1. Author’s Purpose (WHY is the writer/speaker writing or speaking?) Teaching aides: ❏ standards to be addressed: RI.9-10.2, RI.9-10.1 ❏ Identify Author’s Purpose (click for handout) ❏ text/article: 2. Modes of Writing (WHAT do writers/speakers use to communicate their purpose?) Teaching aides: ❏ standards to be addressed: RI.9-10.2 ❏ Author’s Purpose + Mode (click for handout) ❏ text/article: “Baseball worries fans are singing ‘Take me out to the Faster Ball Game’” (Informative)/”Pro/Con: Should U.S. Troops be Fighting Ebola in West Africa?” (Argumentative)/”A Survivor’s Story: 10 Years After Columbine” (Narrative). Argumentative vs. Persuasive: continued on next slide “Big Picture” Concepts continued to keep in mind:
Transcript
1. Author’s Purpose (WHY is the writer/speaker writing or speaking?)Teaching aides: ❏ standards to be addressed: RI.9-10.2, RI.9-10.1❏ Identify Author’s Purpose (click for handout)❏ text/article:
2. Modes of Writing (WHAT do writers/speakers use to communicate their purpose?)Teaching aides: ❏ standards to be addressed: RI.9-10.2❏ Author’s Purpose + Mode (click for handout)❏ text/article: “Baseball worries fans are singing ‘Take me out to the Faster Ball Game’”
(Informative)/”Pro/Con: Should U.S. Troops be Fighting Ebola in West Africa?” (Argumentative)/”A Survivor’s Story: 10 Years After Columbine” (Narrative).
Argumentative vs. Persuasive: continued on next slide
“Big Picture” Concepts contiued\to keep in mind:3. Structure of Writing (HOW is the information
structured/presented?)Teaching aides:
❏ standards to be addressed: RI.9-10.5❏ reinforcement: ❏ text/article:
4. Organization of structure (How is that structure of information
further organized?)Teaching aides: http://www.ereadingworksheets.com/text-structure/text-structure-worksheets/ ❏ standards to be addressed: RI.9-10.2, RI.9-10.3❏ reinforcement: ______________ ❏ article:
5. Evaluate the speaker (WHO is presenting this information? From what point of view is it written or presented? What is the author/speaker’s background & viewpoint, and how does that influence the information that’s being presented?) Teaching aides:❏ standards to be addressed: W9-10.9, RI.9-10.1, SL.9-10.3❏ reinforcement: ______________ ❏ article:
“Big Picture” Concepts continuedto keep in mind:
WHY do writers write?
Why do speakers speak?
What is their purpose?
Authors’/Speakers’ Purpose: 3 Types
1.to Narrate (to entertain, to show a story)
2.to Explain (to inform, clarify, or teach something)
3.to Argue (to present facts as support for a claim and/or to persuade using emotional appeals)
Authors’/Speakers’ Purpose: Examples
1.Narrate (to entertain, or to show a story)
▫Possible topic/prompt: Tell us about a time that you overcame an obstacle by facing your biggest fear.
▫A children’s book read to a group of children during story time.
2.Explain (to inform or teach something)
▫Possible topic/prompt: Explain how to use a Bunsen burner properly in Science class to avoid getting burned.
▫ABC World News broadcast about the most recent news events.
3.Argue (to present facts as support for a claim and/or to persuade using emotional appeals)
▫Possible topic/prompt: Choose between taking gym class during the school year, or taking it during summer school, and argue why your choice is the best one.
▫A Presidential debate between two candidates.
Authors’/Speakers’ Purpose:
IMPORTANT NOTE: *An author or speaker’s work might demonstrate characteristics of more than one type of purpose, but there’s generally a MAIN PURPOSE (one is stronger than the others).
For example: To argue why it’s important for children to wear helmets while learning to ride a bike for the first time, a writer might include an anecdote (narrative story) about the time he got a concussion from running into a tree while learning to ride his bike. But this may be used as a lead-in to the support for why this writer is arguing that it’s important to wear a helmet, thus making that his main purpose for writing.
Review: What is this speaker’s MAIN purpose for speaking?
What MODES OF WRITING AND COMMUNICATING do writers/speakers use?
“mode” = (noun) a way or manner in which something occurs or is experienced, expressed, or done.
Modes of Writing & Speaking
In other words…
If the author’s purpose is to narrate, what is he going to do/use?
If the author’s purpose is to explain, what is he going to do/use?
If the author’s purpose is to argue, what is he going to do/use?
Is this a trick
question?He’s going to narrate
something--right?
He’s probably going to explain
something… I think.
