Ms.
Fortiers Writing
Notebook
Annotated Bibliography
Bell, V. (2009) Using Graphic Organizers. Retrieved from
http://www.learnnc.org/lp/editions/writing-process/5809
This article mentions several graphic organizers and how they can be used as writing
tools in the classroom. It includes images of the four main types of graphic organizers
and the benefits of using each one, those being an outline, Venn diagram, hierarchical
topical organizer, and bubble organizer. The site also discusses when graphic organizers
can be used, for example in the pre-writing stage or at any time in the writing process.
These organizers can be given to students electronically or in print form.
Fleming, G. (2017). How to Write a Persuasive Speech. Retrieved from
https://newsela.com/read/lib-write-persuasive-speech/id/36486#
This website provides a step-by-step guide to help students write a persuasive speech. It
includes the main points that students should make in their speech when trying to
persuade their audience, and how they might convince the reader to agree with them.
There are several excerpts throughout the article that help students to understand how to
outline their speech from start to finish. There are also tips included at the end of the
article for students to keep in mind when writing their speech.
Inspiration Software Inc. (2017) Teaching and Learning with Brainstorming Webs. Retrieved
from http://www.inspiration.com/visual-learning/brainstorming-webs
This website names a number of brainstorming webs and their functions. It provides
visual examples of these different webs, which enables the reader to properly identify and
name the characteristics of each one. This is a helpful tool when reviewing which
brainstorming webs are practical in a particular unit, for example when using them for
vocabulary or during the writing process. It also reveals the ways in which these different
visuals webs can be useful in all content areas.
Masterminds Publishing. (2001) Using Graphic Organizers to Make Sense of the Curriculum.
Retrieved from http://www.calhoun.k12.al.us/makes%20sense/Adobe%20Reader/DO%
20NOT%20OPEN%20program%20files/Using%20GOs/Program%20Files/GOs/FAQ@
GOs.pdf
This detailed article debunks the common misconceptions about graphic organizers and
instead describes the many ways in which they are helpful tools to use in any classroom.
One thing that was distinct about this article was the correlation between use of graphic
organizers and increased test scores. The belief is that using graphic organizers allows
students to map out what they are thinking, leading to greater understanding and
comprehension of classroom material. It also advises that teachers provide a variety of
different organizers so that students do not get bored using the same one.
McKnight, K. (2011) Use Graphic Organizers for Effective Learning. Retrieved from
http://www.teachhub.com/teaching-graphic-organizers
This article explains how graphic organizers can be great tools for students who are
visual learners. The author mentions how her son has several learning and processing
disabilities, but that his ability to understand course material increases significantly when
he uses graphic organizers to process information. She explains how these organizers are
helpful for all students, as they can help them to organize and remember concepts and
details. She also includes two videos to support her discussion.
Reading Rockets. (2017) Raft. Retrieved from http://www.readingrockets.org/strategies/raft
This website includes a detailed description of the Raft assignment and how it can be
used in a class. It discusses how it can be used as a before, during, and after reading
routine, and how students can either work individually or in groups on this assignment. It
answers why this template could be useful for teachers and students and ways it can be
used in different contents of study. There is also a section which explains how this
assignment can be used as a tool for differentiated instruction.
1. Standard
9.6 The student will develop narrative, expository, and persuasive writings for a variety of
audiences and purposes.
a) Generate, gather, and organize ideas for writing.
b) Plan and organize writing to address a specific audience and purpose.
c) Communicate clearly the purpose of the writing using a thesis statement where
appropriate.
d) Write clear, varied sentences using specific vocabulary and information.
e) Elaborate ideas clearly through word choice and vivid description.
f) Arrange paragraphs into a logical progression. g) Use transitions between paragraphs and
ideas.
g) Revise writing for clarity of content, accuracy and depth of information.
2. Link to Article: How to Write a Persuasive Speech
Fleming, G. (2017). How to Write a Persuasive Speech. Retrieved from
https://newsela.com/read/lib-write-persuasive-speech/id/36486#
3. Rationale for Standard
I chose the 9.6 Virginia Standard of Learning to achieve a greater understanding of
narrative, expository, and persuasive writing. I had a tough time learning these different forms of
writing when I was in high school, and I felt it would be productive to teach these writing styles
in an effective and appealing way by choosing appropriate writing organizers to help my own
students. These three writing styles are often taught at the same time, which can lead to
confusion and a general misunderstanding of the material. I felt it would be useful to teach each
one individually, focusing specifically on persuasive writing.
