1. FSA Writing
Overview

2. Analytical writing pulls out facts, discusses the facts, and analyzes the information from the text(s) read.
When writers write analytically, they use details of what is explicitly stated in the text read to either support an explanation or an opinion.

3. Features of an Argumentative Essay
*It introduces a clearly stated and strongly maintained claim. *It creates an organizational structure in which logical progression of ideas creates coherence and completeness to support the writer’s purpose. *It develops thorough and convincing evidence with relevant facts, definitions, concrete details, quotations, and examples with references to sources. *It uses clear and effective expression of ideas using precise language and content specific words clearly appropriate for audience and purpose. *It uses a variety of transitional strategies to clarify the relationships between and among ideas; linking reasons and evidence to the claim. *It provides satisfying conclusion related to the claim.

6. Let’s Review for FSA: Writing
Focus: Dissecting Various Writing Prompts
Identify the purpose for writing
Identify how many parts to write about
Identify WHAT to write about
Argumentative?
Informative/ Explanatory?
1 Or 2 part prompt?
Teachers:
This slide provides instructions for the students as to what information they will be looking for in the next 11 available prompt.
Click 1: Explains to students that as they read the prompts they have to identify the purpose of their writing.
Click 2: Explains that some prompts are one part prompts and others are two part prompts.
Click 3: Explains that as they read the prompts they have to identify the topic that they will be writing about.
CLICK 4: Takes you to the first practice prompt.
Topic ?

7. Juliette Gordon Low
The sources talked about Juliette Gordon Low. Write an informative essay in which you explain who Juliette Gordon Low was and why she formed the Girl Scouts organization. Use evidence from the sources to support your answer. 1 2
Teachers:
Read the prompt to the students then follow the Clicks below:
Ask the students the questions, give them time to respond and then click and the answer will appear.
Click 1: Opinion ? Informative ? Box appears. Allow students to respond.
Click 2: The purpose within the prompt will be circled
Click 3: How many parts are you writing about ? Box appears. Allow to students to respond.
Click 4: Either one or two parts will be underlined with the number 1 next to the first part and a 2 indicating the 2nd part of the part (if applicable)
Click 5: Topic ? Box will appear. Allow students to respond.
Click 6: The topic will be identified with an outline around it.
Click 7 takes you to another prompt
How many parts are you writing about?
Argumentative?
Explanatory/ Informative?
Topic ?

8. Playing a Musical Instrument
The passages are discussing whether or not students should be required to play an instrument in school. Write an essay in which you take a position on whether every student should be required to learn to play a musical instrument. Use information from the sources in your essay. 1
Teachers:
Read the prompt to the students then follow the Clicks below:
Ask the students the questions, give them time to respond and then click and the answer will appear.
Click 1: Opinion ? Informative ? Box appears. Allow students to respond.
Click 2: The purpose within the prompt will be circled
Click 3: How many parts are you writing about ? Box appears. Allow to students to respond.
Click 4: Either one or two parts will be underlined with the number 1 next to the first part and a 2 indicating the 2nd part of the part (if applicable)
Click 5: Topic ? Box will appear. Allow students to respond.
Click 6: The topic will be identified with an outline around it.
Click 7 takes you to another prompt
How many parts are you writing about?
Argumentative?
Informative?
Topic ?

9. Interesting Materials
The sources that you read were about different materials. Write an informative essay in which you contrast two interesting materials that you read about and how the materials are used. Use information from the sources in your essay. 1 2
Teachers:
Read the prompt to the students then follow the Clicks below:
Ask the students the questions, give them time to respond and then click and the answer will appear.
Click 1: Opinion ? Informative ? Box appears. Allow students to respond.
Click 2: The purpose within the prompt will be circled
Click 3: How many parts are you writing about ? Box appears. Allow to students to respond.
Click 4: Either one or two parts will be underlined with the number 1 next to the first part and a 2 indicating the 2nd part of the part (if applicable)
Click 5: Topic ? Box will appear. Allow students to respond.
Click 6: The topic will be identified with an outline around it.
Click 7 takes you to another prompt
How many parts are you writing about?
Argumentative?
Informative/
Explanatory?
Topic ?

