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My favorite activity I’ve ever done to make feedback social is this.Ask students to bring in three versions of their introduction paragraphs.
Even though I don’t ask students to list their main points in the introduction paragraph, I consider it part of writing an intro.
They need to understand whether or not their thesis statement can be developed with sound research.
(I do require students to begin collecting sources during the pre-writing stage, and I encourage them to tweak their original Works Cited page as they draft and revise.) I like to give my students specific examples of strategies they can use as hooks.
I also provide examples of each and then ask them to practice, which can look many different ways. Does it impact people locally, nationally, or globally?
I ask them, “What information does your audience need to know in order to fully understand this debate? I developed the ABC acronym for writing argumentative introductions because it’s so easy to remember.
Even students who don’t need much scaffolding must understand that those elements are necessary in order to grab the audience’s attention, fill in gaps of knowledge, and establish a sound position.
For five or ten minutes, just sit and allow students to respond to the introduction paragraphs.
Students can write praises and suggestions either on the actual paper copies or on post-its.
I find it important to give students feedback on their introduction paragraphs before moving on to the body of the essay.
Feedback is an opportunity to boost students’ confidence.