Open-Ended Responses



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Open-Ended Responses:

  • Open-Ended Responses:
    • A response to a question at the end of a reading passage.
    • Every bullet = one paragraph
      • Should include evidence from the text (a quote) and additional insight.
      • FOLLOW the RACERR rubric
  • PERSUASIVE WRITING:
    • Includes five paragraphs: Intro, 3 body, conclusion
    • Also includes strong reasons and supporting details to persuade the reader of your opinion.

Speculative/Narrative Writing

  • Speculative/Narrative Writing
    • You will receive a writing prompt that will lead you to write a story.
      • Dialogue (when characters talk to each other)
      • Figurative Language
      • Theme/Moral or a lesson to be learned
      • Literary devices:
        • Foreshadow (a hint or a inclination about what will happen in the future of the story.)
        • Flashback- When the character remembers a previous memory or event
      • PLOT – exposition, rising action, climax, falling action, conclusion
  • Writing: Expository Writing Time:
  • Task: Students will read a quote, adage or universally accessible topic and respond in an educated, thought-provoking essay.
  • Types of Prompts:
  •  
  • ·    Quotes- famous quotations by historians, authors, politicians, etc. Example: “Do not be too timid and squeamish about your actions. All life is an experiment.”
  • ·    Adages- short, memorable sayings that have great meaning attached. Example: Life is ten percent what happens to you and ninety percent how you react to it.
  • ·    Universally Accessible Topic- Food for thought that is not attached to curriculum or studies, but rather an idea formed from life experience. Example: Some say that love is the most powerful emotion. Others think love is simply a reaction.
  • “To be or not to be…”
  • “Early to bed, early to rise…”
  • “Harder, better faster, stronger…”
  • TIPS FOR THE EXPOSITORY WRITING
  • Aim for a 4-paragraph response (at a minimum) which uses various cohesive devices (think- transitions!).
  • Remember that this is all expository (explanatory) not narrative (telling a story).
  • You will need: an opening and a closing; a well-developed, cohesive, single focus; organization and logical progression
  • You will also need at least two well-developed examples, using vivid details, that directly relate to the prompt.
  • You will see the same set of directions embedded in each prompt:
  • “Using an example from literature, history, science, film, or your own experience or observation, write an essay analyzing…”
  • Be familiar with common wording:
  • Let’s Get Organized!
  • If one is asked to analyze a quote and the significance of its meaning, he/she should follow the following format.
  • Turn to the next slide
  • Grab the reader’s attention [HOOK]
  • Copy the quote, adage or topic (put in your own words)
  • Explain the significance (importance) of the quote
  • Thesis statement or main idea
  • Introduction

First Body Paragraph

  • First Body Paragraph
    • Personal example (2 or 3 )
    • Text to self
    • Second Body Paragraph
      • Make a meaningful connection
        • Text to text, text to media, text to world
      • This counts as an ALLUSION (a reference to something outside of the text).
      • ALWAYS EXPLAIN HOW EACH EXAMPLE RELATES BACK TO THE QUOTE/ADAGE/ OR SITUATION!!!
        • Use connecting transition phrases such as: “just like” “just as” “similarly” “similar to”.
  • Example(s) from your own experience or observation to EXPLAIN the meaning of the quote
  • You will write this as an explanation, not a narration (NO DIALOGUE).
  • Do not be tempted to relive the story; speak about it with an academic voice.
  • Example(s) from literature, history, science, or film. (Text to text, text to world, text to media)
  • · ALLUSION – a reference to something outside the text. (Current event, character in literature, pop culture, historical figure/event, etc.) 
  • You can actually study for this part, because themes are UNIVERSAL.
  • Think about some major novels that you have read thus far and/or some historical figures. Figure out what they stand for, what themes they exemplify, and be ready to work that into whatever prompt presents itself.
  • Generate final remarks without introducing brand new examples
  • Unify and Summarize your ideas
    • Restate the meaning or significance of the quote.
    • Identify a moral or lesson we can apply in our own lives in the quote.
  • Remind the audience of your main point / thesis
  • Use a thought-provoking question/ statement/ clincher (should connect back to your introduction)
  • Conclusion

Is there a MORAL or a lesson learned from this writing prompt/quote?

  • Is there a MORAL or a lesson learned from this writing prompt/quote?
    • How can we apply this lesson in our lives- be specific and detailed
  • Restate the writing prompt/quote and its meaning.

As we grow and mature and experience life, there are many individuals we remember that leave a great impact in our journey in life.

  • As we grow and mature and experience life, there are many individuals we remember that leave a great impact in our journey in life.
  • Write an essay identifying and explaining at least one individual who has left a meaningful impact on your life. Describe the impact and why it is/was so significant (important).

Charlotte, the seventh-grade writer of this model, organizes her essay into paragraphs that describe different aspects of her subject (the person she chose to write about). The closing leaves the reader with a clear idea of the important place her grandfather holds in her memory. Pay close attention to the detail and descriptions she uses in her expository essay.

  • Charlotte, the seventh-grade writer of this model, organizes her essay into paragraphs that describe different aspects of her subject (the person she chose to write about). The closing leaves the reader with a clear idea of the important place her grandfather holds in her memory. Pay close attention to the detail and descriptions she uses in her expository essay.

Memory. The dictionary defines it as the mental ability to recall past experiences. We think of it as that picture we saw, the words she said. Who in your life is so vivid in your memory that you could describe him or her without a second thought? For me, it’s my grandpa. But when I was small, I couldn’t say “Grandpa,” so 13 years ago, Theodore Lazarus became Paw Paw.

  • Memory. The dictionary defines it as the mental ability to recall past experiences. We think of it as that picture we saw, the words she said. Who in your life is so vivid in your memory that you could describe him or her without a second thought? For me, it’s my grandpa. But when I was small, I couldn’t say “Grandpa,” so 13 years ago, Theodore Lazarus became Paw Paw.
  • To all the grandkids, Paw Paw was full of fun and games. We all remember his favorite expressions, the ones that would pop out each time we saw him. Luckily, we visited Paw Paw quite often.

We often overheard his little squabbles. “No way, José!” Paw Paw would yell; in response, we would shout back, “Yes way, José!” and burst into giggles. My younger siblings and cousins would tell Paw Paw about school, or ballet, or baseball, or their pet iguana, and just when they got into the story, he’d roar, “No kiddin’!” with a huge smile on his face. Paw Paw helped us remember that life should be fun.

  • We often overheard his little squabbles. “No way, José!” Paw Paw would yell; in response, we would shout back, “Yes way, José!” and burst into giggles. My younger siblings and cousins would tell Paw Paw about school, or ballet, or baseball, or their pet iguana, and just when they got into the story, he’d roar, “No kiddin’!” with a huge smile on his face. Paw Paw helped us remember that life should be fun.
  • Being the oldest of all the grandchildren, I remember more than my siblings and cousins do, but we all remember how predictable Paw Paw’s clothes would be.

Most likely, he’d be wearing a white cotton shirt under another shirt, which was the kind that is red or blue, has one or two breast pockets, is plaid or striped, with buttons down the front. Being loose, it covered his big, round belly. He’d be sitting in the tall wooden chair in the corner by his desk, shouting into the black telephone with the big buttons. Or, if he wasn’t there, he’d be in his black leather recliner, watching a game on TV. Sometimes he’d let us snuggle next to him.

  • Most likely, he’d be wearing a white cotton shirt under another shirt, which was the kind that is red or blue, has one or two breast pockets, is plaid or striped, with buttons down the front. Being loose, it covered his big, round belly. He’d be sitting in the tall wooden chair in the corner by his desk, shouting into the black telephone with the big buttons. Or, if he wasn’t there, he’d be in his black leather recliner, watching a game on TV. Sometimes he’d let us snuggle next to him.

When Paw Paw wasn’t relaxing, he’d be in the backyard garden, weeding and pulling, planting and potting, until the time came in the spring or summer when the garden came alive with the colors of the flowers and vegetables he raised. I remember his old, worn hands that did everything: built the wooden tree house for me to play in, built the toolshed, plugged in the Barbie car so it would be ready for me to ride when I came over, fixed the TVs and VCRs so I could watch “Wee Sing,” and just played blocks with his grandchildren. He always took time to play with us.

  • When Paw Paw wasn’t relaxing, he’d be in the backyard garden, weeding and pulling, planting and potting, until the time came in the spring or summer when the garden came alive with the colors of the flowers and vegetables he raised. I remember his old, worn hands that did everything: built the wooden tree house for me to play in, built the toolshed, plugged in the Barbie car so it would be ready for me to ride when I came over, fixed the TVs and VCRs so I could watch “Wee Sing,” and just played blocks with his grandchildren. He always took time to play with us.

He would never tell us, but I know he was proud of all his nine grandkids. We ranged in age from 1-12 when he died last summer of a severe stroke. When I remember Paw Paw now, I think of the pictures on Grandmother’s cabinet—pictures of me and Paw Paw when I was two years old and the only grandchild. In one picture, we’re lying on the bed, me in my flowered pajamas, him in his usual outfit. I had my bottle in one hand, the Sunday comics in the other (upside down!). He was reading the comics to me so we could laugh together. I will remember that for the rest of my life, and I will remember that he always loved me.

  • He would never tell us, but I know he was proud of all his nine grandkids. We ranged in age from 1-12 when he died last summer of a severe stroke. When I remember Paw Paw now, I think of the pictures on Grandmother’s cabinet—pictures of me and Paw Paw when I was two years old and the only grandchild. In one picture, we’re lying on the bed, me in my flowered pajamas, him in his usual outfit. I had my bottle in one hand, the Sunday comics in the other (upside down!). He was reading the comics to me so we could laugh together. I will remember that for the rest of my life, and I will remember that he always loved me.

“Just as….”

  • “Just as….”
  • “Just like…..”
  • “Similarly….”
  • “Similar to….”
  • We can also connect our meaningful connections back to the quote, adage, topic, theme, reason in a body paragraph, or question by using the words from the original theme, question, topic, reason, or quote to make the connection clear. SYNTHESIZE

To receive a high score, you must include compositional risks such as figurative language, literary devices, and sophisticated vocabulary.

  • To receive a high score, you must include compositional risks such as figurative language, literary devices, and sophisticated vocabulary.

The following are examples of figurative language and literary devices:

    • The following are examples of figurative language and literary devices:

Language that appeals to the senses. Descriptions of people or objects stated in terms of our senses.

  • Language that appeals to the senses. Descriptions of people or objects stated in terms of our senses.
    • • Sight
    • Hearing
    • • Touch
    • • Taste
    • • Smell
  • A figure of speech which involves a direct comparison between two unlike things, usually with the words like or as.
    • Example: The muscles on his brawny arms are as strong as iron bands.
  • A figure of speech which involves an implied comparison between two relatively unlike things using a form of be. The comparison is not announced by like or as.
    • Example: The road was a ribbon wrapping through the desolate desert.

A figure of speech which gives the qualities of a person to an animal, an object, or an idea.

  • A figure of speech which gives the qualities of a person to an animal, an object, or an idea.
    • Example: “The wind screamed its fury as it pushed us down the road with the strength of a bull.”
    • The wind cannot yell. Only a living thing can yell.
  • Joyet 2004
  • Examples:
  • The sleeping water reflected the evening sky.
  • Humidity breathed in the girl's face and ran its greasy fingers through her hair.
  • The tree arrested the oncoming car.

The use of words that mimic sounds.

  • The use of words that mimic sounds.
    • Example: The firecracker made a loud ka-boom!
  • Repeated consonant sounds occurring at the beginning of words or within words.
    • Example: She was wide-eyed and wondering while she waited for Walter to waken.

An exaggerated statement used to heighten effect. It is not used to mislead the reader, but to emphasize a point.

  • An exaggerated statement used to heighten effect. It is not used to mislead the reader, but to emphasize a point.
    • