When you come in… Please put your current events in the crate. Please put your current events in the crate. Get out your rough draft! Get out your rough draft! Copy the word of the day. Copy the word of the day.

Revising and Editing 1. Get out an ink pen or pencil that is not the same color as what you have been writing in. 2. Quickly read the paper, highlighting or crossing out any K.O.D. words, phrases, or mistakes. 1. Addressing reader as “you” 2. “I believe,” etc. 3. Chatspeak 4. Addressing author by first name 5. Capitalization for stress

Create a reverse outline of the paper. Create a reverse outline of the paper. Use WLMA p. 193 as a guide if you need one. Use WLMA p. 193 as a guide if you need one. Revising and Editing

Revising and Editing- Thesis Statements 1. Find the Thesis Statement. 2. Circle it. 3. Using the scale at the bottom of this slide, rate the effectiveness of the thesis. 4. In the margin or on a separate sheet of paper, explain Why you thought it warranted the rating. 5. Include ideas for improving the thesis No Ineffective Somewhat Effective Very T.S Ineffective Effective

Revising and Editing- Transition Sentences 1. Find the transition sentences. (there should be one per paragraph) 2. Underline them. 3. Using the scale at the bottom of this slide, rate the effectiveness of the transitions. 4. In the margin or on a separate sheet of paper, explain what you could do to make the transitions more effective Not Ineffective Somewhat Effective Very Present Ineffective Effective

Revising and Editing- Body Paragraphs 1. Find the ideas in the body paragraphs. 2. Draw a box around them. 3. Using the scale at the bottom of this slide, rate how well they relate, individually, to the thesis statement. 4. In the margin or on a separate sheet of paper, explain what you could do to make the ideas expressed in the body paragraphs align more readily with the thesis Not Ineffective Somewhat Effective Very Present Ineffective Effective

Revising and Editing- Conclusions 1. Find the conclusion. 2. Underline the parts of the conclusion that relate to the thesis statement. 3. Draw a line through any of the following clichés or overused phrases: 1. In conclusion…, 2. Finally…, 3. In this paper…, 4. By demonstrating…. 4. Using the scale at the bottom of this slide, rate the effectiveness of the conclusion. 5. In the margin or on a separate sheet of paper, explain what you could do to make the conclusion more effective Not Ineffective Somewhat Effective Very Present Ineffective Effective

MLA Citation Highlight each different parenthetical citation (the names in parentheses) in a separate color. Highlight each different parenthetical citation (the names in parentheses) in a separate color. Make a checkmark by each corresponding source on the Works Cited page. Make a checkmark by each corresponding source on the Works Cited page.

Give papers back to their owners. Read the comments that your peer made to your paper. Read the comments that your peer made to your paper.

To be or NOT to be Circle all being verbs (am, is, are, was, were, be, being, been) UNLESS they are in a quote Circle all being verbs (am, is, are, was, were, be, being, been) UNLESS they are in a quote Change as many as you can to action verbs. Change as many as you can to action verbs. Circle all being verbs (am, is, are, was, were, be, being, been) UNLESS you quoted it from a source. Circle all being verbs (am, is, are, was, were, be, being, been) UNLESS you quoted it from a source. She is smiling.  She smiles. She is smiling.  She smiles. He was waiting for his mom to pick him up.  He waited for his mom to pick him up. He was waiting for his mom to pick him up.  He waited for his mom to pick him up.