10. Bike Sharing
The passages you read were about bike sharing. Write an argumentative essay stating a claim on whether or not a bike-sharing program would work in your community. Use information from the sources in your essay.
Teachers:
Read the prompt to the students then follow the Clicks below:
Ask the students the questions, give them time to respond and then click and the answer will appear.
Click 1: Opinion ? Informative ? Box appears. Allow students to respond.
Click 2: The purpose within the prompt will be circled
Click 3: How many parts are you writing about ? Box appears. Allow to students to respond.
Click 4: Either one or two parts will be underlined with the number 1 next to the first part and a 2 indicating the 2nd part of the part (if applicable)
Click 5: Topic ? Box will appear. Allow students to respond.
Click 6: The topic will be identified with an outline around it.
Click 7 takes you to another prompt
How many parts are you writing about?
Argumentative?
Informative?
Topic ?

11. Ella Fitzgerald
Write an informative essay in which you explain why Ella Fitzgerald is important to the history of jazz. Use information from the sources in your essay.
Teachers:
Read the prompt to the students then follow the Clicks below:
Ask the students the questions, give them time to respond and then click and the answer will appear.
Click 1: Opinion ? Informative ? Box appears. Allow students to respond.
Click 2: The purpose within the prompt will be circled
Click 3: How many parts are you writing about ? Box appears. Allow to students to respond.
Click 4: Either one or two parts will be underlined with the number 1 next to the first part and a 2 indicating the 2nd part of the part (if applicable)
Click 5: Topic ? Box will appear. Allow students to respond.
Click 6: The topic will be identified with an outline around it.
Click 7 takes you to another prompt
How many parts are you writing about?
Argumentative?
Informative?
Topic ?

12. Sports Programs in School
The passages are about sports programs in school. Write an essay in which you state a claim about whether or not schools should require students to get good grades in order to play sports after school. Use information from the sources in your essay.
How any parts are yo writing about?
Teachers:
Read the prompt to the students then follow the Clicks below:
Ask the students the questions, give them time to respond and then click and the answer will appear.
Click 1: Opinion ? Informative ? Box appears. Allow students to respond.
Click 2: The purpose within the prompt will be circled
Click 3: How many parts are you writing about ? Box appears. Allow to students to respond.
Click 4: Either one or two parts will be underlined with the number 1 next to the first part and a 2 indicating the 2nd part of the part (if applicable)
Click 5: Topic ? Box will appear. Allow students to respond.
Click 6: The topic will be identified with an outline around it.
Click 7 takes you to another prompt
How many parts are you writing about?
Argumentative?
Informative?
Topic ?

13. Technology for Deep Sea Exploration
The passages were about exploring the oceans through technology. Write an informative essay in which you explain how technology has helped explorers overcome challenges related to deep-sea exploration. Use information from the sources in your essay.
Teachers:
Read the prompt to the students then follow the Clicks below:
Ask the students the questions, give them time to respond and then click and the answer will appear.
Click 1: Opinion ? Informative ? Box appears. Allow students to respond.
Click 2: The purpose within the prompt will be circled
Click 3: How many parts are you writing about ? Box appears. Allow to students to respond.
Click 4: Either one or two parts will be underlined with the number 1 next to the first part and a 2 indicating the 2nd part of the part (if applicable)
Click 5: Topic ? Box will appear. Allow students to respond.
Click 6: The topic will be identified with an outline around it.
Click 7 takes you to another prompt
How many parts are you writing about?
Argumentative?
Informative?
Topic ?

14. Railroads in America
The sources talked about railroads spanning the country. Write an explanatory essay in which you explain the purpose of the Transcontinental Railroad, and the challenges the workers faced. Use information from the sources in your essay.
Teachers:
Read the prompt to the students then follow the Clicks below:
Ask the students the questions, give them time to respond and then click and the answer will appear.
Click 1: Opinion ? Informative ? Box appears. Allow students to respond.
Click 2: The purpose within the prompt will be circled
Click 3: How many parts are you writing about ? Box appears. Allow to students to respond.
Click 4: Either one or two parts will be underlined with the number 1 next to the first part and a 2 indicating the 2nd part of the part (if applicable)
Click 5: Topic ? Box will appear. Allow students to respond.
Click 6: The topic will be identified with an outline around it.
Click 7 takes you to another prompt
How many parts are you writing about?
Argumentative?
Informative?
Topic ?

