Warm Up
1. Which sentence uses parallelism?
a. He wanted three things out of college: to
learn a skill, to make good friends, and to
learn about life.
b. He wanted three things out of college: to
learn a skill, to make good friends, and
learning about life.
2. Which sentence uses parallel structure?
a. Coach Espinoza was a brilliant strategist,
a caring mentor, and a wise friend.
b. Coach Espinoza was a brilliant strategist,
a caring mentor, and friend.
Warm Up
Directions: Make #1-4 parallel. Find the parallelism
in #5.
1. Mary likes hiking, swimming, and to ride a
bicycle.
2. Students spend their time going to classes,
studying, working, and they wish they had time
for a social life.
3. On Monday, Wednesday, or on Friday you will
have a test.
4. It is a time not for words but action.
5. Now I’m falling asleep
And she’s calling a cab
While he’s having a smoke
And she’s taking a drag
Highlighting Time
Paragraph 1: Introduction
-Attention Getter (ORANGE)
-Background Information
-Thesis (YELLOW)
Paragraph 2-4: Body Paragraphs
-Topic Sentence
-Introduce Reason
-Reason (YELLOW)
-Analyze Reason (GREEN)
-Transition (PINK)
Paragraph 5: Conclusion
-Restate Thesis (YELLOW)/Summarize Body
Paragraphs
-Appeal to Reader/Relate to Life (BLUE)
Should Parents Read Teen’s Texts?
What is the topic about?
What is your opinion/views on the topic?
Should Parents Read Teen’s Texts?
Pros
Cons
Should Parents Read Teen’s
Texts?
Put your reasons in order of importance!
Mark them on your rough draft.
Reason 1 (Strong)
Reason 2 (Weak)
Reason 3 (Medium)
Should Parents Read Teen’s Texts?
Write your thesis statement (topic +
reasons):
Parents should read their child’s text
messages because…
Parents should not read their child’s text
messages because…
Attention Getter
Ask a Rhetorical Question
Should parents have the right to invade…
If parents are the ones responsible for the care and
well being of their child…
Use Imagery
Imagine someone reading your inner most thoughts
and feelings without your permission. Spying on every
word that you say…
Use Generalizations
Teenagers are already limited in their privacy as it is…
Announcement
Teens beware, parents…
Try to use more than one, if you can!
Background Information
Should answer some and/or all of these
questions about text messaging in general
and the rights of parents and/or teens:
WHAT is text messaging?
WHEN can you text?
WHERE can you text?
WHY do you text (i.e. instead of talk, email,
etc.)?
HOW do you text?
WHO do you text?
Should Parents Read Teen’s Texts?
• Read aloud your introduction to your partner
and correct any errors that you find as you
read.
• Switch papers and correct your partners
introduction for spelling, grammar, or word
choice errors.
• Give them one content suggestion to help
them improve their introduction, especially
to help it flow.
Body Paragraph(s)—3
Topic Sentence
-Topic + reason
Reason
-Explain/define the reason
Example
-State topic and how it ties in with the thesis—give
an example or examples!
Analyze Quote/Example/Reason
-Why is this example important to monitor or not to
monitor? How does it affect teens and/or parents?
Transition
-Summarize your reason and lead into your next
reason
Transitions
Transition
-Summarize your current reason
-Lead into your next reason
Not only should parents monitor their
teens text messages for inappropriate
messages, but they should also check
to see if their child is engaging in
inappropriate behaviors.
Transition Words
• Comparing
-also, another, like, moreover, too, and just as,
likewise, similarly
• Contrasting
-although, however, instead, on the other hand,
yet, but, in spite of, nevertheless, still
• Cause/Effect Relationship
-as a result, because, consequently, for, for this
reason, since, so, so that, therefore
• Order of Importance
-first, last, mainly, more important, to begin with
Body Paragraph
Parents should read their teens text messages in order to see if
their teen is receiving and/or sending inappropriate messages. In
today’s society, teens communicate mainly through texting and that
communication can include inappropriate messages such as sexting,
picture messaging, and video messaging. For instance, it could be late
at night and two teens are texting back and forth, when one teen asks
for an inappropriate picture. Unable to say no and not understanding
the repercussions, the teen sends a nude picture. While this picture
may be harmless in the beginning, the situation can quickly spiral out of
control. That picture has the ability to be forwarded to any number of
people and can be uploaded on any site, including Instagram and
Facebook. This picture is now all around school and for everyone to see
on the internet. The insults and gossip begin and this teen has just
ruined their reputation and compromised their image to be viewed as
that kind of boy or that kind of girl. As a parent, if you were monitoring
their text messages, you would have been able to intervene and stop
the picture from being sent or received. You would know who they were
talking to and when they were messaging, which might even make you
think twice about allowing your teen to have their device at night or
these features on their phone. Not only should parents monitor their
teens text messages for inappropriate messages, but they should also
check to see if their child is engaging in inappropriate behaviors.
