2013-2014 AVID Path | Writing Middle School/High School | Handouts
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Costa's Levels of Thinking
3—Applying
(Off the Page)
Evaluate GeneralizeImagine
Judge
Predict
Speculate
If/Then
HypothesizeForecast
2—Processing
(Between the Lines)
CompareContrast Classify
Sort
Distinguish
Explain (Why?)
Infer
Analyze
1—Gathering
(On the Page)
CompleteDefine
Identify List
Recite
Select
2013-2014 AVID Path | Writing Middle School/High School | Handouts
Describe
Observe
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Student Handout 6.3d
Persuasive Essay Planning
Title of editorial or commentary
Who is the audience?
How will you introduce your essay so that you build interest?
What background information will you need to state?
What is your position on the issue?
What are your arguments? (facts, statistics, testimonials, anecdotes)
What is the counterargument? Why is it wrong?
How will you conclude: Restate your position? Give a call to action?
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Middle Level Writing With Integrated Reading and Oral Language
2013-2014 AVID Path | Writing Middle School/High School | Handouts
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Thesis
Topic: “The Tell-Tale Heart”
by Edgar Allan Poe
Focus: Poe uses vivid imagery.
Forecast: Imagery is used to describe setting
and characters, which then create a
mood of suspense and horror.
Thesis statement: Poe uses vivid imagery to describe setting and characters,
which then create a mood of suspense and horror.
Your Topic:
Your Focus Statement:
Your Forecast:
Write your thesis statement, making sure it is a complete sentence or two.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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Thesis Statement Extension Instructions
Because you already have a clear sense of what a thesis statement is and
you are comfortable teaching it to students, we invite you to complete this
extension activity rather than the more foundational activity with the larger
group.
Instructions:
1. There are three writing prompts and sample thesis statements below/on
back. Review them with a partner and choose 1-2 to work with.
2. You and your partner should analyze the given thesis statement,
determine why it is weak, and write some commentary recapping your
ideas.
3. Together, write a stronger thesis statement that addresses the issues you
raise in your commentary. (Feel free to make up details if you don’t have
the background information about the topic.)
Example 1:
Question/Prompt: Discuss the changes in the character of Scout in
Harper Lee’s To Kill a Mockingbird.
Weak Thesis: In the book To Kill a Mockingbird by Harper Lee, Scout
changes a great deal.
Commentary:
Stronger Thesis:
2013-2014 AVID Path | Writing Middle School/High School | Handouts
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Example 2:
Question/Prompt: Economic development and environmental
protection are often at odds. Identify and discuss one example of the
conflict, including your attitude toward the conflict or a proposed solution.
Weak Thesis: The conflict between the logging interests of the Pacific
Northwest and the protection of the spotted owl is one example of the
conflict between economic development and environmental preservation.
Commentary:
Stronger Thesis:
Example 3:
Question/Prompt: Early in Shakespeare’s Hamlet, Hamlet states, “What
a piece of work is man,” and the play itself explores a spectrum of
characters who appear to embody many facets of human nature. In an
essay, discuss what the play suggests about the qualities that define human
nature and the implications of comparison to a society.
Weak Thesis: In Hamlet, Shakespeare suggests that human nature is
defined by a mixture of qualities, some of which hurt society.
Commentary:
Stronger Thesis:
2013-2014 AVID Path | Writing Middle School/High School | Handouts
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Example Three-Column Organization
First Word of Each
Sentence
Verb in Each Sentence
2013-2014 AVID Path | Writing Middle School/High School | Handouts
Number of Words in
Each Sentence
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Learning Log
Name: _____________________
Write, draw, or process in some other way, a response to the prompt on the
front and/or back of this paper. (The front is set up for writing; the back is
set up for drawing or diagramming.)
Prompt:
Think back to all the things we did and talked about yesterday. What key
learning points have stayed with you or what seems most important to
you?
Response:
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
2013-2014 AVID Path | Writing Middle School/High School | Handouts
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One Paragraph Summary Template
_____________________________________ (author’s credentials), ______________________
_____________________ (author’s first and last name), in her/his/the _______________ (genre)
__________________________________________________________________ (title of text),
______________________ (verb: argues, states, suggests, hypothesizes, discusses, notes…) that
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________(main claim or argument advanced in the text).
