Part 1: SOAPSTone. Strategies for Rhetorical Analysis

Transcription

1 Part 1: SOAPSTone Strategies for Rhetorical Analysis

2 Rhetorical Triangle Subject Rhetorical Context Speaker Occasion Tone Occasion Audience Text Purpose Audience Purpose Subject Speaker Tone

3 SOAPSTone in practice The Gettysburg Address Term Example Proof from text Subject Occasion Audience Purpose Speaker Tone

4 SOAPSTone in practice The Gettysburg Address

5 Term Example Proof from text Subject Occasion Audience Purpose Speech to honor the soldiers that died in the Battle of Gettysburg, in the Civil War. This address was spoken on Nov. 19, 1863, at ceremonies to dedicate a part of the battlefield as a cemetery for those who had lost their lives in the battle. Families of fallen soldiers in the battle of Gettysburg; entire U.S. Honor the men that lost their lives at the Battle of Gettysburg; unite nation We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. (November 19, 1863) We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. (November 19, 1863) government of the people, by the people, for the people (use of we ) to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced Speaker Abe Lincoln Abraham Lincoln November 19, 1863 Tone Somber final resting place, The brave men, living and dead, who struggled here, have consecrated it

6 Part 2: Rhetorical Devices Strategies for Rhetorical Analysis

7 How does a writer use rhetoric to achieve their purpose? Rhetorical Appeals (tools to persuade an audience) Logos (logic, message, facts, data, etc.) Pathos (emotions) Ethos (credibility, character, etc.)

8 Rhetorical Appeals (tools to persuade an audience) Logos (logic, message, facts, data, etc.) Pathos (emotions) Ethos (credibility, character, etc.) Diction Imagery Detail Syntax Tone Word Choice Visually descriptive or figurative language Facts, sequence of events, etc. Sentence Structure Feeling/attitude of a piece

9 Diction Choose unusual and/or effective words from the passage. Evaluate the connotations of the words and write synonyms for each. Then, decide what the word choice suggests about the character s or narrator s demeanor. Go beyond describing the words as being positive or negative. Are they harsh? Sympathizing? Sentimental? Ironic? Imagery Cite examples of imagery (appeal to the five senses) from the passage. Identify the sense appealed to, and interpret the meaning. Include figurative language here. Effect of that imagery on the reader; why the author wants readers to have those sensual experiences. Detail Syntax Tone List facts or the sequence of events from the passage. Focus on picture created by the details. How does sentence structure (order of words, phrases, or sentences) reveal the character s attitude? Consider also sentence types and punctuation. Determine the type of language used (formal, informal, clinical, jargon, literal, vulgar, artificial, sensuous, concrete, precise, pedantic, etc.). Effect of those details (or the ones excluded) on the reader. What effect does sentence length or choices in punctuation have on the passage? Diction and syntax contribute to tone. Move away from choosing words such as positive/negative, happy/sad.

10 Rhetorical Devices The Gettysburg Address

11 Analysis Acronym Examples from text Why chosen for audience/occasion (in order to ) How helps achieve purpose Diction Imagery Detail Syntax Tone Logos Pathos Ethos

12 Analysis Acronym Examples from text Why chosen for audience/occasion/purpose (in order to ) Diction (Pathos; Ethos) conceived, live, living, birth final resting place, dead we emphasize the divide between the north & south; shows urgency in uniting the nation we = shows unity; ethos Imagery (Pathos) Opposites(antithesis): add/detract, living/dead, emphasize the divide between the north & south; shows urgency in uniting the nation Detail (Logos; Ethos) Four score and seven years ago (1776) alludes to the conception of the nation & founding principles; Syntax (Pathos; Ethos) Anaphora: of the people, by the people, for the people repetition; reminder of commitment to the cause...adds emphasis to people -united together Tone (Pathos) Somber: we cannot consecrate, we cannot hallow dedication of the battlefield as a cemetery for fallen soldiers; serious/grave nature of speech

13 Part 3: Writing the Rhetorical Analysis Essay Strategies for Rhetorical Analysis

14 Rhetorical Analysis Prompt Gettysburg Address: Write an essay in which you explain how Abraham Lincoln builds an argument to persuade his audience to honor the Union dead and remind listeners of the purpose of the soldiers sacrifice: equality, freedom, and national unity. Your essay should not explain whether you agree with Lincoln s claims, but rather explain how Lincoln builds an argument to persuade his audience.

