Thursday, December 18, 2014
Wednesday, December 17, 2014
Ratiocination
Ratiocination
A color-coding process to aid in editing
This process should be done with later drafts (nearly to final).
Note: Add/delete steps as needed to better address the needs of students and organizational strategy
for the paper (sequential, cause/effect, problem/solution…). Always begin with only one-two items
building to more each time you take a paper through the process.
1. Circle all “to be” verbs in any color (am, is, are, was, were, be, been, being). Then count all
incidences of these verbs. Next, divide by 2 (if a remainder, round up to nearest whole
number). The remaining number is the amount that will need to be eliminated (place this
number at the top of the page-right hand side). This helps particularly with moving from
passive to active voice.
2. In any two colors underline alternating sentences beginning with the first word in each
sentence and ending with end punctuation (period, exclamation point, question mark). Use
contrasting colors (blue and red or red and green). The piece of writing should have sentences
in red/blue, red/blue…. If sentences are extremely short, look for fragments. If sentences
are unusually long, look for run-ons (and overuse of “and”). Try compound sentences
(FANBOYS-for, and, nor, but, or, yet, so) or complex sentences (before, because, after, if,
since….).
3. In any color “X” out every incidence of very, really, a lot. These words add nor tell us
anything. Use more definite descriptors.
4. [Bracket] the first word in each sentence. Look at sentence beginnings (capitals) and varied
beginnings. Think about using verbals, phrases, clauses to vary sentence structure (see Brush
Strokes).
5. Draw a around all incidences of “it”. Look for a more definite noun if the pronoun is not
clear.
6. Draw a wavy ~ line under repeated words or phrases (more than 3 times repeated). Try to
eliminate or change.
7. In the margin, number the paragraphs. This checks for multiple paragraphs and aids with
organizational strategy.
8. Read BACKWARDS to check for spelling. Start at the end of your paper and read from
bottom to top, backwards-forwards. By reading this way, the focus is on single words and not
context. Another variation is to have students trade papers and check another student’s paper.
Don’t ever depend on spell check on the computer. Check papers several times.
9. Read forward for spelling. This time look for proper use of homophones (their, they’re, and
there). The computer never catches these errors.
After the color-coding, have students reenter and make corrections for their final copies. Students can
A color-coding process to aid in editing
This process should be done with later drafts (nearly to final).
Note: Add/delete steps as needed to better address the needs of students and organizational strategy
for the paper (sequential, cause/effect, problem/solution…). Always begin with only one-two items
building to more each time you take a paper through the process.
1. Circle all “to be” verbs in any color (am, is, are, was, were, be, been, being). Then count all
incidences of these verbs. Next, divide by 2 (if a remainder, round up to nearest whole
number). The remaining number is the amount that will need to be eliminated (place this
number at the top of the page-right hand side). This helps particularly with moving from
passive to active voice.
2. In any two colors underline alternating sentences beginning with the first word in each
sentence and ending with end punctuation (period, exclamation point, question mark). Use
contrasting colors (blue and red or red and green). The piece of writing should have sentences
in red/blue, red/blue…. If sentences are extremely short, look for fragments. If sentences
are unusually long, look for run-ons (and overuse of “and”). Try compound sentences
(FANBOYS-for, and, nor, but, or, yet, so) or complex sentences (before, because, after, if,
since….).
3. In any color “X” out every incidence of very, really, a lot. These words add nor tell us
anything. Use more definite descriptors.
4. [Bracket] the first word in each sentence. Look at sentence beginnings (capitals) and varied
beginnings. Think about using verbals, phrases, clauses to vary sentence structure (see Brush
Strokes).
5. Draw a around all incidences of “it”. Look for a more definite noun if the pronoun is not
clear.
6. Draw a wavy ~ line under repeated words or phrases (more than 3 times repeated). Try to
eliminate or change.
7. In the margin, number the paragraphs. This checks for multiple paragraphs and aids with
organizational strategy.
8. Read BACKWARDS to check for spelling. Start at the end of your paper and read from
bottom to top, backwards-forwards. By reading this way, the focus is on single words and not
context. Another variation is to have students trade papers and check another student’s paper.
Don’t ever depend on spell check on the computer. Check papers several times.
9. Read forward for spelling. This time look for proper use of homophones (their, they’re, and
there). The computer never catches these errors.
After the color-coding, have students reenter and make corrections for their final copies. Students can
Tuesday, December 16, 2014
Project Adoption 12/19/14
Elves and Grannies
December 19
9:32-10:44
Irving High School
Room 509
-Grannys (girls): wear red
-Elves (boys): wear green or white
- White Elephant: $5 limit
- Food will be potluck
- Can food drive is still in effect
- Penny War is still in progress
- $10 DUE ON FRIDAY 12/14
- Gifts to be purchased 12/17
Frayer model example
|
Claim
It is important to learn about a new
culture because…
It is not important…..
Learning about different cultures is
important
|
Synonyms
Culture
Learned
important
|
|
Ethos,
Logos
Or Pathos
|
Historical Events
Or People
|
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