Writing Portfolio
with Mr. Butner
Writing Portfolio
Due Date: December 18th
Requirements (3 sections)
1. Analytic Essay
2. Comparison/Contrast Essay
3. Poetry (two poems)
Materials Needed
1. Paper
2. Pencil/Pen
3. A folder, specifically for the portfolio materials.
Writing Portfolio
Note
The two essays you will write will look exactly like
what will be asked of you in February on the
writing assessment.
In other words, this is going to help you. :)
Analytic Summary Essay
Using the informational text “The Woman Called
Moses,” students will write one analytic essay.
The purpose of this essay is to analyze the
different aspects (parts) of the article.
We will discuss how to do this later.
Comparison/Contrast Essay
Students will use the informational texts “The
Woman Called Moses” and “Leaders of the Civil
War Era: Harriet Tubman” to write a comparison
and contrast essay.
You will use both articles in your essay. You will
compare and contrast the points of view and
opinions of each article.
Again, this essay will be discussed at a later
date.
Poetry
Select and compose two different poems from
the list below:
1. Review Poem (Figurative Language)
2. Who Am I? Poem
3. Cinquain
4. Colorful Poem
Analytic Summary Essay
This essay will cover the article “The Woman
Called Moses” by Walter Oleksy and Meg Mims.
The essay is an analytic summary, which means
that you will summarize the articles main points,
yet you will also break down or explain each
main point.
Analytic Summary Essay
The Prompt:
After you have read the article, determine
one central idea from the text and write an essay
that
both summarizes and analyzes how that central
idea is conveyed through particular details. Cite
evidence from the text to support your analysis.
Follow the conventions of standard written
English.
Analytic Summary Essay
Analyze the Article
Follow along as we read the article together.
Also, update your central idea graphic organizer.
For each central idea found within the article, you
will list several supporting details with the line
numbers.
You should discuss at least 2 central ideas, each
with at least 3 supporting details.
Analytic Summary Essay
Essay format:
I. Introduction
A. Hook
B. General discussion of the topic
C. Thesis statement
II. Body Paragraph
A. Topic sentence
B. 2-3 supporting details
C. Concluding sentence
III. Body Paragraph
A. Topic sentence
B. 2-3 supporting details
C. Concluding sentence
IV. Body Paragraph
A. Topic sentence
B. 2-3 supporting details
C. Concluding sentence
V. Conclusion
A. Restate the thesis statement.
B. General summary of the essay
C. Strong concluding sentence
Analytic Summary Essay Introduction
I. Introduction
A. Hook
B. General discussion of the topic
C. Thesis statement
What is a hook?
Why is a hook necessary?
Analytic Summary Essay Introduction
A hook is an attention getter. Hooks are extremely important
as they set the tone for the entire essay.
A strong hook is like a firm handshake; it lets the reader
know you mean business, and you will entertain and inform
them along the way.
Analytic Summary Essay Introduction
For this essay, select one of the following types of hooks.
Each of the examples could be a way to begin “Little Red
Riding Hood”:
1. Begin your essay with a strong simile or metaphor.
Example: The wolf was a tornado changing the lives of
all who crossed his path.
2. Begin with an interesting question for the reader to
ponder.
Example: Who would have thought that a simple trip to
Grandma's house would end in tragedy?
3. Use a string of adjectives
Example: Tall, dark, and with an air of confidence, the
woodsman entered the house.
Analytic Summary Essay Introduction
Based on the previous slide, select 1 of the previous
hooks. Compose your own hook that follows the pattern
provided.
Sample Hook
1. Begin your essay with a strong simile or metaphor.
Like a hidden, flickering lantern, Harriet Tubman lit the
way to freedom for hundreds of slaves trapped within the
darkness of the nineteenth-century South.
Analytic Summary Essay Introduction
General Discussion of the Topic
Provide one or two sentences that briefly
summarize your topic and what you will be
writing about.
DO NOT use anything like this:
In this paper, I will talk about...
I'm fixin' to tell you a story...
If you do, a monkey will find you during lunch and
proceed to throw bananas at your face, so just
don't. Please.
Analytic Summary Essay Introduction
Thesis Statement
The thesis statement is where you state your claim
for the paper. It will include the article title, author, what
you believe the central idea to be, and the three points
you will write about. Your thesis statement will be one
sentence.
Example
In the article “The Woman Called Moses,” Walter
Oleksy and Meg Mims assert that Tubman had one single
focus: to escape slavery and to live free; evidence of this
claim can be found in Tubman's childhood, when she
escapes from slavery, and when she returns to free slaves
on the Underground Railroad.
