60-62, 113-117 > Timed wating savas : 37-106 + Trations pe. 126-131 + Varying sentences pp. 108-110, 172-194 ‘Vocabulary development pp. 82-99Student Handout 2.1 Stages of the Writing Process Prewrite: Draft: Reader Response: Revise: Edit: Final Draft/Publis! Self-Evaluate/ Reflect: 46 ‘You star the writing process by generating ideas about atopic and figuring out what and. how you think. You can cluster brainstorm, debate, freewrite, fantasize, visualize, draw, read, talk, research, et. The idea isto have a poo! of information from which to draw to begin your piece ‘This is where you allow your ideas to take shape. During this stage, you form a coherent, ‘organized rough draft that starts to express your point. Keeping your audience (teacher, other studenis, college admissions oficers, et. in mind, this is where you figure out what you really want to say and begin to organize yout ideas. Remember that your first draft may change substantially as you make revisions. ‘This is where you share your work with others for the purpose of getting feedback on the ‘content of the piece, The focus ison the ideas communicated in your writing, not necessarily ‘on grammar, spelling, punctuation, etc. (Sometimes, however, our ideas may be confusing ‘to the reader because of mistakes in spelling, grammar, or punctuation; in this case, the reader should give you feedback about these kinds of errors) Your reader becomes your audience and he/she will give you ideas, comments, and responses so that you can better revise your piece. Itis yout responsibility to get strong, useful feedback from your reader — ask fort! ‘This is where you re-see or re-think your writing. You look at your work again for the pur- pose of improving and clarifying. You use your reader’s feedback to help make decisions bout changes. The idea is to finish with a clear and complete piece that try expresses your ideas in the best possible mannet. You may need to revise several times. ‘After you have made your revisions and are close toa final draft, your paper must be checked again for mechanical comectness, Editing is where others read your paper for the purpose of finding errors in grammar, spelling, and punctuation, Your editor will use some kind of abbreviations (see your teacher for ideas) to show you where mistakes are contained in your piece. These must be corrected before you make your final draft. This is where you take your final piece “public” by presenting ito an audience. This is your time to shine, ‘This is where you think and write about your creative process, documenting what you've learned about yourself and writing This is also where you set future goals and/or determine your next steps or needs asa writer. High School Writing Teacher Guide