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Writing a model essay

To model writing, the teacher writes with the students. Modeling is a process
like writing is a process. Both are accomplished through different stages.
Stages may be repeated several times during the process. Therefore, time
allotted for each stage varies.
Begin by introducing persuasive writing with a topic that is familiar to the
students. All students have experience with homework, and homework is a
motivational hook to introduce persuasive writing. Jack Prelutskys poem
"Homework! Oh, Homework!" captures the students interests and is relevant to
them.

STAGE 1: PREWRITING
1.

Read the poem "Homework" by Jack Prelutsky.

2.

Ask the students What are we writing about today? (Theyll guess homework.)

3.

Establish the two points of view (pro and con): Students should have homework. Students should not
have homework.

4.

Students and the teacher brainstorm and generate ideas for both sides of the issue. The teacher
records the information on a chart, board, etc. All students copy the information. The pro and con charts
(graphic organizers) serve as the plan for writing.

Make students aware that the audience for this essay will be the administrator.
The purpose is to persuade the administrator to adopt their point of view on
homework.

STAGE 2: DRAFTING
1.

Review the charts from the previous lesson.

2.

Class comes to agreement on the point of view for the model. You can guess what students will
decide no homework.

3.

Read the poem to the class again, emphasizing how words are used to capture the readers attention.
Together the students and the teacher begin to write the introduction. As in persuasive speaking, techniques
should be employed that introduce the topic and captures the readers attention immediately. Rhetorical or
challenging questions, lyrics from a song, a quotation, a humorous anecdote or a fact that elicits human

passion hooks the attention of the reader. Reading a poem, referencing a current event, and using analogies
are also effective techniques for ensnaring the reader.
4.

The plan (the con chart or graphic organizer) directs the writing of the essay. Developing ideas
logically and persuasively through the use of descriptive and sensory language leads the reader coherently
through body of the essay. The teacher channels students thoughts into well constructed sentences and
paragraphs using a variety of transitions to achieve overall paragraph unity.

5.

The conclusion restates the writers opinion in a compelling way. Again the techniques used in the
introduction can be successfully employed in the conclusion. Remind students that language choice is
important to influence the reader to understand and therefore, to adopt the writers point of view.

6.

Everybody writes as the class composes the rough draft.

7.

All students copy the rough draft as a model of persuasive writing.

STAGE 3: REVISING/EDITING
1.

Revise and edit the draft as a class. How can we combine our sentences to make our essay clearer?
What better word could be used to convey that thought? Emphasize to students that improvements can be
made. Revising ensures that writing is clear, well organized, accomplishes goals, and convinces the
audience.

2.

Remind students that statements need to be arranged for emotional appeal using strong, exact
words. For example, dont say, "Homework is not good because it takes up too much time. Instead,
"Homework limits quality time spent with family and friends."

3.

Share with students that ideas need to be connected. Using a variety of transitions helps to achieve
paragraph coherence and unity.

4.

Advise students that the revision stage includes others reading the draft and suggesting
improvements.

5.

The teacher shares and discusses with the students the rubric used by the North Carolina
Department of Public Instruction to evaluate writing.

STAGE 4: PROOFREADING
1.

As a class, check for errors in grammar, spelling, and mechanics. On purpose, the teacher may want
to misspell a word or make errors in grammar or mechanics. This gives the students "controlled practice" in
identifying errors.

2.

The teacher can reference "spell check" and "grammar check" in word processing if students are
typing their papers.

3.

Peer proofreading reinforces skills which promotes better writing.

STAGE 5: PUBLISHING/PRESENTING
1.

For this assignment, students may submit a copy of the essay to the administrator or invite the
administrator to hear their point of view on homework.

2.

Sharing the final draft is motivating to students. Although the administrator is the audience, students
may also present their essay to other classrooms, the media specialist, etc.

3.

Publishing helps develop a sense of pride and accomplishment.

Applying the model

All students now have a model for writing a persuasive essay. To practice the
model, the assignment that follows is to write a persuasive essay adopting the
opposing viewpoint about homework. Using the prewriting activity of the
homework essay and also by working with a partner, students are "eased" into
the writing process becoming more confident writers. As students complete
their essays, they will be able to evaluate their writing by examining how well
they focus, organize, and elaborate information.
Remind students that writing style develops over time. Through reading and
writing, students will establish their own special way of expressing their
thoughts.