15 Rhetorical Analysis Prompt Claim is stated in the prompt Gettysburg Address: Write an essay in which you explain how Abraham Lincoln builds an argument to persuade his audience to honor the Union dead and remind listeners of the purpose of the soldiers sacrifice: equality, freedom, and national unity. Your essay should not explain whether you agree with Lincoln s claims, but rather explain how Lincoln builds an argument to persuade his audience. Here is the rhetorical analysis part...the WHY behind the text

16 "Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we can not dedicate we can not consecrate we can not hallow this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion that we here highly resolve that these dead shall not have died in vain that this nation, under God, shall have a new birth of freedom and that government of the people, by the people, for the people, shall not perish from the earth." 1. Read the prompt closely 2. Write the CLAIM on top of the text 3. In your close reading of the text, focus on rhetorical elements that support the claim 4. Divide the text into logical sections 5. Apply SOAPSTone & DIDST

17 "Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we can not dedicate we can not consecrate we can not hallow this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion that we here highly resolve that these dead shall not have died in vain that this nation, under God, shall have a new birth of freedom and that government of the people, by the people, for the people, shall not perish from the earth." 1. Read the prompt closely 2. Write the CLAIM on top of the text Purpose/Claim: to honor the Union dead and remind listeners of the purpose of the soldiers sacrifice: equality, freedom, and national unity.

18 "Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we can not dedicate we can not consecrate we can not hallow this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion that we here highly resolve that these dead shall not have died in vain that this nation, under God, shall have a new birth of freedom and that government of the people, by the people, for the people, shall not perish from the earth." Section 1: Section 2: Section 3:

19 Term Example Proof from text Subject Occasion Audience Purpose Speech to honor the soldiers that died in the Battle of Gettysburg, in the Civil War. This address was spoken on Nov. 19, 1863, at ceremonies to dedicate a part of the battlefield as a cemetery for those who had lost their lives in the battle. Families of fallen soldiers in the battle of Gettysburg; entire U.S. Honor the men that lost their lives at the Battle of Gettysburg; unite nation We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. (November 19, 1863) We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. (November 19, 1863) government of the people, by the people, for the people (use of we ) to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced Speaker Abe Lincoln Abraham Lincoln November 19, 1863 Tone Somber final resting place, The brave men, living and dead, who struggled here, have consecrated it

20 Analysis Acronym Examples from text Why chosen for audience/occasion/purpose (in order to ) Diction (Pathos; Ethos) conceived, live, living, birth final resting place, dead we emphasize the divide between the north & south; shows urgency in uniting the nation we = shows unity; ethos Imagery (Pathos) Opposites(antithesis): add/detract, living/dead, emphasize the divide between the north & south; shows urgency in uniting the nation Detail (Logos; Ethos) Four score and seven years ago (1776) alludes to the conception of the nation & founding principles; Syntax (Pathos; Ethos) Anaphora: of the people, by the people, for the people repetition; reminder of commitment to the cause...adds emphasis to people -united together Tone (Pathos) Somber: we cannot consecrate, we cannot hallow dedication of the battlefield as a cemetery for fallen soldiers; serious/grave nature of speech

21 Rhetorical Precis (introductory paragraph) Speaker, Occasion, & Subject 1) (Writer s credentials), (writer s first and last name), in his/her (type of text), (title of text), (strong verb), (writer s subject). Purpose 2) (Writer s last name) s purpose is to (what the writer does in the text) Audience 3) He/she adopts a (adjective describing the attitude/feeling conveyed by the writer) tone in order to (verb phrase describing what the writer wants the reader to do/think in his/her (intended audience).

22 Speaker, Occasion, & Subject 1) (Writer s credentials), (writer s first and last name), in his/her (type of text), (title of text), (strong verb), (writer s subject). Purpose 2) (Writer s last name) s purpose is to (what the writer does in the text) Audience 3) He/she adopts a (adjective describing the attitude/feeling conveyed by the writer) tone in order to (verb phrase describing what the writer wants the reader to do/think in his/her (intended audience). President Abraham Lincoln in his Gettysburg Address honors Union soldiers who lost their lives in the war and dedicates a part of the battlefield in memory of their sacrifices. Lincoln s purpose is to not only honor the men that lost their lives at the Battle of Gettysburg, but unite and remind the nation of the principles America was founded upon. He adopts a somber tone in order to not only emphasize the gravity of the occasion, but to help unite a nation divided against itself.

