AVID Methodologies
Strategies to Demystify the
Writing Process
Check List
1. AVID Methodology: WIC-R
2. The Introductory Paragraph
–
–
Opening Sentences
Thesis Statements
–
–
–
–
–
Topic Sentences
Analysis
Analytical gaps
Evidence/Interpretation
Anchor
3. Body Paragraphs
4. Concluding Paragraph
The AVID Program
• Advancement
• Via
• Individual
• Determination
AVID is a program to help
identify students who have a
determination to go to college
but who need extra support to
reach that goal.
AVID Methodology: WIC-R
• Writing
• Inquiry
• Collaboration
• Reading
For every content, AVID has
strategies and lesson plans
based on these four
components.
WIC-R
• AVID believes that writing
should be viewed as a
necessary component in ALL
contents in order to fulfill their
goal of exposing students to
rigorous curriculum.
Today’s Mission
• We will analyze one students’
paper throughout this
presentation, from introduction to
conclusion.
• We will see the revision process in
action.
Rationale
• Analyzing how another individual
formulates his or her ideas in a
paper is an important activity to
engage students in.
• It allows students to practice the
thinking required to write a
focused essay.
• Writing a paper will be less of an
intimidating experience for
students.
Introduction
Opening sentences
Thesis
Forecast
Body
Topic Sentences
Analysis
Evidence
Interpretation
Anchor
Conclusion
Summary
Intensified Insight
Three Part
Essay
Structure
Introductory Paragraph
• Be aware of your audience
• An intro has one primary
purpose:
– to engage readers in the essay
Opening Sentences
• Sets a tone appropriate to the
topic and audience.
• Communicates information that
can guide readers toward the
purpose of the essay.
• Provides the readers with a
reason to keep reading, a reason
to care about what it is the writer
has to say in the next several
pages.
Let’s Begin Our Mission towards
Revision
• You should have a copy of the
poem in which this paper addresses.
• Let’s read the poem.
“My Papa’s Waltz” Theodore Roethke
The whiskey on your breath
Could make a small boy dizzy
But I hung on like death
Such waltzing was not easy
We romped until the pans
Slid from the kitchen shelf;
My mother’s countenance
Could not unfrown itself.
The hand that held my wrist
Was battered on one knuckle;
At every step you missed
My right ear scraped a buckle.
You beat time on my head
With a palm caked hard by dirt,
Then waltzed me off to bed
Still clinging to your shirt.
Prompt
• Analyze the poem “My Papa’s
Waltz” and write a well
organized essay outlining your
observations of the poem.
Include in your essay your
interpretation of the theme and
explain what strategies Roethke
uses to develop the theme.
Student Introduction
In, “My Papa’s Waltz”, by
Theodore Roethke, a boy is at home
“dancing” with his drunken papa. The
“dance” is a routine ordeal; the boy’s
father comes home drunk, and
“waltzes” his son around the house.
The boy is scraped and bumped
around by his clumsy father. This poem
proves that, through mixed emotions,
people can still love others, even
though they are not perfect.
What do you think about the
student’s opening sentences?
• What suggestions would you
give this student?
Revised Opening Sentences
The poem, “My Papa’s Waltz”, by
Theodore Roethke, expresses the
complexity of human emotions. A son
recalls his father’s drunken behavior.
He realizes that despite the
unintended abuse he endured from
his father, he cannot completely
shake off his nostalgia for those
unconventional moments he shared
with his father.
Why is this opening more engaging than the
original opening?
Thesis Statements
• A clearly worded answer to a
question
• A clearly worded declaration of the
view(s)/ideas a writer will
substantiate, assert, or prove in a
paper.
• Captures insight or an approach to a
topic that is unique to the writer and
that is persuasively supported by
evidence and analysis that follow.
Thesis Statement cont.
• Know your audience!!!
– Audiences will anticipate a single
sentence thesis, which may require
precise word choice to
communicate a complex idea.