In learning to write a persuasive piece, students will learn how to construct an argument
that convinces their reader to think about a specific topic in a purposeful way. To be sure that
students have a firm grasp on persuasive writing upon finishing this unit, I will include several
practice opportunities with persuasive writing, specifically using the templates that I created to
do so. These templates will not only allow students to strengthen their critical thinking skills by
encouraging them to write from different points of view and to adjust their arguments
accordingly, but will reveal the importance of selective word choice, creating logical arguments,
and appropriately targeting an audience. These writing opportunities will prepare students to
craft their own persuasive piece at the end of the unit, in which they can choose any medium to
present a topic related to our course study at that time. This will give students the chance to show
what they know about persuasive writing in their own creative way.
I chose the Raft assignment, writing map, and pre-writing graphic organizer to add to my
writing notebook. These all serve as approachable guides for students to expand their knowledge
of persuasive writing. Too often, students are told to write outlines as a pre-writing strategy, but
are only provided the traditional point-by-point outline (Masterminds Publishing 2001). Enabling
students to illustrate their ideas is a useful skill, as it not only helps students to work through
their own thoughts, but challenges them to narrow their ideas to those which are most important
for their argument (Reading Rockets 2017). Graphic organizers are some of the most effective
visual learning strategies for students to enhance learning, and these step-by-step guides help
eliminate the Where do I begin? question that many students struggle with (McKnight 2011).
These three writing options provide students with ways to think about persuasive writing in a
constructive way, as they provide the bare-bones for students to begin writing a persuasive piece
(Bell). They are also applicable to the narrative and expository writing units, which makes them
essential aspects of the writing notebook.
4. Listed Genres
R.A.F.T.
Writing Map
Graphic Organizer
Name ________________________________________
Raft Writing Template
Role: High school senior
Audience: Rising freshmen
Format: Advice column
Topic: Convince your 9th grade self that high school is not as
scary as you might think
Writing Piece:
Name: Ms. Fortier
R.A.F.T. Writing Template (Sample)
Role: High school senior
Audience: Rising freshmen
Format: Advice column
Topic: Convince your 9th grade self that high school is not as
scary as you might think
Writing Piece:
As a high school senior, I know how intimidating it can be to
transition from middle school to high school. Though it seems
scary to be the youngest in the school, you should know that
there are many perks to this time in your life. You are beginning
a new journey and have the opportunity to experience four fun
and eventful years. While I am excited to go to college, I must
admit that I am jealous of your position as a freshman. You have
football games, school dances, and much more to look forward
to. Though you might not see it now, the truth is, Life moves
pretty fast. If you dont stop and look around once in awhile,
you could miss it. This movie quote from Ferris Buellers Day
Off is all too accurate. Live it up while you can and remember:
while us seniors might seem big and scary, we are really just
wishing we could be in your position all over again.
Name:_______________________________________
R.A.F.T. Feedback and Rubric
Accuracy: How correct is your 5 4 3 2 1
information? Is it fully supported by Comments:
the text?
Perspective: Do you stay in role? 5 4 3 2 1
How effective are you at performing
your role and convincing the Comments:
audience?
Format: Does your example match 5 4 3 2 1
your chosen format? Do the details
align with the piece you are writing? Comments:
Mechanics: Are there minimal 5 4 3 2 1
mechanical errors? Are there Comments:
grammar or spelling mistakes?
Audience: Did you appropriately 5 4 3 2 1
address your audience? Is the Comments:
manner in which you wrote geared
toward this particular audience?
TOTAL: Based on the above criteria
Comments:
25-24= A+ 23-21=A 20= -A 19-18= B+ 17-16= B 15= -B 14= C+ 13-12= C 11= -C
10-9= D+ 8-7= D 6-5= -D
Name:_______________________________________
Persuasive Writing Map
Topic: What is your favorite season? Explain why this season is the best time of
the year.