Analytic Summary Essay Introduction
At this point, your introduction should basically be
written. All you need to do is put the pieces together.
Sample Introductory Paragraph
Like a hidden, flickering lantern, Harriet Tubman lit the
way to freedom for hundreds of slaves trapped within the
darkness of the nineteenth-century South. Years before the
Civil War would begin Tubman sought her own freedom, and
additionally, she risked her life to ensure the freedom of
many other Southern slaves. In the article “The Woman
Called Moses,” Walter Oleksy and Meg Mims assert that
Tubman had one single focus: to escape slavery and to live
free; evidence of this claim can be found in Tubman's
childhood, when she escapes from slavery, and when she
returns to free slaves on the Underground Railroad.
Analytic Summary Essay Body
Paragraph
For each body paragraph, you select a point from your
thesis statement and develop it further. You provide a topic
sentence (what the paragraph will be about) then 2 or 3
supporting details from the article. (Cite line numbers in
parentheses.)
II. Body Paragraph
A. Topic sentence
B. 2-3 supporting details
C. Concluding sentence
Analytic Summary Essay Body
Paragraph
Sample Body Paragraph I
Even as a young child, Tubman began developing
words that analyzed slavery. Looking back, Tubman
remarked, “I think slavery is the next thing to hell. If a person
would send another into bondage, he would . . . send him to
hell” (20-22). Additionally, Ozleksy and Mims note a night
during Tubman's childhood when her owners celebrated a
harvest. Stars twinkling in the sky, “Harriet's fear was
replaced with a single focus: to escape from slavery and to
live free” (13-14). Clearly, Tubman possessed great strength
of character from and early age.
Analytic Summary Essay Body
Paragraph
Sample Body Paragraph II
Although she escaped from slavery, Tubman felt
morose. For example, she commented, “...” Likewise,
Tubman notes, “...”
Analytic Summary Essay Body
Paragraph
Sample Body Paragraph III
After Tubman saved her family, she continued returning
to the South to rescue other slaves on the Underground
Railroad. Emphasizing this point, Oleksy and Mims discuss,
“...” Moreover, Tubman herself remarks, “...”
Analytic Summary Essay Conclusion
The conclusion wraps up the essay, reminds the
reader of you main points, and ends with a strong
sentence.
V. Conclusion
A. Restate the thesis statement.
B. General summary of the essay
C. Strong concluding sentence
Analytic Summary Essay Conclusion
Sample Conclusion
In conclusion, in the article “The Woman Called
Moses,” Oleksy and Mims assert that Tubman, through
her words, displayed great fortitude during childhood,
after escaping bondage, and while leading slaves via
the Underground Railroad. Only a handful of people
throughout history commit their lives to such a
monumental task, but Harriet Tubman did. Stalwart,
staunch, and steadfast, Tubman altered the course of
history.
Analytic Summary Peer Revision
Peer Revision
Peer Revision is the process of correcting, or revising,
a classmates paper.
Revision is meant to produce a better grade for you and
your partner.
Peer Revision Rules
1. When you review, comments should be respectful.
2. Point out opportunities for improvement in the essay.
3. Completely answer each question on the peer
revision handout.
Analytic Summary Peer Revision
Sample Paragraph
In my paper, I will talk about Harriet Tubman. Harriet
was a smart woman. Harriet freed many slaves on the
Underground Railroad. monkeys. Harriet was a strong
woman. In the article the woman called moses Oleksy
and mims talk about Harriet's childhood, when she
escaped slavery, and when she worked on the
Underground Railroad. First, I will talk about Harriet
Tubman's childhood. Martin Luther King Jr. was a great
man. She always wanted to be free. She said, I got a
right to 2 things: Death or Liberty.
Analytic Summary Final Draft
As you complete the final draft, correct any errors you
may have made, including spelling, grammar, or citation
errors.
Make sure your quotation marks are in the correct spot.
Also, correct the following items. Underline these
items in your final draft, in order to show you
completed them:
1. Revise at least five words in your essay. Make the
words more vivid. Use a thesaurus for assistance.
2. Change the beginnings of at least two sentences to
add more variety.
Ex: Begin the sentence with a prepositional phrase
or and -ing verb.
Revision Practice
Revise the sentence below to include a more vivid
word for “said.”
Tubman said, “We were always uneasy. Now I've been
free, I know what slavery is” (17).
