Getting to Know AICE: General Paper

Report
Writing the AICE General Paper:
AICE: GP-9/PAVICH
2012-2013
Credits: Jill Pavich, NBCT
[email protected]
AICE: General Paper (8004), grade 9 @ Boca Raton Community High School
PowerPoint Credits (2012):

Boca Raton Community High School, team collaboration
 Sources:
 Teaching the General Paper: Strategies That Work, By Teachers,
For Teachers. National Institute of Education, Nanyang
Technological University. Edited by Caroline Ho, Peter Teo, Tay
May Yin (2006) Currently out of print 
 Cambridge International Exams, AICE Program at Cambridge
University

www.cie.org.uk/qualifications/academic/uppersec/alevel
Learning the Ways of GP 
DAY 1
INITIAL ACTIVITY
Brainstorm #1
Packet Page 2
 You will have a maximum of 10 minutes to
complete this preliminary brainstorm.
 Choose ONE of the following two prompts below
and brainstorm ideas that you would include in an
essay on that given topic.
1. “People always respond to crisis when it’s too late.” Do you
agree?
2. How far is it possible for societies to provide equal
opportunities for all their citizens??
Brainstorm #1:
 Take a look at your brainstorm; now share some of
your ideas with the class.
 Consider the ideas we’ve shared…what ideas (those
we’ve listed on the board), would sound super clever
in an essay? Which are our favorites?
 Why? What characteristics do these ideas have in
common that would make them the “best” points to
raise in an essay?
Brainstorming: LESSON #1…
 When writing a GP essay,
the best way to prove
your point is to have,
well, PROOF!!
 Proof exists in the form
of examples, and
examples must be
CONCRETE in order for
the reader to “see” your
point! (Events that
actually exist in space
and time!)
Abstract ART might be fun, but
abstract LANGUAGE just muddles
up clear communication!
CONCRETE EXAMPLES:
 Arguing that…
‘People Respond to
Crisis When it’s Too
Late’:
 Arguing that…
‘Equal Opportunities
for Citizens Exists’:

Hurricane Katrina

Title IX

9/11 terrorist attack

14th Amendment

Global warming

Women’s voting rights
CONCRETE EXAMPLES Con’t:
 TURN TO YOUR PARTNER:
 Now come up with as many concrete examples as you can
to prove the opposite side of the arguments we discussed on
the previous slide.

“It’s possible for people to respond to crisis BEFORE
it’s too late. For example…”

“Society DOESN’T always provide equal opportunity
for all citizens. For instance, …”
What is “GP” ???
DAYS 2-3
THE CAMBRIDGE TEST…
 WHAT DOES IT LOOK LIKE?
 WHAT DOES IT WANT FROM ME?
What is AICE? What is GP?
 AICE:
 GP:
Which means that your “Paper,” or essay, is about “General”
topics that span the curriculum, from science and math all the
way to literature and the arts.
 Topics for composition:

Historical, social, economic, political and philosophical.
 Science, including its history, philosophy, general principles
and applications.
 Environmental issues and mathematical topics.
 Literature and language, arts and crafts.

AIMS of the AICE: GP
Have
students read
and then
paraphrase
 You are taking this class:
 …to
increase your academic skills so you can: think
rationally, persuade logically, analyze carefully,
interpret accurately and evaluate fairly!
 …to learn more about the global topics that drive
your society because, eventually, you will be the
adults in charge of it!
 …to become a mature thinker who can clearly
express him/herself in any situation!
 …to better understand and appreciate individual,
societal and cultural diversity/differences!
 …and to become an independent, critical reader
and writer!
AIMS OF THE GP…
 What is the point of this class again?
Put
it into your own words…
Those of you that can articulate it back to
me best will WIN my favor for the day
(and maybe a bonus point or two or some
other guilty treat ;-)
The Exam: A Sample Test Observation
Packet Page 3
 Administered in MAY/June and Oct./Nov.
 WRITTEN examination,