– Sometimes, a thesis must expand
to two or more sentences to clearly
state what an essay sets out to
prove.
Student Introduction
The poem, “My Papa’s Waltz”, by
Theodore Roethke, expresses the
complexity of human emotions. A son
recalls his father’s drunken behavior.
He realizes that despite the
unintended abuse he endured from
his father, he cannot completely
shake off his nostalgia for those
unconventional moments he shared
with his father. This poem proves that,
through mixed emotions, people can
still love others, even though they are
not perfect.
Original
thesis
Revised
opening
•
Prompt: Analyze the poem “My Papa’s Waltz” and write a well organized
essay outlining your observations of the poem. Include in your essay your
interpretation of the theme and explain what strategies Roethke uses to
develop the theme.
• Thesis That Needs Improvement: This poem proves that,
through mixed emotions, people can still love others, even
though they are not perfect.
• Commentary: The student does present the theme that
“people can still love others, even though they are not
perfect”. Yet, the theme stated is still too broad. Who
“people” represents and what “not perfect” means, is not
specified. Also, the student claims to explain this interpretation
by examining “mixed emotions”. The student needs to explain
what technique “mixed emotions” represents. Maybe it means
he will examine the speaker’s attitude through the author’s
word choice to prove the theme.
• Stronger Thesis: Roethke’s word choice in “My Papa’s Waltz”
reveals that, as an adult, the speaker struggles with
contradictory emotions towards his alcoholic father.
The Forecast Statement
• Forecasts should simply notify readers
of what is ahead in a concise
statement.
• This statement will help with
organization of ideas.
• It follows the thesis statement.
• Example:
– The essay proving the speaker’s
conflicting attitude towards his father in
“My Papa’s Waltz” could follow up the
thesis with:
The speaker resents the actions he
endured from his father as a child and
now feels helpless at the idea that his
father may never give him the type of
relationship he deserves.
Our Revised Introduction
The poem, “My Papa’s Waltz”, by
Theodore Roethke, expresses the
complexity of human emotions. A son
recalls his father’s drunken behavior.
He realizes that despite the
unintended abuse he endured from
his father, he cannot completely
shake off his nostalgia for those
unconventional moments he shared
with his father. Roethke’s word
choice in “My Papa’s Waltz” reveals
that, as an adult, the speaker
thesis
struggles with contradictory emotions
towards his alcoholic father. The
speaker resents the actions he
endured from his father as a child and
feels helpless at the idea that his
forecast now
father may never give him the type of
relationship he deserves.
opening
What have we learned so far?
• My intro should grab the reader’s
attention.
• My thesis should clearly word my
answer to a prompt and capture
my unique insight or approach
to a topic.
• An orderly forecast assists me in
planning the direction of my
proof and aids readers in
anticipating the direction my
essay will take.
Any Questions So Far?
Introduction
Opening sentences
Thesis
Forecast
Body
Topic Sentences
Analysis
Evidence
Interpretation
Anchor
Conclusion
Summary
Intensified
Three Part
Essay
Structure
Body Paragraphs
• Explores ideas relevant to the
thesis
• Presents evidence in a logical
fashion
• Interprets evidence in ways that
clearly support the thesis
• Continuously reminds readers of
the thesis without simply
repeating it
Topic Sentences
• Draws on the wording of
the thesis and forecast to
keep the central argument
of the paper actively in
play for readers.
• Develops an aspect of the
thesis or forecast that will
be further expanded in the
paragraph.
Student Body Paragraph
Throughout the poem, mixed
emotions can be found: pity,
compassion, anger, and neglect.
Pity and compassion are evident in the
boy when he continues to hold on to his
father as the dance grows dangerous.