Comparison/Contrast Essay
This essay will cover the articles “The Woman
Called Moses” by Walter Oleksy and Meg Mims
and “Leaders of the Civil War Era: Harriet
Tubman” by Ann Malaspina.
The essay is an comparison and contrast essay,
which means that you compare and contrast
ideas found within both of the articles.
Comparison/Contrast Essay
The Prompt
You have now read two texts about Harriet
Tubman. Write an essay that compares and
contrasts the authors’ purposes and how their
purposes are conveyed in the two texts. Be sure
to cite evidence from both texts to support your
analysis. Follow the conventions of standard
written English.
Comparison/Contrast Essay
Block Essay Format
I. Introduction
A. Hook
B. General discussion of the topic
C. Thesis statement
II. First item
A. Topic Sentence
B. Evidence
C. Conclusion
III. Second item
A. Topic Sentence
B. Evidence
C. Conclusion
IV. Conclusion
A. Restate the thesis statement.
B. General summary of the essay
C. Strong concluding sentence
Comparison/Contrast Essay
Analyze the Article
Follow along as we read the article together.
Also, update your purpose graphic organizer.
After you have found the purpose of the article,
note at least five supporting details with line
numbers.
Comparison/Contrast Essay
I. Introduction
A. Hook
B. General discussion of the topic
C. Thesis statement
The introduction for this essay will be similar to the last one
you wrote. However, you will go ahead and begin loosely
comparing and contrasting in your introduction.
Comparison/Contrast Essay
For this essay, select one of the following types of hooks
and modify it for your topic. Each of the examples could be a
way to begin “Little Red Riding Hood”:
1. Start with a short (four or five word maximum), effective
sentence:
Example: Her hair shone gold.
2. Fill in these blanks: “___ was the kind of ___ who/that
___.”
Example: Little Red was the kind of girl who thought
wolves would never bother her.
3. Begin with alliteration
Example: Courageous, confident, and cautious, the girl
with the crimson hood crept through the woods.
Comparison/Contrast Essay
Example
3. Begin with alliteration.
Heroic, humble, and hopeful, Harriet Tubman strove against
slavery both before and during the Civil War.
Comparison/Contrast Essay
General Discussion
Again, you generally discuss the article here, no quoting yet.
Example:
In her childhood, Tubman longed to be free. Eventually, she
captured that freedom and continued fighting for the
freedom of her brethren for the rest of her life.
Comparison/Contrast Essay
Thesis Statement
The thesis statement is where you state your claim
for the paper. It will include the article titles, authors,
what you believe the central ideas to be, and the two
points on which you think the articles compare and
contrast. Your thesis statement will be one sentence.
Example
In the article “The Woman Called Moses,” Walter
Oleksy and Meg Mims assert that Tubman had one single
focus: to escape slavery and to live free, yet, in “Leaders of
the Civil War: Harriet Tubman,” by Ann Malaspina, the
author depicts Tubman as a war hero striving for her people;
both articles contain many similarities and differences.
Comparison/Contrast Essay
Introduction
Here is what it looks like put together.
Example
Heroic, humble, and hopeful, Harriet Tubman strove
against slavery both before and during the Civil War. In her
childhood, Tubman longed to be free, Eventually, she
captured that freedom and continued fighting for the
freedom of her brethren for the rest of her life. In the article
“The Woman Called Moses,” Walter Oleksy and Meg
Mims assert that Tubman had one single focus: to
escape slavery and to live free, yet, in “Leaders of the
Civil War: Harriet Tubman,” by Ann Malaspina, the
author depicts Tubman as a war hero striving for her
people; upon analysis, both articles contain many
similarities and differences.
Comparison/Contrast Essay
Body Paragraph
Differing from the last essay, here each body paragraph
will be devoted to one article. Each paragraph should
list ways that the two articles are similar and different
from one another.
Comparison/Contrast Essay
Body Paragraph I
Example
While analyzing many areas of Tubman's life in their
article “The Woman Called Moses,” Mims and Oleksy
maintain focus on Tubman's desire to escape slavery and
live free. For example, in Oleksy and Mim's article Tubman
states, “There's two things I got a right to . . . and these are
Death or Liberty” (28). Obviously, the authors were focused
on Tubman's pursuit of this ideal throughout her whole live.
Additionally, after she gained her freedom, the authors claim
Tubman, “realized she couldn't be free until her people were
free” (39). Thus, Tubman turned to the Underground
Railroad to help free those still enslaved. Clearly, Tubman
fought for freedom throughout her whole life.