Yes-now I get it!He’s going to use an argument! He’s
going to argue something!
Modes of Writing & Speaking:
Writers write and speakers speak through/with the use of…
1.Narration: They tell a story.
2.Exposition: They give an explanation, teach a topic, inform, or clarify a process.
3.Argumentation: They convince others to share a viewpoint by providing logical support/evidence.
● Persuasion stems from an argument but uses propaganda and emotional appeals instead of facts & logic.
● Both share a purpose: To get someone to do, believe, or change their mind. (More on this a little later on…)
Hmm, these sound familia
r!
MODE: Narration (Narrative): Telling a story
Example: Written by Erin Miller
The quick pitter-patter of feet reached my ears, and I knew my four-year-old son would soon follow. He came around the corner, all open-mouthed yawns and sleep-ruffled hair, and stopped dead in his tracks.
“Mom? What are you doing up so early?” he asked, rubbing his eyes.
“I had work to do,” I answered. “Can I get your chocolate milk for you?”
He nodded as he stumbled to the couch, flopping down and grabbing the t.v. remote, ready to start his daily routine.
MODE: Narration (Narrative): Telling a story
Look for these key components & techniques used in narrative writing:▪ engages readers ▪ uses dialogue▪ focus is on plot elements (conflict,
rising action, climax, resolution, etc.) ▪ involves characters▪ establishes a clear point of view▪ uses vivid language/ sensory details▪ shows, doesn’t “tell” events, people,
actions, etc.
How will I identify
which mode is being used?
Take a second look…What components & techniques of a
narrative can you identify in this example? Example: Written by Erin Miller
The quick pitter-patter of feet reached my ears, and I knew my four-year-old son would soon follow. He came around the corner, all open-mouthed yawns and sleep-ruffled hair, and stopped dead in his tracks.
“Mom? What are you doing up so early?” he asked, rubbing his eyes.
“I had work to do,” I answered. “Can I get your chocolate milk for you?”
He nodded as he stumbled to the couch, flopping down and grabbing the t.v. remote, ready to start his daily routine.
MODE: Exposition (Expository): Giving an explanation, teaching about a
topic, clarifying a processExample: Written by Erin Miller
Some days, I just feel like crap. The best medicine: A Chipotle burrito. The process is simple, but for some reason I just can’t replicate its construction correctly at home. The flavors aren’t the same; the seasoning never quite right. My college days set me up for disappointment in any other burrito, unfortunately.
I imagine inhaling the spicy blend of aromas, and my mouth waters. Surrounded by a freshly steamed tortilla, the robust flavor of the carnitas soars. Layer upon layer speaks to me, calling me to take just one more bite. Even the buttery grease of the cilantro-lime rice doesn’t bother me. Add some mild pico de gallo, creamy cheese, and fresh, crisp lettuce and I’m a happy camper. I will devour it every time, and when I’m stuffed to the gills, I finally feel fulfilled.
MODE: Exposition (Expository)Giving an explanation, teaching a topic,
informing or clarifying a process.
Look for these key components & techniques used in expository writing:▪ intro invites the reader to explore the topic▪ informational; defines or explains
Take a second look…What components & techniques of
expository writing can you identify in this example?
Example: Written by Erin Miller
Some days, I just feel like crap. The best medicine: A Chipotle burrito. The process is simple, but for some reason I just can’t replicate its construction correctly at home. The flavors aren’t the same; the seasoning never quite right. My college days set me up for disappointment in any other burrito, unfortunately.
I imagine inhaling the spicy blend of aromas, and my mouth waters. Surrounded by a freshly steamed tortilla, the robust flavor of the carnitas soars. Layer upon layer speaks to me, calling me to take just one more bite. Even the buttery grease of the cilantro-lime rice doesn’t bother me. Add some mild pico de gallo, creamy cheese, and fresh, crisp lettuce and I’m a happy camper. I will devour it every time, and when I’m stuffed to the gills, I finally feel fulfilled.
Another example: (This example is not copied in your notes, sorry. )
MODE: Exposition (Expository)Giving an explanation, teaching a topic,
informing or clarifying a process.What techniques do you see being used?
Going to college can be expensive. First, college tuition and room and board can cost anywhere from $2,000 to more than $10,000 per semester. Other expenses make going to college even more expensive. For example, books typically cost between $100 and $500 each term. Second, materials are also very expensive. Paper, notebooks, writing utensils, and other supplies required often cost more at the college bookstore than at any local discount department store. For instance, a package of notepaper costing $2 at a discount store might cost $5 at a college bookstore. Finally, there are all kinds of special fees added onto the bill at registration time. A college student might have to pay a $50 insurance fee, a $20 activity fee, a $15 fee to the student government association and anywhere from $500 to $100 for parking. There is another fee if a student decides to add or drop classes after registration. The fees required to attend college never seem to end.