23 Rhetorical Analysis: Body Paragraphs Work chronologically through the text Discuss each paragraph/section...depending on the length and organization of the text Use transition words...begins, opens, closes, contrast, juxtaposes, etc. Use strong verbs to explain what is being said Identify the STRONGEST rhetorical strategies and specific text example Explain how the RS are used to achieve the writer s purpose and reach the intended audience Weave the above together in ONE sophisticated paragraph of the body Repeat for each section of the text

24 Rhetorical Analysis (body paragraph) Sentence 1: Identifies section of the text and main idea of the section (Writer s last name), (transition word) his/her (type of text) by (strong verb) that (main idea of that section). Sentence 2: Conveys the writer s support for the main idea by identifying and providing specific examples for one rhetorical strategy used by the writer. Repeat for discussion of more than one RS. Sentence 3: Explains how the rhetorical strategies you discussed in the previous sentences help the writer achieve his/her purpose by using an in order to statement. Sentence 4: Identifies the effect of the writer s use of these rhetorical strategies on the audience.

25 Sentence 1: Identifies section of the text and main idea of the section (Writer s last name), (transition word) his/her (type of text) by (strong verb) that (main idea of that section). Sentence 2: Conveys the writer s support for the main idea by identifying and providing specific examples for one rhetorical strategy used by the writer. Repeat for discussion of more than one RS. Sentence 3: Explains how the rhetorical strategies you discussed in the previous sentences help the writer achieve his/her purpose by using an in order to statement. Sentence 4: Identifies the effect of the writer s use of these rhetorical strategies on the audience. Lincoln begins his speech by alluding to the Declaration of Independence and planting the notion of unity in the minds of his audience. His ingenious and now celebrated opening of four score and seven years ago is a direct reference to 1776-and an allusion to a time in which the country fought for independence and persevered in the face of crippling circumstances. Lincoln uses this emotionally charged opening and the historical allusion in order to ground his audience in a common event, thus creating a sense of unity in a divided country, which is also reinforced through Lincoln s use of our fathers and all men.

26 Sentence 1: Identifies section of the text and main idea of the section (Writer s last name), (transition word) his/her (type of text) by (strong verb) that (main idea of that section). Sentence 2: Conveys the writer s support for the main idea by identifying and providing specific examples for one rhetorical strategy used by the writer. Repeat for discussion of more than one RS. Sentence 3: Explains how the rhetorical strategies you discussed in the previous sentences help the writer achieve his/her purpose by using an in order to statement. Sentence 4: Identifies the effect of the writer s use of these rhetorical strategies on the audience. Lincoln then uses four superbly crafted sentences to articulate the purpose of his address and in doing so is able to manipulate the emotions of an audience drained and weary from war. The lead sentence in this section ultimately poses a question for America: can it long endure and adhere to the principles it was conceived and so dedicated to? Lincoln is in Gettysburg to dedicate a portion of the battlefield to the Union soldiers who gave their lives so that the nation might live. This use of pathos contributes to the somber, almost reverent, tone of the address and reminds the audience of the underlying purpose of the sacrifice-to unify a nation conceived in Liberty.

27 Sentence 1: Identifies section of the text and main idea of the section (Writer s last name), (transition word) his/her (type of text) by (strong verb) that (main idea of that section). Sentence 2: Conveys the writer s support for the main idea by identifying and providing specific examples for one rhetorical strategy used by the writer. Repeat for discussion of more than one RS. Sentence 3: Explains how the rhetorical strategies you discussed in the previous sentences help the writer achieve his/her purpose by using an in order to statement. Sentence 4: Identifies the effect of the writer s use of these rhetorical strategies on the audience. After appealing to the audience s emotions and reiterating his purpose for being in Gettysburg that March day, Lincoln expounds upon the sacrifices made by the soldiers and again reminds the audience to hold steady to the cause. This crescendo of a closing relies heavily on both anaphora (repetition) and antithesis (use of opposites) in order to emphasize the importance of this devotion. Through phrases like we cannot consecrate, we cannot hallow and of the people, by the people, for the people Lincoln is able to again create a sense of unity with the repetition of we and people, but even more so create a cadence in his speech that reinforces that sense of unity. The same holds true with his use of antithesis. Phrases like living and dead and add or detract highlight the extremes of the war and mimics the divide between the North and South. The use of both anaphora and antithesis aids Lincoln in encouraging his audience to take increased devotion to that cause.