in 2
HOURS
The exam paper is divided into sections, each section
comprising five questions (thus giving you 15
options!!!).
Candidates must choose two questions, each
from a
section.
Each essay is weighted at 50% of the final mark.
Each essay written carries up to 30 marks for
and up to 20 marks for Use of English/
.
SECTION 1:
Historical, Social, Economic, Political and Philosophical
 the role of history and war; terrorism
 the role of the individual in society – the family, marriage, peer pressure,












social class
cultural changes – youth and drug culture
education and welfare
sport, leisure, international competition
wealth; changes in work practice
the importance and impact of tourism on a country – implications for the
economy, employment
public transport, environmental concerns
aid provision
the State and its institutions; development of State, democracy postimperialism, nationalism
minority groups, pressure groups
freedom of speech, action, thought
Judiciary
matters of conscience, faith, tolerance, equality.
SECTION 2:
Science, Geography, Math
 medical dilemmas and issues of research and ethics; concept of










progress in science
drug manufacture and provision
diet, health education
old and new industries
spin-offs from space industry; weaponry
information and communications technology; the Internet
environmental concerns; renewable energy resources; climate
change
migration; population dynamics
feeding the global population; farming techniques for the twentyfirst century
public transport and travel
the uses and applications of mathematics in everyday life.
SECTION 3:
Literature , Language, Arts and Crafts
 literature, biography, diary, science fiction
 language – heritage, tradition, dialect
 the global media – tv, radio, satellite; influence and




controls; effects on lifestyle, culture and habits
cultural dilution and diversification; advertising; role
models
censorship; privacy; the right to know; freedom of the
press, etc. uses and abuses
traditional arts and crafts; creativity; national
heritage/preservation; effects of tourism
architecture; painting; fashion; photography;
sculpture; music; heritage, etc.
ESSAY STYLES
 Expository…you will learn to EXPLAIN
something
 Persuasive…you will learn to logically ARGUE
something
 Discursive…you will learn to CONSIDER BOTH
SIDES of something before you judge it
THREE Basic Essay Styles
Packet Page 4

EXPOSITORY
 GOAL: to provide information; to objectively EXPLAIN, define,
clarify or interpret…
 UNIQUENESSES: doesn’t require an argument! Just tell it like it
is!
 Examples of Expository prompts:
 What does the theatre offer that the cinema does not? (Section 3)

PERSUASIVE
 GOAL: to take a specific stance on an issue in order to CONVINCE
the reader to adopt your way of thinking; to anticipate and refute
opposing arguments
 UNIQUENESSES: biased! Takes ONE side and defends that side
ONLY!! Never supports the opposition, not even for a minute.
 Examples of Persuasive prompts:
 Should teenagers be more actively involved in politics? (Section 1)
Essay Styles Con’t…
 The third style of essay is, perhaps, brand new to you…

DISCURSIVE (most advanced…6 paragraphs, oh my!)
GOAL: asks you to consider BOTH sides of a single issue, objectively
analyzing each before arriving at any kind of value judgment.
 Basic Layout: Begin with a neutral introduction, provide evidence
for the case, provide evidence against the case, conclude by either
adopting one side of the argument or maintaining a neutral (middleof-the-road) standpoint.
 Examples of Discursive prompts:
 To what extent is your society effectively dealing with crime?
(Section 1)
 How far is globalization affecting family life in your country?
(Section 1)