MODE: Argument (Argumentative): Convincing others to share a viewpoint
through logical support.Example: Written by Erin Miller
No one can match Steven Spielberg’s success, whether behind the camera or as a human being. As the director behind hits like Jaws, Jurassic Park, and Saving Private Ryan, he is “undoubtedly one of the most influential…personalities in the history of film” (Steven Spielberg). His work has grossed enough for Forbes magazine to rank him as number 11 of the top 100 wealthiest celebrities as of June 2014 (Celebrity 100). Not only does Spielberg craft profitable cinematic narratives, he looks for stories with purpose, stories that expose history in a straight-forward and honest manner. He never takes his directorial power for granted, seeking to pilot pictures that simply move him (Director’s Cut). He even asked not to be paid on Schindler’s List, instead choosing to shape it as an homage to his Jewish heritage and thereby showing his true character as an artist and a man (Steven Spielberg). In the end, Spielberg will be remembered as a genuine human being who succeeded at more than filmmaking; he will be remembered as a man whose work is a scrapbook of history, regardless of what he could earn from it.
MODE: Argument (Argumentative): Convincing others to share a viewpoint
through logical support.
Look for these key components & techniques used in argumentative writing:▪ the writer/speaker’s viewpoint/opinion or
perspective is presented (could be direct or indirect)
▪ the writer/speaker’s claim is logical,yet arguable.
▪ an opposing viewpoint should be acknowledged and then disproven
▪ specific facts, quotations, statistics, etc. is provided as supporting evidence to strengthen a claim.
How will I identify
which mode is being used?
Take a second look: What components & techniques of
argumentative writing can you identify in this example?
Example: Written by Erin Miller
No one can match Steven Spielberg’s success, whether behind the camera or as a human being. As the director behind hits like Jaws, Jurassic Park, and Saving Private Ryan, he is “undoubtedly one of the most influential…personalities in the history of film” (Steven Spielberg). His work has grossed enough for Forbes magazine to rank him as number 11 of the top 100 wealthiest celebrities as of June 2014 (Celebrity 100). Not only does Spielberg craft profitable cinematic narratives, he looks for stories with purpose, stories that expose history in a straight-forward and honest manner. He never takes his directorial power for granted, seeking to pilot pictures that simply move him (Director’s Cut). He even asked not to be paid on Schindler’s List, instead choosing to shape it as an homage to his Jewish heritage and thereby showing his true character as an artist and a man (Steven Spielberg). In the end, Spielberg will be remembered as a genuine human being who succeeded at more than filmmaking; he will be remembered as a man whose work is a scrapbook of history, regardless of what he could earn from it.
Argument vs. PersuasionArgumentative
Writing▪ maintains a tone of
fairness; attitude is respectful, tactful, and formal.
▪ blends relevant reasons and credible data to demonstrate the writer’s claim/ argument as valid.
▪ the writer aims to get the reader to accept his perspective/ his side as truth.
▪ acknowledges opposing viewpoints with a pro/con piece.
Both▪ share a common
purpose to get someone to do, believe, or change their mind about something.
▪ both make an arguable claim.
▪ both attempt to support their claim with evidence.
▪ the support for both should be relevant, reasonable and believable.
Persuasive Writing
▪ tone and attitude may feel aggressive; feels personal, passionate and emotional.
▪ uses logical, emotional and/or ethical appeals to convince readers (through use of manipulation, motivation, inspiration, etc.) to agree with claim.
▪ blends opinions with facts, in an attempt to convince readers that the writer is “right”.
▪ single-minded goal; writer’s viewpoint is typically the only one presented.
1. “Everyone knows that ketchup is the best condiment, and if you think otherwise, you’re wrong. With 0 grams of total fat, and a delicious tang and subtle sweetness that’s hard to miss, it’s the perfect addition to most any meal or snack. Even little kids love it! Ketchup is versatile enough to eat with anything from french fries, hash browns, hamburgers, steak, eggs, grilled cheese and even pizza! As anyone can clearly see, it goes perfectly with breakfast, lunch or dinner! It also pairs well with other condiments, such as mayonnaise too (not that you should need any other condiment)! And although most people think Ketchup is made purely from tomatoes, it actually has a lot of other ingredients too. I don’t even like tomatoes, and I love ketchup. So in conclusion, the next time relish, hot sauce, or that fancy grey poupon stuff is passed your way, do everyone at the table a favor… toss it. All you need is Ketchup!