Useful words:
Adverbs: evidently; understandably; reasonable; undoubtedly; clearly; finally; strongly; adamantly
Verbs: to challenge; to oppose; to question; to implore; to urge; to condemn; to propose; to support
Adjectives: Vital; important; essential; biased; dishonest; inappropriate; controversial; brave; foolish
Transitional words and phrases: In addition,; Furthermore,; Above all It goes without saying; Of course,; Decidedly;
Undoubtedly; Indeed; In fact Specifically,; More importantly, Yet, ; However, In summary

Useful phrases:
This needs to be dealt with; Some people feel that; How could you possibly; What would happen if; This would mean
that; Is it really worth/ Do you really think; Just think about; I believe that; Although not everybody would agree, I want to
argue that; There are several points I want to make to support my point of view. Firstly; I have several reasons for arguing for
this point of view. My first reason is; Therefore, although some people argue that; think that I have shown that; We can solve
this by; If these plans go ahead

1.Reading Comprehension

Read the passage carefully and then answer all the questions given at the end of a passage.
Total marks for this part: 25
School Dress Codes
1

Some people think a dress code is beneficial because it eliminates the need for students to keep
up with the latest fads. If everyone wears the same uniform, no one will be under pressure to
buy a certain brand of jeans, for example. However, unless a benefactor provides clothing for all
students, some parents will buy uniforms at discount stores, and some will buy them at boutiques.

The difference between income levels will be more subtle. Still, students will be aware of it.
Some people think a dress code will repress gang activity and reduce violence at school by
outlawing the wearing of gang colours. Yet gangs might sidestep this rule by changing their
outward symbols of membership. Gangs and violence in schools are a complex problem. It

cannot be solved with a dress code.

Will a dress code help build students self-confidence? This is not likely. Wearing uniforms
actually suppresses students self-expression, almost like asking everyone to look the same. In
fact, wearing uniforms might harm some students confidence by forcing them to wear clothing
that exaggerates a weight problem, for example. Instead, schools should encourage students to

respect their differences.

Many schools do not have a formal dress code. Still, students know they will be reprimanded if
they wear T-shirts with certain messages on them or clothing that is too short or too tight. They
know they will be disciplined or even sent home if they wear clothing that attracts too much
attention. For most students, its easier to follow the unwritten dress code than to aggravate

school staff. They have their wild and crazy clothes for after school.
Following a dress code is not a grave problem for most students, unlike more serious situations,
such as losing after-school activities because of school budget cuts. Having a dress code certainly
facilitates getting dressed in the morning. After all, you dont have to wonder if this shirt goes

with those trousers. You dont have to make any decisions at all.
Many students who attend schools with dress codes do not feel a grievous loss of their rights.
They accept wearing uniforms to school. Like rules about not talking during class, a dress code is

not meant to oppress them but to help them concentrate on their schoolwork.
If your school is considering the adoption of a dress code, study both sides of the issue. Then
form your own opinion. Decide whether a dress code at your school would be a step in the right
direction-or a stumble.

Questions:
1
2
3

Why might wearing school uniform exaggerate a students weight problem?

Name three types of clothing that are likely to be unacceptable at schools without a dress code?
What does the writer mean by the word stumble at the end of the passage, and why did he or she
choose this word?

What three things are more important to most students than having to follow the schools dress

code?
What outward symbol of membership might be used by gang members who have to wear school
uniform? The answer is not in the passage, but you should be able to think of at least one

example.
What is meant by the phrase unwritten dress code?

7. For each of the following words or phrases give one word or a short phrase (of not

more than

seven words) which has the same meaning as the word or phrase in the passage.
1
2
3
4
5
6
7
8

Fads
Be under pressure
Benefactor
Sidestep
Reprimanded
Disciplined
Grave
Grievous

2.http://www.ereadingworksheets.com/reading-comprehension-worksheets/nonfiction-reading-test-seatbelts.pdf
3.http://www.ereadingworksheets.com/reading-comprehension-worksheets/nonfiction-reading-testreading.pdf
reading comprehensions

4.Read the following speech identify the persuasive P IN A FOREST techniques (personal pronouns, alliteration, fact,
opinion, rhetorical questions, repetition, emotive language, statistics, rule of three)

Ladies, Gentleman and Children, lend me your ears!

I am here today to express my utter disgust at the so called sport of fox hunting.
Some of these rich, posh, toffee-nosed public school boys in tights say that shooting foxes does not
always kill the fox outright and that hunting with dogs is actually more humane. However, that
could not be further from the truth. Fox hunters chose foxes purely for puerile pleasure; not because
they want to help farmers. Indeed, the Royal Society for the Prevention of Cruelty to Animals
reported a case of a twelve year old girl and her ten year old brother being traumatised at the sight
of a fox being torn limb from limb by a pack of blood-thirsty hounds. Does this sound like humane
pest control to you?
Furthermore, being hunted by a wild pack is not a humane way to die. Statistics show that 92% of
foxes killed in the hunt have a longer, more agonising death than these killed by more traditional
methods of pest control.
Stop the murder,stop the violence, stop fox hunting!