Writing comparison contrast

May 5, 2018Download as PPSX, PDF0 likes21 views

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Comparison
Contrast
aliaakudmani.ak@gmail.com

Objective
1. to compare an essay to a paragraph
using the TBL method
2. to write a comparison contrast
paragraph

Writing Process
1.Stimulating your ideas
2.Brainstorming
3.Outlining
4.
5.

The document outlines the process for a peer review writing workshop. Students will work in pairs to provide feedback on draft essays. Each student will read their essay aloud while their partner follows along. The partner will evaluate the essay based on a 14-step worksheet to assess organization, content, examples, comparisons, and formatting. The goal is to help writers revise their essays, not just edit for grammar or word choice. Students should come prepared with copies of their revised essays for the next class.

Class 28jordanlachance

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This document outlines the agenda and process for an in-class writing workshop focused on revision. It provides instructions for students to prepare two copies of their drafts and worksheets. Students will work in pairs, taking turns reading their essays aloud while their partner follows along. The partner will use the worksheet to evaluate the essay based on criteria like organization, thesis, examples, comparisons, and concluding paragraph. The goal is revision feedback rather than editing for grammar or word choice.

Class 13 1 ajordanlachance

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This document provides the agenda and instructions for an in-class writing workshop focused on revision. Students will work in groups of three to provide peer feedback on draft essays. The process involves each writer reading their draft aloud while the other two students follow along and take notes. Students are instructed to focus on revising based on a 12-point feedback worksheet rather than editing for grammar or word choice. The goal is to help writers improve their papers in terms of organization, content, integrating quotations, and MLA style through a structured peer review and revision process.

1 a 15 concept essay workshop jordanlachance

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This document provides instructions for a peer review session for revising draft essays. It explains that students should have three copies of their drafts and a peer review worksheet. Students will work in groups of three, taking turns reading their essays aloud while the other two follow along and mark errors. The readers will then ask each other a series of questions from the worksheet to provide feedback on organization, content, examples, comparisons, and formatting to help the writer improve the revision. The goal is to help each other revise through discussion rather than just editing mechanics.

1 a 15 concept essay workshop jordanlachance

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This document provides an agenda and instructions for a peer review session for revising student essays. It explains that students should have three copies of their draft and a peer review worksheet. Students will work in groups of three, taking turns reading their essays aloud while others follow along and circle errors. The readers will then evaluate the essays based on a list of 14 questions provided, focusing on organization, content, examples, and formatting rather than editing mechanics. The goal is to help each writer improve their paper through revision before the next due date.

Instructional power pointwdoles

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The document describes the COPS writing strategy to help monitor for common errors. COPS is an acronym that represents four questions to ask about Capitalization, Overall appearance, Punctuation, and Spelling. For each category, common errors are listed. The strategy involves rereading work four times, focusing on one COPS category each time, to help catch errors in areas like capitalization, formatting, punctuation, and spelling. Using COPS can help improve proofreading of one's own or peer's writing.

1 a 13 concept essay workshop vocab gamejordanlachance

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This document provides an agenda for an in-class writing workshop focusing on revision strategies. It outlines the process for peer review, which will be done in groups of three. Students are instructed to have three copies of their draft and a copy of the peer review worksheet. The peer review process involves each student reading their essay aloud while the other students follow along. The reviewers will then provide feedback based on the questions on the worksheet, focusing on revision rather than just editing. The goal is to help each writer improve their paper's organization, content, use of sources, and MLA style. Students are asked to revise their Essay #3 and bring one clean copy to the next class.

1 a 13 writing workshop essay 3 vocab gamejordanlachance

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This document provides an agenda and instructions for an in-class peer review session. It will be divided into groups of three students. Each student will have three copies of their draft essay to exchange. The process involves each student reading their essay aloud while the other two follow along and take notes. There are 14 specific questions provided to guide the readers in providing feedback to help the writer improve the organization, content, examples, and formatting of the paper for revision. The focus is on revision, not just editing for grammar or word choice. Students should come to the next class with one copy of their revised essay based on the peer review feedback.

1 a 13 concept essay workshop vocab gamejordanlachance

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This document provides an agenda and instructions for an in-class peer review session. It outlines the following key points: 1. Students should bring three copies of their draft essay and a copy of the peer review worksheet. 2. Peer reviews will be conducted in groups of three, with each student reading their essay aloud while the others follow along. 3. Reviewers will use the peer review worksheet to evaluate elements like organization, thesis, examples, and formatting rather than editing for spelling/grammar. 4. The goal is to help writers revise and improve their essays through feedback, not simply edit them. The instructor will be available to answer any questions during the process.