28 Rhetorical Analysis (concluding paragraph) Sentence 1: Briefly restate your main argument (Writer s credentials), (writer s first and last name), in his/her (type of text), (title of text), (strong verb), (writer s subject) in order to (purpose) (effect on audience). Sentence 2: How the rhetorical choices of the author influence the delivery of the message. (Writer s last name) use of (rhetorical strategies) allows him/her to (adverb) (strong verb) (the message/purpose). Sentence 3: Why it matters/real world indications/underlying message

29 Sentence 1: Briefly restate your main argument (Writer s credentials), (writer s first and last name), in his/her (type of text), (title of text), (strong verb), (writer s subject) in order to (purpose) (effect on audience). Sentence 2: How the rhetorical choices of the author influence the delivery of the message. (Writer s last name) use of (rhetorical strategies) allows him/her to (adverb) (strong verb) (the message/purpose). Sentence 3: Why it matters/real world indications/underlying message Sixteenth president of the United States, Abraham Lincoln, in his Gettysburg Address praises and honors the sacrifices of the soldiers who gave their lives and encourages the country to continue to stay devoted to the war cause. Through the use of allusion, pathos, anaphora, and antithesis Lincoln is able to skillfully knead the war weary minds of not only his Pennsylvanian audience, but the minds of a nation in peril. Though not a rallying cry, Lincoln s poignant address reminded the nation that the war was based on principles-those of equality, freedom, and justice. Without this reverent reminder a young nation conceived and so dedicated in liberty may have perished.

30 Part 4: SAT & the Rhetorical Analysis Essay Strategies for Rhetorical Analysis

31 SAT Sample Essay #1 ard.org/sample-questions/essay/ 1

32 Rhetorical Analysis Prompt Let There Be Dark (Paul Bogard, 12/212012, Los Angeles Times) As you read the passage below, consider how Paul Bogard uses evidence, such as facts or examples, to support claims. reasoning to develop ideas and to connect claims and evidence. stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed. Write an essay in which you explain how Paul Bogard builds an argument to persuade his audience that natural darkness should be preserved. In your essay, analyze how Bogard uses one or more of the features in the directions that precede the passage (or features of your own choice) to strengthen the logic and persuasiveness of his argument. Be sure that your analysis focuses on the most relevant features of the passage. Your essay should not explain whether you agree with Bogard s claims, but rather explain how Bogard builds an argument to persuade his audience.

33 Rhetorical Analysis Prompt Claim is stated in the prompt Write an essay in which you explain how Paul Bogard builds an argument to persuade his audience that natural darkness should be preserved. In your essay, analyze how Bogard uses one or more of the features in the directions that precede the passage (or features of your own choice) to strengthen the logic and persuasiveness of his argument. Be sure that your analysis focuses on the most relevant features of the passage. Your essay should not explain whether you agree with Bogard s claims, but rather explain how Bogard builds an argument to persuade his audience. Here is the rhetorical analysis part...the WHY behind the text

34 SAT Essay #1 ( Let There Be Dark) 1. Read the prompt closely 2. Write the CLAIM on top of the text 3. In your close reading of the text, focus on rhetorical elements that support the claim 4. Divide the text into logical sections 5. Apply SOAPSTone & DIDST

35 Subject Term Example Proof from text Occasion Audience Purpose Speaker Tone

36 Term Example Proof from text Subject The loss of night s natural darkness; not considering the worth of darkness I worry we are rapidly losing night s natural darkness before realizing its worth. let us also remember the irreplaceable value of darkness. Occasion Published 12/21/12 in LA Times; LA is particularly light saturated/author's upbringing is not; winter solstice At my family s cabin on a Minnesota lake, 2012 by Los Angeles Times. This winter solstice, as we cheer the days gradual movement back toward light, let us also remember the irreplaceable value of darkness. Audience Readers of LA Times; those concerned with light pollution; general us let us also remember the irreplaceable value of darkness. Purpose To argue that natural light should be preserved I worry we are rapidly losing night s natural darkness before realizing its worth. night s darkness can provide solitude, quiet and stillness, qualities increasingly in short supply. Ecological light pollution is like the bulldozer of the night, Speaker Paul Bogard At my family s cabin on a Minnesota lake, 2012 by Los Angeles Times. Tone urgent; cautionary I worry we are rapidly losing night s natural darkness before realizing its worth.

37 Analysis Acronym Examples from text Why chosen for audience/occasion/purpose (in order to ) Diction (Pathos; Ethos) Imagery (Pathos) Detail (Logos; Ethos) Syntax (Pathos; Ethos) Tone (Pathos)