2. “Learning doesn’t stop in the lunchroom. If we are giving our children a short lunch break, we are teaching them that food is an inconvenience, and eating is an interruption in the day. We encourage them to gobble their food, when the research shows that eating more slowly is healthier. According to WebMD, “Most Americans eat too fast, and, as a result, they take in too many calories before they realize they’ve eaten enough.” In comparison, the French spend longer eating, and eat less–in part because that ‘fullness feeling’ (satiety signal) needs about 20 minutes to get from your stomach to signal to your brain. The French also spend longer eating because they believe that it’s important to teach kids to eat well – it’s a life skill, like reading. By limited our children’s time to eat during the school day--a place where they spend approximately 30% of their life in their first 18 years--we are encouraging them to begin practicing unhealthy eating habits, thus contributing to the overall obesity factors in the US today, which can lead to inumerable other serious factors, including as heart disease.
Does it look Argumentative? Or,
technically Persuasive?~Z+
How do communicators structure their
information within these modes?
How is the content & information organized?
▪ Introduction: hooks the audience’s attention and leads into the introduction of the writer’s controlling idea, purpose, or claim.
Common Types of hooks/leads:▫ Factual▫ Descriptive▫ Story question
**Do NOT use these last two; they are here to show you a juvenile approach to writing that I want you to stop using, as you mature in your writing practices.
Claims: The main argument/point of your writing; it defines your paper’s goals, direction, and point of view (perspective) and is supported by evidence, quotations, argumentation, expert opinion, statistics, and/or telling details.
Structure of Writing: (Parts & Pieces)
▫ Narrative▫ Quotation
▫ **Question▫ **Direct
▪ Internal Elements (“the body” of the paper’s
content):This part may include:
◾Exposition: explanation paragraphs; background information
◾Narrative: one- to three-paragraph story
◾Quotation: direct quotes from sources selected for their logical authority on topic; dialogue when writing in the narrative mode
◾Description: brief spots of sensory detail to build off previous three types; use images/specific details
**Good writers blend these elements as they write. Each of these elements can be used
interchangeably to help achieve the writer’s purpose.**
Structure of Writing: Parts & Pieces
▪Conclusion: ▫ brings everything to a close in succinct manner▫ offers a clinching thought that addresses the
question of “So what?”
▫ Types of concluding writing techniques may include:◾Summary◾Future possibilities◾Recommendations◾Urge to action◾Quotation
Structure of Writing: Parts & Pieces
How did the author or speaker further organize the presentation of his/her
information to the audience? 1.Sequence of Events/Chronological order
○items or events are listed in numerical or chronological order; either implied or direct.
2.Compare & Contrast○info is presented by detailing how two or more events,
concepts, theories or things are alike and/or different.
3.Cause & Effect○ideas, events in time, or facts are listed as causes with
the resulting effect(s) or facts that happen as a result of them.
Organization of that Structure: Types
How did the author or speaker further organize the presentation of his/her
information to the audience?
4.Problem & Solution ○a problem is presented & one or more solutions to it.
5.Order of Importance (hierarchical order)○info is presented from most important to least, or visa
versa (least important to most)
6.Description (broad to specific)○a topic is described by listing characteristics, features,
attributes, and examples.
Organization of that Structure: Typescontinued...
WHO is presenting this information?
Who is the author or speaker? From what P.O.V. is the information presented?How could the author/speaker’s viewpoint limit or influence their presentation of this information?
Evaluating the Author/Speaker in Informational Text: Points of View
1.First person account (biased)Refers to using I or we; writing from one’s own personal experience means that he/she is influenced in a personal way; his/her perspective is biased in that it’s limited by way he/she perceives situations, people and events. Usually avoided in academic writing, unless in first-person perspective essays or personal narratives.
2.Third-person (biased)Although written using third-person pronouns (he, she, they, it, or gender-neutral “one”), a biased account will show favoritism and usually write from a limited perspective. Third-person POV is widely accepted in academic writing.
Evaluating the Author/Speaker in Informational Text: Points of View
3.Third-person (objective)Uses third-person pronouns (he, she, they, it, or gender-neutral “one”); an objective account will show both (or multiple) sides equally without showing any bias or favoritism to one or the other. Third-person POV is widely accepted in academic writing.
4. Second-person (biased)Written from the perspective of the reader, which makes it harder to be neutral or objective. NOTE: this stye is highly discouraged in academic writing.
Evaluating the credibility of the Author/Speaker: Reader Beware.