Pairs Activity: Prompt Identification
Packet Page 3
 View the Sample Test and carefully consider each
prompt.
 Discussing your thoughts with a partner, determine
whether the prompt is:
• EXPOSITORY,
• PERSUASIVE, or
• DISCURSIVE
 Underline any key words that help you to arrive at
your answer.
 Write your answer in the left-hand margin of the test
next to the prompt.
Prompt Identification: Section 1
1.
2.
3.
4.
5.
“Violence is the only effective weapon available to
people who are oppressed.” To what extent do you
agree?
“Politics have no appeal to the younger generation
since it has no impact on their lives.” Discuss.
Violence in modern society is on the rise. Explain
why.
“History repeats itself.” Do you agree?
“To be different is to be condemned by society.”
How far do you agree?
KEY: Section 1
1.
2.
3.
4.
5.
“Violence is the only effective weapon available to
people who are oppressed.” To what extent do you
agree? (Discursive)
“Politics have no appeal to the younger generation
since it has no impact on their lives.” Discuss.
(Discursive)
Violence in modern society is on the rise. Explain
why. (Expository)
“History repeats itself.” Do you agree?
(Persuasive)
“To be different is to be condemned by society.”
How far do you agree? (Discursive)
Prompt Identification: Section 2
6. What is the biggest threat to our world today and
7.
8.
9.
10.
why?
Human beings should look forward to the next
century with pessimism, not optimism. Discuss.
Should every country have the right to possess
weapons of war?
Explain the impact of technology on the
environment.
How important is numeracy in today’s society?
KEY: Section 2
6. What is the biggest threat to our world today and
7.
8.
9.
10.
why? (Expository)
Human beings should look forward to the next
century with pessimism, not optimism. Discuss.
(Discursive)
Should every country have the right to possess
weapons of war? (Persuasive)
Explain the impact of technology on the
environment. (Expository)
How important is numeracy in today’s society?
(Discursive)
Prompt Identification: Section 3
11. “A book has one purpose: to entertain.” Evaluate
12.
13.
14.
15.
this statement.
What music appeals to you and why?
To what extent does art broaden our horizons?
“Libraries are not necessary in a modern world.”
What is your view?
Assess the claim that an uncensored press is
dangerous.
KEY: Section 3
11. “A book has one purpose: to entertain.” Evaluate
12.
13.
14.
15.
this statement. (Discursive)
What music appeals to you and why?
(Expository)
To what extent does art broaden our horizons?
(Discursive)
“Libraries are not necessary in a modern world.”
What is your view? (Persuasive)
Assess the claim that an uncensored press is
dangerous. (Discursive)
Essay Prompts…THE RULES
Packet Page 5
 Here are your GOLDEN RULES when getting ready to
respond to a prompt:
 GOLDEN RULE #1…

Once a Discursive, always a Discursive.

You cannot downgrade a discursive essay to a single-sided persuasive!
Would you want to downgrade from a suite to a twin-bed hotel room?!
 GOLDEN RULE #2…
 Persuasive is fine but add to refine!

In writing a persuasive, if you find that there truly are two viable sides to the
argument, you are more than welcome to upgrade to discursive!
 GOLDEN RULE #3…
 It might be expository, but there’s always a little fight in
there…

In essence, every time we put the pen to paper we drum up a bias of some
sort…don’t let this distract you…it’s natural!
 I.e. What are the main environmental problems in the world and how
effectively are they being handled? (expository, but your selection of global
problems is automatically biased!)
Learning the Ways of GP 
DAY 4
HOW TO INTERPRET THE PROMPT
 WHAT DOES IT WANT ME TO TALK ABOUT?
Interpreting the Prompt
 Just because you’ve managed to decode the style of
the essay doesn’t mean the hard part of selecting a
prompt is over just yet…now you must be clear on
what the prompt is asking you to say...
TIPS for INTERPRETING the TASK…
 Sometimes these GP prompts are a lot
BROADER than they initially seem…

Do you consider art to be an unaffordable luxury?

ART seems limited at first, but look closer…how many branches
of ART exist? Let’s name as many as we can…
 However, sometimes GP prompts require
very specific, specialized knowledge, which
can also LIMIT you as a writer…

Can nuclear power ever satisfy our global energy
needs?