15. Volunteering
The passages are about community service. Write an essay in which you take a position on whether or not community service should be required for high school graduation. Support your opinion with information from the sources.
Teachers:
Read the prompt to the students then follow the Clicks below:
Ask the students the questions, give them time to respond and then click and the answer will appear.
Click 1: Opinion ? Informative ? Box appears. Allow students to respond.
Click 2: The purpose within the prompt will be circled
Click 3: How many parts are you writing about ? Box appears. Allow to students to respond.
Click 4: Either one or two parts will be underlined with the number 1 next to the first part and a 2 indicating the 2nd part of the part (if applicable)
Click 5: Topic ? Box will appear. Allow students to respond.
Click 6: The topic will be identified with an outline around it.
This concludes the activities for Day 2, the next slide will focus on Day 3
Click 7 (NEW SLIDE) : “The Analytic Writing Process” slide re-appears
How many parts are you writing about?
Argumentative?
Informative?
Topic ?

16. Sample Prompt
Animals use their bodies to sense their surroundings. Write an informational essay explaining how animals use their bodies to sense the world around them. Your explanation must be based on ideas and information that can be found in the “Animal Senses” passage set.
Manage you time carefully so that you can:
read the passages
plan your responses
write your response
revise and edit your response
Be sure to include:
an introduction
support for you controlling idea using information from the passages
a conclusion that is related to your controlling idea.
Your written response should be in the form of a multi paragraph essay.
You have 90 minutes to read, plan, write, revise, and edit your response.

17. Sample Prompt
The passages provide information on the beauties of national parks in Alaska and Florida. Write an essay in which you make a claim about whether a national park in Alaska or Florida would be better to visit. Use information from the passages in your essay to support a position.
Manage you time carefully so that you can:
read the passages
plan your responses
write your response
revise and edit your response
Be sure to include:
a claim
address counterclaim
use evidence from multiple sources
avoid overly relying on one source
Your written response should be in the form of a multi paragraph essay.
You have 90 minutes to read, plan, write, revise, and edit your response.

18. Strategies for Gathering Evidence Selective Underlining
Marginal Notes
While students are reading, they can write a brief phrase along the margins of the text.
Students can take notes about the prompt topic.
Students can write thinking/brainstorming statements.
Selective Underlining
Students will underline words or phrases that are supportive of the topic mentioned in their prompt.
Circle key (signal) words or words that are not clearly defined .
Why are these strategies important?
They allow students to conceptualize pieces of text as they read.
They teach students how to summarize or paraphrase the text.
To give students a better understanding.
Teachers:
Review the information with students.
The next few slides will provide you with a model of what these two CLOSE reading strategies look like as you reread each passage.
CLICK 1(NEW SLIDE): “Let’s Gather the Evidence ” slide will appear

19. What is Evidence?
Evidence is any detail and/or quotes from the stimulus (text set) that supports your claim and/or controlling idea based on the prompt’s topic.
Teachers:
Ask the question; What is evidence? To students, wait a few minutes and listen to their answers.
Click 1 and the information on the slide will appear. Review the information on the slide. Students should be copying the information on their three column chart.
Click 2 and an example of how selective underlining and marginal notes look like within a text will be shown using the passage The Whistle.
Below are some extra pointers to share with your students:
-How do I gather evidence from the stimulus (text set) ?
Keeping the prompt in mind, selectively underline only details and/or quotes that support your opinion and/or controlling idea.
Marginal notes can also help you clarify and summarize sections of the text that you will later use in your essay as evidence.
CLICK 3(NEW SLIDE): “How do I decide what to selectively underline or write marginal notes about ?” slide will appear.
Teachers you will use just the first page of the source The Whistle to introduce the thought process that goes along with Selective Underlining and Marginal Notes.
Selective Underlining
Marginal Notes