Comparison/Contrast Essay
Body Paragraph II
Example
On the other hand, while examining Tubman's desire for
freedom for both herself and her people, in her article, “Leaders
of the Civil War: Harriet Tubman,” Ann Malaspina focuses
specifically on Tubman's time spent in the Civil War. For instance,
Malaspina specifically notes that the skills Tubman gained on the
Underground Railroad helped her in the Civil War, as, “Her
abilities to track through the woods, disguise herself, and lead
others on secret missions equipped her well to help carry on
activities behind enemy lines” (23-24). Moreover, Malaspina
focuses on the fame Tubman acquired when she and the Union
army, “brought back 700 to 800 slaves who were laborers on
nearby plantations, as well as much enemy property” (48-49).
After analysis, one can safely assume Malaspina was concerned
with the Civil War, whereas Oleksy and Mims told the story of
Tubman's entire life.
Comparison/Contrast Essay
IV. Conclusion
A. Restate the thesis statement.
B. General summary of the essay
C. Strong concluding sentence
The conclusion will follow a pattern similar to that of the last
essay. The only difference will be that you include the two
articles in your conclusion and briefly state how they
compare and contrast.
Comparison/Contrast Essay
Conclusion
Example
In conclusion, the articles “The Woman Called Moses”
by Walter Oleksy and Meg Mims and “Leaders of the Civil
War” by Ann Malaspina both discuss Tubman's desire for
freedom; however, Malaspina focuses solely on Tubman's
time spent in the Civil War, whereas Oleksy and Mims show
a span of Tubman's whole life. In both articles, Tubman is
depicted as a strong, valiant woman, who fought for what
she believed was right. Due to her fierce determination,
Tubman's accomplishments stand as a beacon of hope for
those who continue to fight for their dreams.
Poetry Writing
Who Am I? Poem
Prewriting: Think of things you like, things you do, things you
don't like, and things you don't like to do. Add at least four items
to each list:
Things I Like
Things I Don't Like
Things I Like to Do
Things I Don't Like to Do
Who Am I? Poem
Drafting: Pick four things that you like and four things that you do
not like, and use them in a “Who Am I?” poem. In the poem, tell
who you are, but use the things from your list. In the first stanza,
tell who you are. In the second stanza, tell who you are not.
Who Am I?
I'm chocolate milk.
I'm flying kites.
I'm throwing water balloons.
I'm scary stories.
I'm frogs.
I'm roller coasters.
I'm not worksheets for
homework.
I'm not a trip to the dentist.
I'm not a clean room.
I'm not allergy shots.
I'm not sardines.
Who Am I? Poem
Revising: Can you add, delete, or change words? Can you add
phrases or clauses? Try to give more information about each
thing in each line.
Who Am I?
I'm a chocolate milk moustache.
I'm flying kites on a cool, windy day.
I'm throwing water balloons on a sticky summer afternoon.
I'm scary stories told in whispers on stormy nights.
I'm frogs submarining through secret ponds.
I'm roller coasters rocketing through space.
I'm not worksheets for homework, the ones that make my brain
feel like a tiger pacing in a cage.
I'm not a trip to the dentist, where my mouth feels like a candy
bar melting in the sun.
I'm not a clean room, a place too perfect to live.
I'm not allergy shots, weekly spikes in the arm.
I'm not sardines, those dead fish in a coffin can.
Colorful Writing Poem
Prewriting: Think of ten to fifteen colors: green, blue, red,
yellow, and others.
Be as creative and as specific as possible. Shoot for colors
that are not a common, such as aquamarine for blue and
amber for golden.
Colorful Writing Poem
Drafting: Choose five or six green things and write about
them using this pattern:
What is (insert your color)? (Insert your color) is:
Example:
What is green?
Green is:
a frog
summer grass
a cat's eyes
a dollar bill
a gremlin's face
Colorful Writing Poem
Revising: Tell more about each thing your wrote about in
your draft. Add adjectives and other vivid words.
What is green?
Green is:
a lumpy bullfrog, the emperor of the pond, perched on a lily
pad, croaking rough music across his watery kingdom,
soft summer grass swaying, catching secret whispers of
wind,
a cat's eyes peering out into the dark from inside the deep
dark of a cardboard box,
a dollar bill crumpled in a pocket of a pair of jeans about to
be tossed into a churning washing machine,
a gremlin's face after he gulped a dozen rotten eggs.