The reader is responsible for evaluating the credibility of the writer/speaker with a critical, skeptical eye and ear.
If the writer/speaker is presenting weak, falsified information as “evidence” or manipulating your emotions in an attempt to get you “on his/her side”... it’s YOUR FAULT if you fall for it! Not theirs. So don’t immediately believe everything you read or hear.
Look carefully and critically at the tone, word choice, style and support used by the writer or speaker. What can you gather (either through inference or information directly stated) about the writer/speaker’s background and viewpoint?
Is it possible that the writer/speaker is biased towards his/her topic? If so, is his/her claims supported by their prejudices and biases? Or by objective, two-sided facts?
Ready to write like a good writer? First you have to think like one. REMEMBER… Keep in mind that a piece of writing could contain mixtures of different modes and techniques of writing, but there’s still just one overall/main purpose: to tell a story (narrative), to explain something (explanatory), or to argue (argumentative).
For example (another one)...
Assignment from my teacher: Write an argumentative paper that incorporates a variety of writing techniques and supports a claim that can be supported with research.
Let’s get started...
Planning my writing: My exampleFirst, I need to read the assignment (prompt) carefully
again.Assignment from teacher: Write an argumentative paper that incorporates a variety of writing techniques and supports a claim that can be supported with research. Next, I’m going to deconstruct the prompt, figure out exactly what I need to do, and THEN plan on how I’m going to do it.
Here’s what I’m thinking...Ok, so I’m the writer, so what’s my purpose for writing? To argue. What do I need? A Claim that can be supported with research. Does the assignment/prompt limit what I can write about? Nope, doesn’t look like it. Just as long as I can find research and use it as relatable evidence. What interests me? What do I want to write about? Hmm...food!After determining my topic, I need to determine what my claim is going to be. Hmm… I feel strongly about healthy eating, especially after grandpa suffered his heart attack…I know! (continue)
Planning my writing: the Introduction (example)My thoughts, continued: Too many people suffer from avoidable heart-related diseases in this country. To help cut down on this amount, people should cook/eat healthier. One way to do that is by switching butter out with olive oil. That’s it! I’ve got it!My claim: Cooking with olive oil is better than butter. That’s arguable, right? And I can find research to support that--right? ...Yep!I’m ready to begin writing now! Where should I start? I definitely need to hook my readers’ attention in my introduction, so I’ll start there. Then… (narrative mode of writing/technique) I think it would be best to build support for my topic and purpose by providing a little story (narrative) that introduces my subject and claim (cooking with olive oil is better than butter). In this part of my paper, I’m going to narrate how my grandfather suffered from a heart attack and doctors said it was related to high cholesterol, which was likely connected to my grandmother’s cooking--she notoriously cooks everything with butter. I may then show how this led to my mom and I choosing to make the whole family eat healthier. (That would link/connect my exposition to the next part of my paper.)
My teacher (who’s brilliant, of course) says that “good writing” incorporates a mixture of different modes interchangeably as long as it’s all used to achieve the purpose of my writing. That means I should try to use narrative/ story telling techniques + expository writing techniques, even if my purpose is to argue something. Let me try… (expository mode of writing/technique) In this part of my paper, I’ll refer to some research I compiled that explains why cooking with butter can be so unhealthy. I’ll show (using my evidence) that olive oil is a better option.
(argument mode of writing/technique) Finally, I’ll lead into the “bulk” of my paper, where I directly address my purpose more strongly. I will restate my claim firmly that cooking with olive oil is better than butter.
(expository mode of writing/technique) I will refer back to my research about how many deaths occur each year from high cholesterol, and will cite facts about how much cholesterol is found in butter vs. olive oil.
(argument mode of writing/technique) Here I’ll need to reaffirm my claim by making the connections obvious to my readers that, based on the research I’ve provided, cooking with butter is better (assuming you don’t want to die from high cholesterol...but who does?) The tone of my writing will express that it’s “obvious” that no one should want high cholesterol….so “obviously” they shouldn’t want to cook with butter anymore.
Planning my writing: internal elements (example)
And ta da! In my conclusion, I will remind readers of the undeniable
facts I’ve just presented and so… “duh...olive oil is better!” (but I
won’t write that!)
Planning my writing: Conclusion (example)
From Tonsing:
1. Introduce topic (topic sentence)2. Expository-- lead into quotation--give evidence3. Provide evidence (So what?)4. Conclusion--refer back to purpose/ state claim.
From Miller & Killian:
S- situation and prompt (what is it?)P- purpose (to narrate, explain or argue)A- audience (use appropriate formality and tone)F- format (letter, essay, story)
