TEACH YOUr STUDENTS TO WRITE LIKE COLLEGE STUDENTS. These resources use the "A.C.T." acronym (Attention Grabber, Context, Thesis), and provide a guided writing process, taking students through a step by step system to draft an introduction paragraph. Students begin by analyzing the rhetorical situation outlined within the prompt and construct a thesis statement that is on topic and on task. Using this thesis as the basis of the paragraph, students participate in guided exercises to develop the context for the audience and engaging attention grabbers. Finally using graphic organizers, students put all the pieces together to complete their "ACT ONE" introductions.
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Included with this lesson
1. TEACHER GUIDE: Full lesson plan
2. PPT LECTURE: ppt slides that coincide with student handouts
3. STUDENT NOTES AND HANDOUTS
4. GRAPHIC ORGANIZER
5. ANSWER SHEET:
6. PEER REVIEW EXERCISE
Use the PPT and student note sheet to facilitate a lecture on the definition of rhetoric and the elements of the rhetorical situation. Use the background information from the active listening exercises to further discuss the interconnectedness of the Rhetorical Situation and its application when writing a thesis statement for a paper.
Use the PPT and student notes to facilitate a lecture on the elements and strategies to write introduction paragraphs.
Use the comics and short texts to provide guided practice on analyzing the rhetorical situation. Facilitate discussion connected to students’ responses, and provide personal insights to ensure correct understanding and for clarification. Use the writing exercises to facilitate student practice on the A.C.T. format for introduction paragraphs
Have students complete the analyzing a prompt and introduction writing exercises.
1. Divide students into groups of 4-6 to discuss their work.
2. Use the completed worksheets to develop classroom facilitated discussion