1. Write the following down in your composition book:
To get to your H:drive from home
Go to ccusd93.org district home page
Scroll down to “Staff Links”
Choose Access Your H-Drive From Home [Netstorage]
Put in your regular user name and password to get on the computer

2. Today’s Agenda How to Access the H:Drive from home
Set up a file for the Non-cognitive Essay
Download the Outline for the Non-cognitive Essay
Analyze the Prompt
Write a Thesis Statement
Write Topic Sentences
Find Concrete Details for Essay

3. Thesis Statement
In the future, people are going to need non-cognitive skills such as an academic mindset, academic behaviors, and social skills to get and to keep a good job.

4. Thesis Statement
In the future, non-cognitive skills such as academic mindsets, academic behaviors, and social skills and will be needed for most jobs.

5. Thesis Statement
In the future, people are going to need non-cognitive skills such as academic mindsets, persistence, and social skills to get and to keep a good job.

6. Topic Sentences
Take each of the three skills chosen for the thesis and write a topic sentence for each body paragraph.
Add a transition word to the beginning of the topic sentence.
Firstly and most importantly, positive academic mindsets are going to be important skills in order to get a good job.

7. Log in to the computer and go to my website.
Take out your articles and your pink MLA packet and your Composition Book

8. Log in to the computer and open up your Outline from your H:drive.
Take out your articles and your pink MLA packet and your Composition Book

9. Agenda Find Concrete Details for each paragraph In-Text Citations
How to embed quotations
Write commentaries and concluding sentences for each paragraph.
How to write an introductory paragraph
What to write in a conclusion

10. Works Cited for our articles
Farrington, Camille A. and Melissa Roderick et.al. “Five Categories of Non-cognitive Factors.” Teaching Adolescents To Become Learners. Chicago: University of Chicago Consortium on Chicago School Research, Web. 10 Aug Farrington, Camille A. and Melissa Roderick et.al. “The Promise of Non- cognitive Factors.” Teaching Adolescents To Become Learners. Chicago: University of Chicago Consortium on Chicago School Research, Web. 10 Aug Gray, Peter Ph.D. “Freedom to Learn: Declining Student Resilience.” School Leadership Sept Web. 10 Aug

11. Citing multiple works by the same author
If you cite more than one work by a particular author, include a shortened title for the particular work from which you are quoting to distinguish it from the others. Put short titles of books in italics and short titles of articles in quotation marks. Citing two books by the same author:
Murray states that writing is "a process" that "varies with our thinking style" (Write to Learn 6). Additionally, Murray argues that the purpose of writing is to "carry ideas and information from the mind of one person into the mind of another" (A Writer Teaches Writing 3).
Additionally, if the author's name is not mentioned in the sentence, you would format your citation with the author's name followed by a comma, followed by a shortened title of the work, followed, when appropriate, by page numbers:
Visual studies, because it is such a new discipline, may be "too easy" (Elkins, "Visual Studies" 63).

12. Therefore, the citations for the articles should be:
(Farrington, “The Promise” 5). (Farrington, “Five Categories” 10). (Gray 1).

13. Get a chromebook for after the vocab test. Do NOT log on yet.
Take out your vocab flashcards and put them on the corner of your desk.
Take everything else off your desk and be prepared to take vocab test.

14. Agenda
How to start out “Commentary” sentences
How to write an introductory paragraph
What to write in a conclusion

15. How to start out “Commentary” sentences
This shows…
This reveals…
This demonstrates…
This means..
This illustrates…
This highlights…
This exemplifies…
One can see from this…
This is interesting because…
This is important because…
This suggests that…
This proves…
This supports the idea that…
This supports…
This implies…
This indicates…
This argues that…
This confirms…
This establishes…
The purpose of this is…
The importance of this is…
The effect of this is…

16. Introductory Paragraph Formula for an Introductory Paragraph: 1
Introductory Paragraph Formula for an Introductory Paragraph: 1. The first sentence in the introductory paragraph needs to grab the reader's attention. It needs to be general and introduce the topic of the thesis without referring directly to it. Grabber Wouldn't it be nice if all students could get a high paying job where they would be successful? (This question format is only one of several grabber possibilities. It is sometimes overused. A statistic would be better) 2. The second sentence adds information about the grabber, again, still general and not yet referring to the thesis. Information-adding sentence In a perfect world, just knowing information and doing well on tests would ensure success in the future.

17. 3. The third sentence pivots or turns us toward the thesis
3. The third sentence pivots or turns us toward the thesis. This is the first sentence that hints about our thesis. We can use a key word from our thesis here. Pivot sentence In our world, however, not only does a person need to have intellectual skills, he or she needs to have non-cognitive skills. 4. Brief overview of story/text with Title, Author, Genre The University of Chicago book Teaching Adolescents To Become Learners discusses the importance of non-cognitive skills. 5. The fifth sentence is the set-up or lead-in sentence. It leads us directly to the thesis, connecting the topic or idea of the grabber to the point made by the thesis. Set-up sentence - - Non-cognitive skills become the item that determines a student’s success in the world

18. 5. The final sentence is the thesis we wrote first
5. The final sentence is the thesis we wrote first. Everything written so far should lead directly to this idea, the whole point of our paper. Thesis In the future, people are going to need non-cognitive skills such as academic mindsets, persistence, and social skills to get and to keep a good job.

19. Conclusion
1. The first sentence in the concluding paragraph is a restatement of the thesis that reflects the knowledge learned. Example of a reworded thesis: If students develop positive academic mindsets, persistence, and social skills they will have a much better future chance of getting and keeping a good job. 2. The next two sentences explain the implications of the thesis. We can do this by explaining the importance of or the results of the thesis. Answering "who cares?“ or "so what?" helps the reader realize the significance of the thesis. Example of two implication sentences: The question is: How do students gain these skills? This becomes a problem to be solved by students, parents, teachers, and schools. If our society values these job skills, then the society needs to figure out a way to encourage the development of those skills.

20. Conclusion (continued)
3. The final sentence of the concluding paragraph and essay leaves the reader with a powerful thought that extends the two implication sentences. This sentence could be a famous quotation, twist on a common phrase, or strong words. Example of a Clincher or final sentence: Developing effective non- cognitive skills takes time and effort, but the results could have a powerful impact on our school and maybe even our society.