Ewrt1 a f15 class 15.5grendel8729

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The document outlines an agenda that includes a vocabulary test, writing workshop, and self-assessment of revising Essay #4. Students will identify parts of their essay, pass their papers to peers for review, and respond to revision questions. Peer reviewers will carefully read essays and provide feedback without commentary. Students will then revise their essays based on the feedback. The document also reminds students that a self-assessment blog post is due and lists homework of writing the post, revising the essay, and preparing for a teacher conference.

Ewrt1 a w15 class 18grendel8729

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Revising, editing, proofreadingWaseem Usman

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The document discusses the three main steps of the revision process: revision, editing, and proofreading. Revision involves evaluating the overall structure and argument of a paper. Editing focuses on improving individual paragraphs, sentences, grammar, and style. Proofreading is the final check for any remaining errors. At all stages, authors should read their work aloud to catch mistakes and areas for improvement.

Peer Review Power Pointmrsboncal

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This document provides tips and guidelines for providing peer review comments on literacy narratives. It recommends starting early and spending 40 minutes reading each essay and 30 minutes writing comments. The first read through should be minimal with emoticons to see the overall essay before evaluating parts. The second read through uses a peer review worksheet, addressing all questions. Comments should be in complete sentences, focus on larger issues first, be text-specific, positive but constructive, and offer suggestions for improvements along with criticisms.

Day 23IECP

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Better thinking backwardAisyah N

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Run-OnsCarleighBrady

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November 5catherineduffy

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E3 m3.4 Peer editingMondstrahl

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The document discusses peer editing, which involves students reviewing each other's writing to provide feedback for improvement. It explains that during peer editing, students read each other's work, comment on strengths and areas needing clarification or development, and may discuss revisions. The purpose of peer editing is to get an outside perspective to help writers better organize their ideas, address any issues with understandability, and identify unnecessary information. It suggests peer editors ask questions politely and mark important elements like the topic and concluding sentences.

Parallel structuresprkr13

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The document discusses parallel structure, which is when elements in a sentence are alike in function and grammar form. An example is provided of modifying a complex sentence using parallel structure by adding "-ing" and conjunctions like "and." The document also provides examples of how to use parallel structure to simplify sentences and make them shorter. Instructions are given on how to create a slide boom presentation by signing up, uploading documents, modifying settings, and saving. A grammar handout further explains parallel structure and provides a fill-in-the-blank exercise.

Compare and Contrast 2020CarleighBrady

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The document provides guidance on writing an effective comparison and contrast essay. It notes that these essays aim to illuminate subtle differences or unexpected similarities rather than state the obvious. It also outlines including a clear thesis stating what is being compared and contrasted and why, using phrases to smoothly connect comparisons and contrasts, and organizing the essay either by subject or by individual points with evidence from both subjects.

Comparative Essay RemindersNathan Roher

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This document provides reminders and guidelines for writing a comparative essay. It instructs the writer to include a thesis that addresses all parts of the essay question and is supported by historical evidence. Direct comparisons should be made between societies, analyzing reasons for similarities and differences. An outline is given for the essay structure, including a thesis paragraph that restates the prompt, two body paragraphs comparing a similarity and difference with evidence and analysis, and optionally rewriting the thesis as a conclusion. The writer is reminded to continually compare societies, answer the prompt fully, and follow the outlined structure to score points on the rubric.

Writing-IV (ades)Ade Sudirman SC

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This document outlines an academic writing course taught at Mathla'ul Anwar University. It includes the course objectives, schedule, evaluation criteria, and basic principles of academic writing. The course aims to provide students with experience in the academic writing process. It will cover topics like punctuation, sentence structure, outlining, plagiarism, and more across 18 sessions. Students will be evaluated based on attendance, midterm and final tests, and assignments. The document concludes by explaining some key principles of academic writing content, register, and offenses to avoid like plagiarism and sensitive topics.

AnalogyCindy Grey

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Getting up early in the morning to attend class is compared to taking a bitter pill. Both involve struggling against oneself and finding reasons to delay or avoid the unpleasant task. However, in both cases one ultimately completes the task because it is good for them, just as pills make you healthier and attending class is beneficial for one's education. The comparison is effective because it draws parallels between the difficulty of rising early and the difficulty of swallowing an unpleasant medicine, but both are done because they are necessary.

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