Hmm…looks like you’ll need to know a specific thing or two about
nuclear energy, eh?
PRACTICE INTERPRETING:
Packet Page 5
 Read the prompt below very carefully and
answer the following questions:



What STYLE of essay is it? How do you know?
What words in the prompt are actually pretty BROAD?
Are there any words in the prompt that are pretty specific,
those that set LIMITS to the content of your essay?
How far are minority
groups treated fairly in
your society?
Prompt Interpretation
DISCURSIVE Style
required
BROAD:
gender, ethnicity/ racial
background, sexual orientation,
educational background, etc.
How far are minority groups
treated fairly in your country?
CLARIFY: Whose definition
of “fair”? (i.e. the Consitution’s)
LIMITED:
Discuss U.S.A. only!
(unless you distinguish
another location as your
“birth country” perhaps…)
Prompt Interpretation Practice
Packet Page 3
 Take a second look at the test…using a highlighter or a
different-colored pen, identify valuable TRIGGER
WORDS that open up OR set limits to the prompt.

WIDE-OPEN INTERPRETATION/BROAD TERMS:


Should teenagers be more actively involved in politics?
 Teens in America? China? Cuba? Canada?
 Politics regarding the elections? Human rights? Education? The
environment?
LIMITS SET/LIMITING TERMS:
Consider the case for and against stem cell research.
 Very specific…you may only talk about stem cell research, no other
kind of scientific innovation.
 Other words that tend to LIMIT:
 always, only, alone, certain, most, etc.

Prompt Picking: Terms to Consider Closely
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
“Violence is the only effective weapon available to people who are
oppressed.” To what extent do you agree?
“Politics have no appeal to the younger generation since it has no impact
on their lives.” Discuss.
Violence in modern society is on the rise. Explain why.
“History repeats itself.” Do you agree?
“To be different is to be condemned by society.” How far do you agree?
What is the biggest threat to our world today and why?
Human beings should look forward to the next century with pessimism,
not optimism. Discuss.
Should every country have the right to possess weapons of war?
Explain the impact of technology on the environment.
How important is numeracy to today’s society?
“A book has one purpose: to entertain.” Evaluate this statement.
What music appeals to you and why?
To what extent does art broaden our horizons?
“Libraries are not necessary in a modern world.” What is your view?
Assess the claim that an uncensored press is dangerous.
Interpreting: Defining Essay Parameters
Some people believe that all wars are unjust; or that war is
justifiable under certain circumstances. Discuss your view.

What do you mean by WAR in YOUR essay?
Physical war: Iraq, Afghanistan, Vietnam, WWII
 Verbal war: Iran, North Korea (nuclear weapons
communication); Tibetan Monks (religious freedom; peaceable
protest)
Packet Page 6
What do you mean by JUST vs. UNJUST?
 Just: for the greater good, for utilitarian purposes, for democratic
reasons, to further humanity, to prevent disaster?
 Unjust: the sacrifice of people/resources isn’t worth it, worth
avoiding because it impedes upon rights, or because it hinders
progress?
What do you mean by CIRCUMSTANCES?




Financial gain, delicacy of human life, progress of society, preservation of
tradition/law/morals
Partner Practice: Defining Parameters
Packet Page 7:
Defining Parameters
 Prompt Style?
 Identify and interpret BROAD terms.
 Identify and interpret terms that would LIMIT your essay.
Discuss the possibilities!
Defining the Parameters of an Essay
A. Technology is more a curse than
blessing in the workplace. Do
 avv
you agree?
 Technology
 Curse
 Blessing
 Workplace
B. In what ways can advertising
be useful and entertaining?
 Advertising
 Useful
 Entertaining
 Media
C. How far do the media have the
right to probe into a person’s
private life?
 Person
 Private Life
Tips and Scoring
DAY 5…
•
CAMBRIDGE’S “RECYCLING” PROGRAM
•
THE ESSAY RUBRIC
•
LEARNING REFLECTION ACTIVITIES
Seeing Double: Prompt Recycling
Packet Page 8
 Want to know a TOP SECRET bit of information?
The AICE: GP Exam RECYCLES prompts!!
(How ‘green’ of them…!)
 If AICE recycles the prompt, how can YOU recycle the content??
__________________________________________
 Technology is more a curse than a blessing in the workplace. Do you agree?
 Discuss the view that the Internet can be more harmful than helpful.
 Are mobile phones more of a nuisance than a benefit?
 ‘The benefits of technology can only be enjoyed by the rich.’ Do you agree?
 In what ways can the use of modern technology improve learning?
 To what extent has technology affected your country’s development?
SCORING
Packet Pg. 810: Rubrics
 The AICE: General Paper exam grades you on two aspects of the
final product essay:


CONTENT (30 points)
CONVENTIONS (20 points)……………………..2 ESSAYS = 100pts max
 BAND 1 = BEST
 BAND 5 = WORST
 View the RUBRICS in your packet for a quick understanding of
the scoring process; annotate according to your teacher’s
instructions.
 Score the sample essays your teacher shares with you!
DISCUSS:
Preliminary OBSERVATIONS
 What style of prompt appeared most often on a single






test?
Based on this observation, what conclusions about AICE:
GP can you draw?
Did you initially catch the complexities of some of the
prompts as a result of specified wording?
From the list, how many prompts would you feel
comfortable writing about?
What do you feel confident about? Worried about?
How, would you imagine, might be some of the best ways
to prepare for this exam?
What else would you like to add? Ask?
A Return to Brainstorm #1
1. “People always respond to crisis when it’s too late.” Do you agree?
2. How far is it possible for societies to provide equal
opportunities for all their citizens??
 Let’s go back to that initial Brainstorm #1 now that you
are much more aware of the GP approach…
 With your partner, try to add more specific
to
your brainstorm…Use a
to add
ideas.
 For
, continue to add more ideas…research
examples that could apply by using reputable websites or
other text references such as the newspaper or news
magazines.
AICE/8004:
General Paper-9
WRITING THE
ESSAY:
LET’S GET STARTED!!
LP’s:approx. 1wk
GP Plan of Attack
 FOUR ESSENTIAL STEPS TO SUCCESS:
 Know your Prompt: select prompts where you are
absolutely certain of the meaning of every word and of the
particular demands and emphasis of the question.
 Plan Ahead/Brainstorm: draw up an essay plan that sets
up your main points in a logical sequence. Consistently move
from general point to specific example.
 Think Globally: support major points with illustrative
examples drawn from appropriate local, national or
international sources.
 Minimize Errors/Revise: Leave at least 10 minutes to run
through a mechanical check of English in each sentence.
The Discursive Essay:
*
*
*
TEST YOUR PROMPT CHOICES FIRST…
 Once you’ve broken down the broad/limiting word
choice of the prompt, run a quick test to make SURE
you have enough to say about the prompt…
 On
the prompt sheet itself, draw up a few
quick T-Charts to determine how many ideas
you have; THEN you can begin logically
organizing them through the “official”
discursive brainstorm process we’re about
to learn…
The Split-Web Brainstorm





View the prompts; draft a quick T-Chart right on the test to see if you have enough to say
before you begin your official brainstorming…
Once you feel confident in the prompt you picked, take out a clean sheet of paper.
Turn it “Landscape” style.
Write the prompt in a box in the center of the page.
Now fold the paper in half to create two columns. Each of these columns will house ideas
that either agree or disagree with the prompt’s content.
(+)
(-)
Prompt
Basic Brainstorm Approach
in 3 Easy Steps:
 Work HARD to generate ideas…then, work SMART!
 WORK HARD:

(1)…Think of specific ideas (people, groups, situations, events, etc) that
relate to the prompt you’ve selected and jot them in the proper columns
either for or against (+, -).
 WORK SMART:


(2)…Step back from these randomly scattered ideas and start categorizing
them…use the Hand Approach themes to help you
(3)…Look for connections among the ideas in your essay based on
theme and any comparisons or contrasts you can make among the more
specific ideas…
 Number the ideas in a LOGICAL ORDER
 Jot a note to yourself regarding the connection between those ideas so you
don’t forget how they seamlessly relate…
Animated Generic Brainstorm:
 In the next slide, notice there are many random
ideas scattered about the brainstorm at first.
Initially, you will be jotting down ideas at random
also.
 The key is to step back from them once they’re out
and begin seeing bigger picture connections
among them…how can you move “seamlessly” from
one idea to the next…what “big ideas” or themes do
your examples have in common that will help you
meaningfully shift from paragraph to
paragraph?
(+)
(-)
3
TOPIC
 primary example
* details
 secondary example
* details
4
TOPIC
 primary example
* details
 secondary example
* details
5
TOPIC
 primary example
* details
 secondary example
* details
2
TOPIC
 primary example
* details
 secondary example
* details
PROMPT
1
TOPIC
 primary example
* details
 secondary example
* details
6
TOPIC
 primary example
* details
 secondary example
* details
NOW YOU TRY…PREPARE TO WRITE:
 IDENTIFY and INTERPRET the prompt to get a




feel for your opportunities and limits set by the
directions.
Run a quick T-CHART TEST next to the prompt to
ensure that you have enough ideas to expend your
time more thoroughly on this topic.
Begin setting the PARAMETERS/LIMITS of your
essay by using the Discursive Brainstorm Format.
LOGICALLY ORGANIZE the ideas.
BEGIN writing !!
Assess society’s record
on human rights.
Discursive prompt
Good or bad…
Assess society’s record
on human rights.
• Civil rights/liberties
• Women’s rights
• Gay rights
• Equality: race/culture
• Labor rights
• Children’s rights
(-)
(+)
Organizing Ideas Discursively…
 In the next slide, watch how the writer organizes this
brainstorm…

At first, she gets down the
.
Women’s rights
 Children’s rights
 Democratic rights
 Gay rights
 Labor rights


Then, she starts to think about the
bring these ideas together:
Human Rights at Home
 Human Rights Abroad