20. Can direct quotes be used as evidence?
Yes, direct quotes are used in writing when the author wants to draw on the expertise or authenticity of an outside source to strengthen their claim or controlling on a topic.
Ex: According to The Whistle, the author states, “The little boy saw what a mistake he had made.”
Teachers:
Ask the question; Can direct quotes be used as evidence? To students, wait a few minutes and listen to their answers.
Click 1 and the information on the slide will appear. Review the information on the slide. Students should be copying the information on their three column chart.
Click 2 and an example of a direct quote will be shown using the passage The Whistle.
Below are some extra pointers to share with your students:
A direct quote is formulated by using a leading quotation mark at the beginning of the quote and a closing quotation mark at the end.
It is also very important to ensure the source of the quote is identified, giving proper credit to the original author or speaker
When writing and using a direct quote, any punctuation contained within the quote must be maintained. This means that if the quote ends with an exclamation mark or a question mark, this punctuation is maintained within the direct quote itself.
Ex: According to The Whistle, the author states, “The little boy saw what a mistake he had made.”
Style guides differ on whether complete works are italicized or underlined. If no specific style guide has been assigned, writers are free to choose either underlining or italics, but it's important to be consistent throughout the paper. Television series, films, works of art and newspapers are also either italicized or underlined, while photographs generally appear in quotation marks.
According to The Whistle, the author states, “The little boy saw what a mistake he had made.”
CLICK 3(NEW SLIDE): “Using Quotation Marks in Your Writing” slide will appear

21. Using Quotation Marks in Your Writing
PURPOSE I: In writing, writers use quotation marks to show text they directly lifted from another source.
Example: According to The Whistle the author states, “The little boy
saw what a mistake he had made.”
PURPOSE II: Writers use quotation marks to show what a character(s) said.
Example: In the text, The Whistle, Ben’s brother told him, “You’ve paid
a dear price for this thing. It’s only a penny whistle.”
Teachers:
Review the slide.
CLICK 1(NEW SLIDE): “What is paraphrasing?” slide will appear

22. What is paraphrasing?
Paraphrasing is when you write the ideas of published
authors in your own words without changing the
original meaning.
Text
Author’s Words
My Own Words
On the day that he was seven years old, his mother gave him a few pennies.
He looked at the bright, yellow pieces and said, "What shall I do with these coppers, mother?"
It was the first money that he had ever had.
"You may buy something, if you wish," said his mother.
"And then will you give me more?" he asked.
His mother shook her head and said: "No, Benjamin. I cannot give you any more. So you must be careful not to spend these foolishly."
The Whistle
Ben was too young, to understand the value of money.
This is text that will support the focus of the prompt.
Underline words that keep
the main idea of the selected
text.
Think of which word/phrases you
will keep and which you will reword. .
Make the statement your
own.
Re-read and check to see that
you didn’t copy too much from the
original text.
Teachers:
Ask the question; What is paraphrasing? To students, wait a few minutes and listen to their answers.
Click 1 and the definition on the slide will appear. Review the information on the slide. Students should be copying the information on their three column chart.
Click 2 and a three column chart will appear. Student can draw this in their notebooks or you can click on the green icon to print out a Paraphrasing activity sheet. .
Click 3 and the name of the text being used will appear; The Whistle.
Click 4 and the piece of text we will be using will appear under the column Author’s Words along with a text box explaining the process we will be going through.
I Do/We Do
Read the first section of the text and ask students to give you the gist of what that says then click.
Click 5 The gist of that section will appear.
Read the second section of the text and ask students to give you the gist of what that says then click.
Click 6 The gist of that section will appear.
Read the third section of the text and ask students to give you the gist of what that says then click.
Click 7 The gist of that section will appear.
Have students re-read the gist of all the sections and put that together in one or two sentences.
Click 8 and three arrows showing how all three gist have been merged into a paraphrased sentence which will appear under the My Own Words section of the three column chart.
Note: Teachers this is a great practice activity for students to do throughout the year in order to master paraphrasing.
(OPTION) At this time, you may have students paraphrase another section from the source The Whistle.
CLICK 3(NEW SLIDE): “How do I organize the evidence gathered ? slide will appear
Ben’s mom told him to be careful how he spent the money because he wasn’t getting any more.

