Page 60 - SpringBoard_Writing_Workshop_Grade7_Flipbook

Work with your teacher and class and be sure the essay meets the requirements listed in the learning targets for writing an effective multi-paragraph response
to an expository text. Refer to the Scoring Guide for this writing task to help you understand where to focus your attention and efforts.
Prewriting
1. Reread and mark the writing prompt above to clarify the task.
2. As a class, brainstorm ideas for the class-generated response and create a list
of possible ideas to include.
3. With the class, choose a main idea from the essay and write it here.
4. To create an effective draft, you will need a thesis to give focus to the essay. A thesis is the writer’s position or point of view on an issue. The thesis describes the writer’s position, purpose, and audience. Review the information from your SOAPSTone analysis to generate a thesis. Use the frame provided to develop a working thesis.
Working Thesis: __________________ wrote __________________
Author Title
to convince __________________ that __________________ Audience Purpose/Position 1
and _____________________________________. Purpose/Position 2
Sample response: Rooney wrote “America the Not-So-Beautiful” to convince Americans that their wastefulness is destroying the planet and to change their damaging relationship with the Earth.
5. Before drafting, create an outline to consider the content and order of your main ideas. Consider how your main points will follow from the thesis statement.
Topic Sentence 1
With your class, craft a topic sentence that consists of a subject and an opinion that supports the thesis. The first topic sentence should support the first idea in the thesis. Review ideas generated from the prewriting activity, and develop a supporting topic sentence.
Sample response: Rooney’s position names the American people and companies, with their wasteful behavior, as responsible for destroying the planet.
Writing Workshop 5 • Response to Expository Text 5
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