Introduction:
Attention grabber (statement,
question, dialogue)
Thesis
Background info on argument
Fact/Example #1 Fact/Example #2 Fact/Example #3
Supporting detail Supporting detail Supporting detail
Supporting detail Supporting detail Supporting detail
Supporting detail Supporting detail Supporting detail
Conclusion:
Restate thesis in own words
Summarize main ideas
Make personal comment
Name: Ms. Fortier
Persuasive Writing Map (Sample)
Topic: What is your favorite season? Explain why this season is the best time of
the year.
Introduction:
Attention grabber: The smell of leaves, the brisk
cold air, and a warm mug of apple ciderwhat
more could I ask for?
Thesis: Autumn is not only a scenic time of the
year filled with many things to see and taste, but
its a season that reminds me that letting go of the
old paves the way for new change to come.
Background info: Writing about my favorite season
Fact/Example #1 (Things to Fact/Example #2 (Things to Fact/Example #3 (Great
see) taste) change)
Leaves falling Warm apple cider Leaves change color
Different colors Pumpkin pie Leaves fall
everywhere (orange, red, Halloween candy The year is coming to a
yellow) Hot cocoa close
Damp grass Almost to a new
Pumpkins, cornucopia year=change
Clear blue sky
Conclusion:
While there are many aspects of Autumn to appreciate, the
way in which the shift in seasons personifies the changes in
my life is what makes this the best time of the year.
The changes in the environment as well as the delicious food
are great parts of this season, but there are more significant
reasons that this time is special.
I love autumn because it brings a feeling of newness that
cannot be replicated in any other season.
Name:_______________________________________
Persuasive Writing Map: Checklist
1. Does your introduction include
a. An attention grabber? YES NO
b. A thesis? YES NO
c. Appropriate background information about your
argument? YES NO
2. Do you include 3 facts/examples that support your
main argument? YES NO
3. Do your 3 facts/examples include 3 supporting
details? YES NO
a. Do these details relate to your fact/example? YES NO
4. Does your conclusion
a. Restate your thesis? YES NO
b. Summarize main idea? YES NO
c. Include a personal statement? YES NO
Name:_______________________________________
Persuasive Graphic Organizer
You were asked to write an article for the school newspaper
answering the question below. Use the graphic organizer to
organize your ideas before writing the article.
Question: Should cell phone use be allowed during the school
day?
Topic:
Purpose: Audience:
Persuasive Words:
Supporting Reasons:
Name:_______________________________________
Persuasive Graphic Organizer: Rubric
Category 1 2 3 4
Content Content is Includes Includes Covers topic in-
minimal OR essential essential depth with
there are more information to information to detailed text in
than 2 factual the topic but the topic. each bubble.
errors. there are 1-2 Appears to Subject
factual errors. know the knowledge is
subject material excellent.
well.
Organization Content is not in Most bubbles Content is Content is well-
the correct contain displayed in a organized using
bubbles. corresponding bulleted list or bulleted lists.
Completely content. Content another clear Organization is
lacks still lacks some organizational clear and points
organization. organization. pattern. Content are easy to find.
is organized for
the most part.
Information Some Information is Information Points relate
information is thinly presented generally back to the main
presented but is but does relate supports argument.
not always to main argument. Information
relevant. argument. shows depth of
understanding
of topic.
Grammar/Usage/Mechanics More than 4 Four spelling or 1-2 spelling or Minimal
spelling or grammatical grammatical spelling or
grammatical errors. errors. grammatical
errors. errors.
Name: Ms. Fortier
Persuasive Graphic Organizer (Sample)
You were asked to write an article for the school newspaper
answering the question below. Use the graphic organizer to
organize your ideas before writing the article.
Question: Should cell phone use be allowed during the school
day?
Topic:
Should cell phone use be allowed
during the school day?
Purpose: Audience:
To convince readers that Students and faculty
cell phones should be
allowed, as students are
more distracted without
them.
Persuasive Words:
Supporting Reasons:
Students are less likely to Reason
go on their phones if they Argue
know they can use them Distracting
Students would not feel the Affect
urge to sneak their phones I believe
during class if they had Should
access to them
Less distracting to quickly
look at a message vs.
actively wanting to look
