Thursday, March 12 | Envisioning a Complete Draft

Who am I as a writer?
What do readers need to engage in a written argument?

It's clear that many students do not have complete drafts, which is concerning. Today is another attempt to clarify expectations of the research paper and to apply habits toward meeting a deadline.

DO NOW: Review the Research Paper Page on the IDEAS Language Arts Website. Make connections to your group Compass Points. Does this help clarify expectations? Does this introduce new questions?

STUDIO WRITING TIME and WRITING CONFERENCES
Writing center appointments can be set up with Addie, but you can also have writing conferences with peers and advisors. Sharing writing and discussing writing will always help clarify an argument. If you are sharing writing with a peer, a structure to support that conversation could be a See. Think. Wonder.

• SEE: What do you see in the paper or writing that you expect to see? 
• THINK: What do you think the writer is trying to communicate to the readers? Why do you think this matters?
• WONDER: What questions do you have that will encourage the writer to clarify, extend, or develop their argument?

TICKET OUT: So What?

On a small piece of paper, write a response to this question: So what should the reader do, care about, say, or think as a result of your argument? (Note: This should not be something that they could find in any other place.) 

Example: Readers should realize that despite the complexity of what it takes to effectively implement technology in the elementary school classroom, the opportunities for economic independence later are undeniable. 

REMINDERS

Students who have missed days should review
the previous posts on the blog. 

Monday, March 2nd | Accountability & Drafting

What do I need to know in order to write?
How will I represent my thoughts and research in academic writing?
Who am I as a writer?

We are going to start today with a look at how we are holding ourselves accountable to our argument and intentions for writing. This involves how we document and share our thinking in the writing process. Then, we will spend the majority of today's time writing. 

DO NOW: Organize all materials, intentions, and tabs for writing. Today, this also includes Jupiter and Google Drive folders for LA and Project Block.

After five minutes, or once everyone is organized, please share out the following:

• Considering your research and writing, how do you keep yourself organized?
  (This can be done as pairs first and then shared with the whole group.)
• What do you need to have done by the end of Project Block today? What steps will you take?
  (This can be done as pairs first and then shared with the whole group.)

As a group, summarize the effective organizational strategies used and the intentions of each person for the day. 

REMINDERS:

• Annotated Bibliographies are OVER due. Even if you have gotten feedback and it is recorded in Jupiter. All new reading and research should be added to your Annotated Bibliography throughout your project.
• Research Papers are DUE on March, 13th. Please schedule writing center appointments with Addie. You will need your Thesis Statement Planning Sheet and a draft/outline to facilitate these writing conferences.

STUDIO WRITING TIME

REFLECTION: Share out your progress on your intention for today. Create a plan for tomorrow. 

If there are questions about expectations, resources, or other aspects of the research paper, please communicate those through project Advisors. 

Thursday, February 26th | Drafting

What do I need to know in order to write?
How will I represent my thoughts and research in academic writing?
Who am I as a writer?

DO NOW: Organize ALL materials, intentions, and tabs for today.

CHECK IN: Word Wave - What is a verb (or verb phrase) that describes what you need to complete today. (Examples:  manage opinions)

STUDIO: In order to meet a March 13th deadline for the research paper, drafting should begin today, whether it is by starting with an introduction to host your thesis, claim/evidence/explanation paragraph outlines, or conceptualizing your argument. The need for more research to support the emerging purpose of your paper and paragraphs may arise and it should continue. Update your annotated bibliographies as you go.

Write your response to these questions prior to diving in to thinking and writing today:

• What are the details of your intention for today?
• What steps will you take?
• What evidence will you have?
• What habit of learning will be most needed?

TICKET OUT: Reflect on progress and share out evidence.

Wednesday, February 25 | Thesis Statement

What is the purpose of my research paper?
What are the parts and purposes of my research paper?
Who am I as a writer?

In reflecting on yesterday, I hope each person had an opportunity to consider the organization of and relationship between essential terms and concepts for arguments. One clear takeaway should be the ability to arrange paragraphs and identify the purpose for each one. Before getting too far into that process, it is important to have a clear thesis to direct the argument.

GATHERING: Circle Up! Sentence Starts

• The most important thing about my topic is...
• After reading my research paper, I want people to feel/think ... about ...

THESIS WORKSHOP: Respond to each prompt in order to develop a thesis statement for your research paper. This can be done on the hard copies or a google document in your Project Block folder. 

STUDIO: Identify immediate priorities for research and writing. As a group, identify steps taken in the past ten days to get to a working thesis statement. Clarify these steps for all students and work together to make sure each person knows which step is the next they need to take. 

REFLECTION: Pair-Share working thesis statements, having a very brief conversation to identify areas where clarity is still needed.