She/he supports her/his claim by ___________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________ . She/he next proceeds to show that _____________
______________________________________________________________________________
______________________________________________________________________________
____________________ . Finally, she/he argues (or some other such verb) that _____________
______________________________________________________________________________
______________________________________________________________________________
___________________________ . _________________ (author’s last name) purpose is to ____
____________________________________________________________ in order to ________
____________________________________________________________________________ .
She/he ________________(verb: adopts, establishes...) a(n) _____________________________
tone for ______________________________________________________ (intended audience).
2013-2014 AVID Path | Writing Middle School/High School | Handouts
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WICOR
Writing
 Writing process (prewrite to final draft)
 Respond, revise
 Edit, final draft
 Cornell notes
 Quickwrites
 Learning logs, journals
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WICOR
Inquiry
 Skilled questioning
 Socratic Seminars
 Quickwrites/discussions
 Critical-thinking activities
 Writing questions
 Open-minded activities
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WICOR
Collaboration







Group projects
Response/edit/revision groups
Collaboration activities
Tutorials
Study groups
Jigsaw activities
Read-arounds
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WICOR
Organization
Tools
 Binders
 Calendars, planners, agendas
 Graphic organizers
Methods
 Focused note-taking system
 Tutorials, study groups
 Project planning, SMART goals
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AGREE
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STRONGLY
AGREE
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DISAGREE
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STRONGLY
DISAGREE
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Opening
Sentences
Introduction
An INTRODUCTION has many purposes. It should:
¾ Capture the reader’s attention and keep it through the use of
interesting, unique, or creative words and ideas.
¾ Set a tone and communicate information that will help the
reader understand the purpose of the paper.
¾ Provide general background information the reader may need in
order to understand the thesis.
¾ Assert a thesis which provides focus and direction for readers.
¾ Indicate what is to follow in the body of the essay.
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Ideally, the OPENING SENTENCES of an essay set a tone appropriate to the topic
and audience and communicate information that can guide readers toward the
purpose of the essay.
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Forecast
Thesis
A THESIS is a clearly worded answer to a question and/or a clearly worded
declaration of the view(s)/ideas a writer will substantiate, assert, or prove in a
paper.
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A FORECAST delineates the subtopics/subdivisions of support that will follow in the
essay and does so in the order in which they will appear.
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Topic
Sentence
Body
The paragraphs of the BODY of an essay develop a convincing case to prove the claim
advanced in the thesis.
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The TOPIC SENTENCE of each body paragraph of an essay introduces some element
of the thesis that will become the subject of the paragraph. Topic sentences can
draw on the thesis and/or the forecast ideas and wording to keep the central
argument of the paper actively in play for readers.
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Evidence
(analysis)
Development of
Topic Sentence
The ANALYSIS that follows a topic sentence extends the idea and gives readers
the time to absorb the idea before shifting into the specific evidence that will be
used to prove it. Analysis also develops the large, abstract concepts that underlie
much academic writing.
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Like the evidence presented in a legal case, the EVIDENCE presented in an essay
should be persuasive; it should persuade readers that the writer’s point of view is
worth considering. Every bit of evidence in an essay should point toward the validity
of the thesis.
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Anchor
Interpretation
of Evidence
Like the evidence presented in a legal case, all evidence must be INTERPRETED for
readers. Readers should not be expected to interpret the evidence presented or
required to make the link between evidence and the thesis. Each body paragraph
should contain evidence and interpretation of that evidence to develop some aspect
of the thesis.
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The ANCHOR does as its name suggests – it anchors the evidence and interpretation
presented in the body paragraph to the overall claim of the paper and reminds
readers of the overall purpose of the paper. In addition, the anchor of a body
paragraph allows for a clear connection between paragraphs.
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Summary
Conclusion
The CONCLUSION of an essay should bring the writer and readers back into accord
about what the essay set out to prove and reemphasize the value of the argument.
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Without simply repeating the thesis, the SUMMARY part of the conclusion should
contain a reminder of the primary claim of the paper. In addition, without simply
listing evidence, the summary part of the conclusion should refer to the significant
points offered as proof of the thesis.
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Intensified
Insight
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In addition to reviewing the essence of an essay, the conclusion should provide
insight that deepens or intensifies the significance of the claim stated in the thesis.
At its best, an INTENSIFIED INSIGHT reminds readers of the value of the essay
and leaves the reader pondering additional thoughts.
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REFLECTION
SELF-EVALUATION/
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Stretch Journal
What I Did
2013-2014 AVID Path | Writing Middle School/High School | Stretch Journal
What I Learned/Observed
How I Can Use
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Ask questions
Engage fully
Integrate new
information
Open your minds
to diverse views
Utilize what you
learned