23. What is elaboration? + = + = = +
Elaboration is the connection made by the student based on the topic and evidence gathered to support the topic.
Text to Self Connection: Connecting the topic, the reason , and the evidence to a personal experience, feeling, thought etc. + =
Text to World Connection: Connecting the topic, the reason , and the evidence to a world event, rules, laws, national topics, etc. that is known to the writer’s world. + =
Teachers:
Ask the question; What is elaboration? To students, wait a few minutes and listen to their answers.
Click 1 and the information on the slide will appear. Review the information on the slide. Students should be copying the information on their three column chart.
Below are some extra pointers to share with your students:
Why is all the evidence I chose to support my reason(s) important to my controlling idea or opinion?
What connections can I make between the reason , the evidence and the controlling idea or opinion to further support my topic?
Click 2 and the definition of Text-to-Self connection appears with an illustration to help students visualize that they have to read what’s in the text and relate that information with their own knowledge/experience and use that as their connection (elaboration) to support the prompt and evidence gathered within their essay.
Click 3 and the definition of Text-to-World connection appears with an illustration to help students visualize that they have to read what’s in the text and connect that information with some world (student’s world/what they are familiar with) news/topic and use that as their connection (elaboration) to support the prompt and evidence gathered within their essay.
Click 4 and the definition of Text-to-Text connection appears with an illustration to help students visualize that they have to read what’s in the text and connect that information with another text that they have read before that addresses the same topic or issue and use that as their connection (elaboration) to support the prompt and evidence gathered within their essay.
CLICK 5(NEW SLIDE): “ Elaboration” slide will appear
Text to Text Connection: Connecting the topic, the reason , and the evidence to a text that the writer has read before. = +

24. Elaboration Text-to-world Text-to-text Teachers:
Use the diagram on the slide to stress that for every reason, the student can have multiple pieces of evidence to support that reason. Students can clump those reasons together in order to make a connection.
Click 1: The gathering evidence graphic organizer will come in. Explain that after reading The Whistle, we decided that one of the lessons he learned was that Ben should spend his money wisely. After we decided the lesson, we gathered all the evidence to support that specific lesson. Once we gathered the evidence, we have to ask ourselves, do I have a connection to this lesson that Ben learned ? Read the elaboration found on the planner. Ask students what type of connection is this ?
Click 2 and Text-to Self connection box will appear.
Explain that after reading The Whistle, we decided that another lesson he learned was that people should treat others the way they want to be treated. After we decided the lesson, we gathered all the evidence to support that specific lesson. Once we gathered the evidence, we have to ask ourselves, do I have a connection to this lesson that Ben learned ? Read the elaboration found on the planner. Ask students what type of connection is this ?
Click 3 and Text-to Text Connection box will appear.
(OPTION)
Note: You may want to ask students to make a text to world connection based on any of the two lessons learned.
Example: Lesson 1: Text to World Connection
Many people pay too much money for their cars because they don’t shop around to see who gives them the best deal; therefore, they are not spending their money wisely just like Ben did.
This concludes the activities for Day 3, the next slide will focus on Day 4
Text-to-text

25. Why is planning important ?
Planning is important because it organizes the writer’s ideas, evidence gathered and elaboration(connections made) in a logical way before writing the essay.
Teachers:
Ask the question; Why is planning important? To students, wait a few minutes and listen to their answers.
Click 1 and the information on the slide will appear. Review the information on the slide. Students should be copying the information on their three column chart.
Click 2 and an example of planners will be shown.
Below are some extra pointers to share with your students:
The reader of your essay can tell if you planned
If you planned, your essay will flow from beginning to end
If you planned, your ideas will be logically connected to the topic from paragraph to paragraph.
If you planned, your ideas will be connected to the evidence and to your elaboration(connections) within each paragraph.
CLICK 3(NEW SLIDE): “Content Frame Planner slide will appear

26. What happens after planning?
1. Drafting
A draft is your first attempt at writing your essay using your planner as a guide.
2. Revising
Revising is the process of rereading a text and making changes (in content, organization, sentence structures, and word choice) to improve it.
3. Editing
Teachers:
Ask the question; What happens after planning? To students, wait a few minutes and listen to their answers.
Click 1 and Drafting will appear plus its definition. Review the information on the slide. Students should be copying the information on their three column chart.
Click 2 and Editing will appear plus its definition. Review the information on the slide. Students should be copying the information on their three column chart.
Click 3 and Revising will appear plus its definition. Review the information on the slide. Students should be copying the information on their three column chart.
Below is some extra pointers to share with your students:
A draft is not a perfect paper; however, it will have an introduction, a body and a conclusion focused on your prompt. It will include your reason(s), all the evidence you had selected and your elaborations (connections).
CLICK 4(NEW SLIDE): “Content Frame Planner slide will appear
Editing is a stage of the writing process in which a writer strives to improve a draft by correcting errors and by making words and sentences clearer, more precise, and more effective.