38 Analysis Acronym Examples from text Why chosen for audience/occasion/purpose Diction (Pathos; Ethos) I knew woods so dark that my hands disappeared before my eyes. I knew night skies in which meteors left smoky trails across sugary spreads of stars (anecdote/pathos) how would Van Gogh have given the world his Starry Night? (RQ/Allusion) nostalgia/childhood establish ethos Imagery (Pathos) Ecological light pollution is like the bulldozer of the night, wrecking habitat and disrupting ecosystems several billion years in the making. I knew woods so dark that my hands disappeared before my eyes. I knew night skies in which meteors left smoky trails across sugary spreads of stars paints picture for audience (bulldozer & starry nights) Detail (Logos; Ethos) At my family s cabin on a Minnesota lake, I knew woods so dark that my hands disappeared before my eyes. I knew night skies in which meteors left smoky trails across sugary spreads of stars. World Health Organization/ American Medical Association/NASA anecdote is relatable Ethos with reputable organizations; facts Tone (Pathos) rapidly losing. spells trouble for all, probable human carcinogen,imply put, without darkness, Earth s ecology would collapse, irreplaceable value and beauty of the darkness we are losing. take action dramatizes situation

39 Introductory Paragraph: Speaker, Occasion, & Subject 1) (Writer s credentials), (writer s first and last name), in his/her (type of text), (title of text), (strong verb), (writer s subject). Purpose 2) (Writer s last name) s purpose is to (what the writer does in the text) From student sample: In response to our world s growing reliance on artificial light, writer Paul Bogard argues that natural darkness should be preserved in his article Let There be dark. He effectively builds his argument by using a personal anecdote, allusions to art and history, and rhetorical questions. Audience 3) He/she adopts a (adjective describing the attitude/feeling conveyed by the writer) tone in order to (verb phrase describing what the writer wants the reader to do/think in his/her (intended audience).

40 Body Paragraphs Sentence 1: Identifies section of the text and main idea of the section (Writer s last name), (transition word) his/her (type of text) by (strong verb) that (main idea of that section). Sentence 2: Conveys the writer s support for the main idea by identifying and providing specific examples for one rhetorical strategy used by the writer. Repeat for discussion of more than one RS. Sentence 3: Explains how the rhetorical strategies you discussed in the previous sentences help the writer achieve his/her purpose by using an in order to statement. Sentence 4: Identifies the effect of the writer s use of these rhetorical strategies on the audience. From Student Sample (first body paragraph): Bogard starts his article off by recounting a personal story a summer spent on a Minnesota lake where there was woods so dark that [his] hands disappeared before [his] eyes. In telling this brief anecdote, Bogard challenges the audience to remember a time where they could fully amass themselves in natural darkness void of artificial light. By drawing in his readers with a personal encounter about night darkness, the author means to establish the potential for beauty, glamour, and awe-inspiring mystery that genuine darkness can possess. He builds his argument for the preservation of natural darkness by reminiscing for his readers a first-hand encounter that proves the irreplaceable value of darkness. This anecdote provides a baseline of sorts for readers to find credence with the author s claims.

41 Conclusion Sentence 1: Briefly restate your main argument (Writer s credentials), (writer s first and last name), in his/her (type of text), (title of text), (strong verb), (writer s subject) in order to (purpose) (effect on audience). Sentence 2: How the rhetorical choices of the author influence the delivery of the message. From Student Sample (Concluding paragraph): Writing as a reaction to his disappointment that artificial light has largely permeated the prescence of natural darkness, Paul Bogard argues that we must preserve true, unaffected darkness. He builds this claim by making use of a personal anecdote, allusions, and rhetorical questioning. (Writer s last name) use of (rhetorical strategies) allows him/her to (adverb) (strong verb) (the message/purpose). Sentence 3: Why it matters/real world indications/underlying message

42 SAT Rubric The SAT Essay shows how well you understand the passage and use it as the basis for a well-written thought-out discussion. The two people who score your essay will each award between 1 and 4 points in each of these three categories( Reading: A successful essay shows that you understood the passage, including the interplay of central ideas and important details. It also shows an effective use of textual evidence. Analysis: A successful essay shows your understanding of how the author builds an argument by: Examining the author s use of evidence, reasoning, and other stylistic and persuasive techniques Supporting and developing claims with well-chosen evidence from the passage Writing: A successful essay is focused, organized, and precise, with an appropriate style and tone that varies sentence structure and follows the conventions of standard written English.

43 Applications & Advice Start small...use SOAPSTone to analyze nonfiction texts, video clips, visuals, articles, etc. Build in the Rhetorical devices starting with ones students already know and adding in DIDST. Always emphasize the WHY behind the use and the HOW behind it affects the audience Model lots of examples. Have students work in teams, pairs, then finally on their own. Model your own thought process out loud as you closely read a text. Draft with students live. Let them see that writers struggle for words at times and make several revisions. Write lots of drafts and have students choose which to bring to a final copy. Use student examples; range find scores (both the good & the bad) Remind students that a template for writing will NOT get them a high score. Rather, it serves as a scaffold or springboard to begin their thoughts.