Holding on to his father shows that his
loves his father, even though he is
drunk. When the “pans slid from the
kitchen shelf” (lines 5-6), the boy was
still hanging on. The boy still loved his
father, even though he was looking
control. He knew his father meant him
no harm, but it still led to anger in the
boy. His dad did not seem to care when
the boy was being bumped around. The
“whiskey on [papa’s] breath,” (line 1),
shows that the father is in a drunken
stupor.
topic sentence
needs
improvement
•
Revised Thesis and Forecast:
Roethke’s word choice in “My Papa’s Waltz” reveals that,
as an adult, the speaker struggles with contradictory
emotions towards his alcoholic father. The speaker resents
the actions he endured from his father as a child and now
feels helpless at the idea that his father may never give him
the type of relationship he deserves.
•
Old Topic Sentence:
Throughout the poem, mixed emotions can be found: pity,
compassion, anger, and neglect.
•
1.
Revised Topic Sentences:
Roethke uses words associated with violence to explain
how the speaker’s innocence as a child allowed him to
endure reprehensible behavior from his father.
Roethke’s use of the second person perspective further
reveals that the speaker has an accusatory attitude
towards his father’s actions yet, simultaneously longs for a
bond with him.
2.
Discussion to Have with Your
Students
• How does an improved thesis
statement impact the quality of
topic sentences?
• What sort of thinking went into
creating a topic sentence that
stays true to the thesis?
Exposure to Quality Breeds More
Quality
• Give students examples of
quality thesis statements over a
work you are currently reading
or discussing.
• Ask students to create topic
sentences that draw from the
wording of the thesis and
develop one aspect in the
thesis to expand.
Rationale
• Mini Lessons such as these force
students to practice the thinking
and skills necessary for writing a
good paper.
• These mini lessons will boost
confidence and lessen the fear
associated with writing.
Analysis
• Follows the topic sentence
• Extends the idea and gives
readers the time to absorb
the idea before shifting
into the specific evidence
that will be used to prove it
Is analysis present?
Throughout the poem, mixed emotions
can be found: pity, compassion, anger, and
neglect. Pity and compassion are
evident in the boy when he continues
to hold on to his father as the dance
grows dangerous. Holding on to his father
shows that his loves his father, even though he
is drunk. When the “pans slid from the kitchen
shelf” (lines 5-6), the boy was still hanging on.
The boy still loved his father, even though he
was looking control. He knew his father meant
him no harm, but it still led to anger in the boy.
His dad did not seem to care when the boy
was being bumped around. The “whiskey on
[papa’s] breath,” (line 1), shows that the father
is in a drunken stupor.
Let’s improve this paragraph.
• Revised topic sentence:
Roethke uses words associated with
violence to explain how the speaker’s
innocence as a child allowed him to
endure reprehensible behavior from
his father.
• Possible Analysis:
Small children innocently overlook
major flaws in their parents as long as
they are shown attention and
affection by them, no matter how
crude. As adults, the crudeness of
these memories can cause bitterness.
Analytical Gaps
• This is when the analysis of a
topic sentence is missing.
• Occurs when a writer assumes
that the reader is following
his/her logic
• Occurs when a writer is eager to
shift into evidence
Notice the analytical gap.
Throughout the poem, mixed emotions
can be found: pity, compassion, anger, and
neglect. Pity and compassion are
evident in the boy when he
continues to hold on to his father
as the dance grows dangerous.
Holding on to his father shows that
his loves his father, even though he
is drunk. When the “pans slid from
the kitchen shelf” (lines 5-6), the
boy was still hanging on.
• The writer is eager to shift into evidence.
• The writer does not extend the idea in the
topic sentence before moving on to
closer text interpretation.
The body paragraph with current
revisions
Roethke uses words associated
with violence to explain how the
speaker’s innocence as a child
allowed him to endure reprehensible
behavior from his father. Small
children innocently overlook major
flaws in their parents as long as they
are shown attention and affection by
them, no matter how crude. As
adults, the crudeness of these
memories can cause bitterness.