ideas that
Organizing Ideas Discursively, Con’t…

Then she begins to determine a
to go in
because she sees a connection among the examples and the
themes:
 SEAMLESS TRANSITION =
move from women’s rights at home to women’s rights
abroad
(+)
(-)
A
B
RIGHTS IN THE U.S.
 Women’s Rights
1920’s Suffragette Movement
 Habeus Corpus/Fair Trial Rights
“innocent until proven guilty”;
“protection against cruel and
unusual punishment”;
“Miranda Rights”
RIGHTS IN THE U.S.
 Gay Rights
“Don’t Ask, Don’t Tell” Policy;
Proposition 8
 Religious Rights
Mosque-building in NYC
Assess society’s
record regarding
human rights.
A
B
RIGHTS ABROAD
 Labor Rights
Honda Factory Strike;
Child Labor policies
 Democratic Rights
Botswana—new dem. gov’t;
Afghanistan—efforts to instill
democratic values
RIGHTS ABROAD
 Women’s Rights
Iraq-wearing the abaya as trad’l garb;
China’s one-child policy
 Children’s Rights
Child soldiers in:
- Somalia
- Sierra Leone
Generating Ideas
 But how do I find ideas??
Think GP RELEVANCE…!!!
State,
national, international
Past history, current events
Consider all academic categories
 Use the Hand Approach to help you…
THUMB:
SCIENCE and
TECHNOLOGY
INDEX:
GOVERNMENT
and POLITICS
MIDDLE:
ENVIRONMENT
RING:
SOCIAL
RELATIONSHIPS
PROMPT
PINKY:
MEDIA, SPORTS
and
ENTERTAINMENT
“History repeats itself.” Discuss.
SCI/TECH:
Repeats—
nuclear threats
with USSR then
and Iran now are
similar
Doesn’t—
innovative
military
technology i.e.
drones of today
replace kamikazi
missions of old
GOV’T:
ENVIRON.:
Repeats—economic slump: the Great
Depression and the 2008 Recession.
Doesn’t—terrorist invasion ie. 9/11
heightened awareness and security
precautions
Repeats—effects
of oil spills on
ecosystem i.e.
Exxon Valdez and
Deepwater
Horizon
Doesn’t—
pesticide damage
awareness…to
avoid repeat
offenses (i.e.
Silent Spring)
SOCIAL:
Repeats—religious
unrest in ie. Irish
Catholics then
similar to Muslim
Americans now
Doesn’t—women’s
rights i.e.
suffragette
movement; political
leadership
“History repeats itself.”
Discuss.
ENTERTAINMENT:
Repeats—violence in sports
ie. Political riots during
Yugoslavic war then and
terrorist threats at recent
World Cup (Uganda) now
Doesn’t—reality t.v.
phenomenon in 21st century
Now You Try It:
 Writing the discursive essay requires one to think
BEYOND one’s own personal world. Look at the
prompt below:
“The truth should always be told, whatever the cost.”
Discuss.
 As an AICE student, you must elevate your
discussion of this topic beyond the personal
realm…
 TASK: Bring “GP Relevance” to your essay by
applying the Hand Approach to this prompt.
THUMB: Science and Technology
Medical field
 TELL THE TRUTH…
 Hippocratic
Oath
 VS.
 WITHHOLD
 Placebo
THE TRUTH…
Effect
INDEX: Government and Politics
 TELL THE TRUTH…
 Obama’s
“open door” policy
 VS.
 WITHHOLD THE TRUTH…
 FDR,
who hid his polio to
avoid appearing “weak” to
the public eye
MIDDLE: Environment
 TELL THE TRUTH…
 Al
Gore’s,
An Inconvenient Truth
 VS.
 WITHHOLD THE TRUTH…
 Resource-rich areas that
reveal such truths/
discoveries may be taken
advantage of as a result
RING: Social Relationships
 TELL THE TRUTH…
 AIDS
patients
 VS.
 WITHHOLD THE TRUTH…
 “Don’t
Ask, Don’t Tell” Policy
 (note:
recently abolished…)
PINKY: Media, Sports and Entertainment
 TELL THE TRUTH…
 Libel/Slander
 VS.
 WITHHOLD THE TRUTH…
 Gambling
for sport and
the “poker face”
HANDY WORK:
Collaborative Exploration
 As a group, take a look at the essay prompt options;
pick one that you can all agree upon.
 Divvy out research responsibilities for tonight…

Each student is responsible for finding
and
for
a single finger…print and bring in your sources for credit!
 Tomorrow, we go live on the big post-it sheets!
 Each group will draw their HAND, and decorate each finger
with the (+) and (–) ideas you researched.
 Then you will present your findings while we feverishly jot
down these valuable ideas! You never know when a similar
prompt could show up in the future, so note-taking is key!
ESSAY #1: A Practice Revision Using
the Hand Approach
 SAMPLE Essay  In Class
 Observations
 Whole Class Editing/Adjustments
 Pairs Editing/Adjustments
 INDIVIDUAL Revisions  Homework
 Using the strategies we’ve practiced, revise TWO of your own
body paragraphs from Essay #1!
Provide a primary and a secondary example, as our brainstorm
requests;
 Apply the Hand Approach to add GP Relevance to your work;
 Check for grammar, spelling and punctuation errors, and upgrade
word choice.

WHAT DID WE LEARN?
NOW WE KNOW WHAT THE QUESTION IS
ASKING US (BY BREAKING DOWN THE
PROMPT)
AND WE KNOW HOW TO GENERATE IDEAS
(THAT ARE “GP RELEVANT”)…
NEXT STEP?
WE WILL LEARN HOW TO ACTUALLY PUT
THIS DIRECTION AND THESE IDEAS INTO AN
ESSAY!!! GET READY TO ROCK, GP-STYLE!

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