Body Paragraph-Acknowledge Other Side
Topic Sentence: Topic + argument of the other side
Now, some might argue that you should/should not read
teen’s text messages.
Reason: Give two examples that the other side argues
They believe that it will lead to (example #1) and to (example
#2).
Example and Analysis: Downplay 2 arguments and counter them
What they don’t understand is…This is true because…
Transition: Go back to your side
Monitoring teen’s text messages is…
Conclusion
Restate Topic and Thesis
• Parents should/should not read teens text messages for many
reasons including…
Appeal to Reader/Relate to Life
• Restate the question: Should parents read teens text messages?
• Acknowledge the opposite side of the topic (i.e. Sure your teen
would be happier if you didn’t meddle in their business, but…)
• Describe future relationships between teens, parents, and others.
• Describe what kind of person this would produce (see below)
Pro-Parents should read messages
Con-Parents should not read
messages
Parents provide guidance to teen’s life
Learn self-control/discipline
Life experiences are likely to be positive More mature and able to deal with life
Go back to your attention getter
Go back to your attention getter
Warm Up
1. Get out your essays and all of your
drafts.
2. You have 5 minutes to finish your new
copy of the essay (it should be 5
paragraphs). I will come around and
check to make sure that you are finished
and give you credit.
Peer Editing Practice
1. Left side of the room—80-100 on last
essay.
Right side of the room—50-79 on the last
essay.
2. Switch your paper with a person in your
group.
3. Read it quietly once WITHOUT making
any corrections. DO NOT ASK THE
PERSON ANY QUESTIONS ABOUT
THEIR PAPER!
Partner Highlighting Time
Paragraph 1: Introduction
-Attention Getter (ORANGE)
-Background Information
-Thesis (YELLOW)
Paragraph 2-4: Body Paragraphs
-Topic Sentence (Reason)
-Reason
-Example (1-2)
-Analyze Reason (GREEN)
-Transition (PINK)
Paragraph 5: Conclusion
-Restate Thesis (YELLOW)/Restate
Question/Summarize Body Paragraphs
-Appeal to Reader/Relate to Life (BLUE)
Peer Editing Practice
1. Switch your paper with a partner in your group.
2. Read it quietly and make corrections to make it
better including:
-Grammatical
-Ideas/Details
-Ways to improve
3. Next to their analysis (where they explain WHY
and HOW their reason is relevant to the topic)
write:
Yes WHY? / Yes HOW?
No WHY? / No How?
Peer Editing Practice
1. Switch your paper with a different partner
in your group.
2. Read the paper out loud and add in:
-Words corrections
-Punctuation corrections
-Sentence structure corrections
Essay Vocabulary
Paragraph 1: Introduction
-Attention Getter
-Background Information
-Thesis
Paragraph 2-4: Body Paragraphs
-Topic Sentence
-Reason
-Example
-Analyze Reason/Example
-Transition
Paragraph 5: Conclusion
-Restate Thesis/Summarize Main Points
-Appeal to Reader/Relate to Life
Score of 6 “A”
• An essay in this category is outstanding, demonstrating clear and consistent mastery,
although it may have a few minor errors.
Score of 5 “A-B”
• An essay in this category is effective, demonstrating reasonably consistent mastery, although
it will have occasional errors or lapses in quality.
Score of 4 “B-C”
• An essay in this category is competent, demonstrating adequate mastery, although it will
have lapses in quality.
Score of 3 “C”
• An essay in this category is inadequate, but demonstrates developing mastery, and is
marked by weaknesses.
Score of 2 “D”
• An essay in this category is seriously limited, demonstrating little mastery, and is flawed.
Score of 1 “F”
• An essay in this category is fundamentally lacking, demonstrating very little or no mastery,
and is severely flawed.
Thesis (Topic + 3 reasons throughout essay)
Focus (Stays on topic and increases reader’s opinion)
Vocabulary (Grade level, not elementary sounding)
Sentences (Different kinds of sentences that flow-not choppy or too wordy)
Grammar (Punctuation, Spelling, Sentence Structure, Capitalization, etc.)