Evidence/Interpretation of
Evidence
• Evidence presented should be
persuasive.
• Evidence should point toward the
validity of the thesis.
• Evidence must be interpreted and linked
to the point being proven.
• The writer presents this interpretation.
• The writer should NEVER assume that the
reader will automatically make the
connection.
Types of Evidence
•
•
•
•
•
•
•
Depending on the purpose and type of
paper being written, writers can use the
following as evidence:
Quotations from texts
Details from texts related to plot,
character, setting, style
References to familiar elements of culture,
politics
References to a work of art, music or
performance
Documented facts
Ideas from critical sources
Information from reference materials
Evidence
• The paper we are focusing on is
an essay interpreting a piece of
literature
• We will use the following types of
evidence:
• Quotations from texts
• Details from texts related to plot,
character, setting, style
Evidence and Interpretation in the
Body Paragraph
Throughout the poem, mixed emotions can be found:
pity, compassion, anger, and neglect. Pity and compassion
are evident in the boy when he continues to hold on to his
father as the dance grows dangerous. Holding on to
his father shows that he loves his father,
even though he is drunk. When the
“pans slid from the kitchen shelf” (lines
5-6), the boy was still hanging on. The
boy still loved his father, even though he
was losing control. He knew his father
meant him no harm, but it still led to
anger in the boy.
Inquiry
• What questions should we be
asking about the student’s
choice of evidence and its
interpretation?
– Does it support the theme
presented in the thesis?
– If so, has the connection to the
theme been done clearly?
– Has the writer assumed the reader
understand his or her logic and
therefore does not extend his or her
ideas further?
Commentary
• The student lacks a focused topic sentence; it names too
many emotions to prove.
– Throughout the poem, mixed emotions can be found:
pity, compassion, anger, and neglect.
• There is no transitional sentence that follows the topic
sentence. The second sentence sounds like another topic
sentence:
– Pity and compassion are evident in the boy when he
continues to hold on to his father as the dance grows
dangerous.
• The student’s attempt to connect the events in the poem
to his thesis is weak due to repetitiveness and an already
weak thesis .
― Holding on to his father shows that he loves his father,
even though he is drunk. When the “pans slid from the
kitchen shelf” the boy was still hanging on (lines 5-6).
The boy still loved his father, even though he was losing
control. He knew his father meant him no harm, but it still
led to anger in the boy.
Roethke uses words associated with violence to explain how
the speaker’s innocence as a child allowed him to endure
reprehensible behavior from his father. Small children innocently
overlook major flaws in their parents as long as they are shown
attention and affection by them, no matter how crude. As adults,
the crudeness of these memories can cause bitterness.
•
•
With a topic sentence that more accurately captures a
more concise thesis, the student can make the needed
revisions to his or her paper.
A strong topic sentence will guide the writer as to what to
discuss in the rest of the paragraph.
» Focus on words associated with violence
» Use those words to prove that the adult
speaker recognizes that his child-self
endure certain behavior due to
innocence.
» Since my new thesis focuses on
contradictory emotions, I want to lead into
my argument that speaker’s recognition of
his past acceptance of his father,
ironically, is a recognition of his desire for
a bond with his father as an adult.
Evidence Interpreted with a Focus
Roethke uses words associated with violence to explain how
the speaker’s innocence as a child allowed him to endure
reprehensible behavior from his father. Small children innocently
overlook major flaws in their parents as long as they are shown
attention and affection by them, no matter how crude. As adults,
the crudeness of these memories can cause bitterness. The
speaker recalls the time in his childhood when his father would
come home drunk off “whiskey” and roughly “waltz” around with
him. The speaker’s memory seems to dwell on the violence
associated with this nightly routine. Within the first stanza, the
speaker reveals that his father “waltz[ed]” him around so rough
that he had to “[hang] on like death” (Roethke, ll. 3). The
speaker’s grip on his father while waltzing is compared to the
grip death has over all living things. Despite the heavy
connotations the word “death” conveys, the speaker, as a child,
viewed “such waltzing [as] not easy” (Roethke, ll. 4). Roethke
ends the first stanza with an understatement to reveal the
innocent loyalty the speaker, as a child, holds for his father.
While the “waltz” demands a death grip from the speaker, the
speaker’s child self plays down his father’s actions as simply “not
easy”. The speaker’s child-self overlooked and endured his
father’s destructive behavior.
The Anchor
• The final component in a body
paragraph of an essay.
• It secures the evidence and
interpretation presented to the
overall claim of the paper.
• It reminds readers of the overall
purpose.
• It allows for clear connection
between paragraphs.
The Challenge of Writing Anchors
• Refraining from allowing
them to become repetitive
by simply restating the
thesis or topic sentence.
Let’s add an anchor to the student
essay !
Possible Anchor:
At a closer examination of the
poem, it becomes more
evident that, despite his
father’s actions during his
childhood, the speaker still
longs for a relationship with his
father. The poem begins to
represent the conflicting
emotions the speaker feels
towards his father.
Analyzing the Anchor
• How well does this anchor help
the reader to see a clear
connection between
paragraphs?
• Does it remind the reader of the
overall purpose of the paper?
• Why or why not?
What have we learned so far?
• The importance of a focused topic
sentence and its loyalty to the thesis.
• Follow the topic sentence with
analysis so your logic is strengthened.
• Carefully choose your evidence and
make sure your interpretation of it
supports the claim stated in the topic
sentence
• Anchor the ideas in your paragraphs
so as to make clear connections
between paragraphs.
Introduction
Opening sentences
Thesis
Forecast
Body
Topic Sentences
Analysis
Evidence
Interpretation
Anchor
Conclusion
Summary
Intensified
Three Part
Essay
Structure
Concluding Paragraph
Summary
• Contain a reminder of the primary
claim
• Contains NO new evidence
• refers to significant points which were
offered as proof of the thesis
Intensified Insight
• Provide insight that deepens the
significance of the claim without
introducing a new argument
• Reminds readers of the value of the
essay
Student’s Original Conclusion
Throughout the poem, many emotions
bombard the protagonist about his father. In
the end, he shows that is possible to love
someone, even though they aren’t perfect.
Commentary:
• The paragraph is too short.
• It restates the theme presented in the original
thesis but does not summarize significant
points.
• It seems that the student cannot and has not
been able to articulate what he means by
“emotions bombard the protagonist”.
• This goes to prove that a focused thesis at
the start greatly affects the quality of the rest
of the paper.
How might the conclusion based
on the revised version of the paper
look like?
• Get out a sheet a paper.
• Read the copy of the revised
version of the essay.
• See if you can summarize the
significant points and remind
the readers of the value of the
essay without introducing a
new argument.
Introduction
Opening sentences
Thesis
Forecast
Body
Topic Sentences
Analysis
Evidence
Interpretation
Anchor
Conclusion
Summary
Intensified
We examined a draft of an essay
that needed improvement.
Our revision of the essay took us
through the three parts of an
essay.
How may you use what you
learned today?
Suggestions:
• As a class, in groups, partners or
individually, have students revise
a rough draft of an essay
• It can be their own essay or one
the teacher has planned for the
whole class to revise
• Break up each part of the essay
structure into several mini-lessons
• Exposure to the thinking required
in writing a quality paper is what
this process will accomplish
You guys and gals have been
great!!!!
The following are the resources I have prepared so
you can do this with your students.
1. Lesson Plan over Introductions and Thesis statements
2. Three Part Essay Organizer
3. Peer Response over Content handout
4. Proofreading Tips Handout
5. Peer Response over Editing for Usage and
Mechanics
Argumentative Paper Resources
1. Peer Response to Argumentative Writing
2. Essay Metacognition and Coversheet
3. Argumentative Essay Rubric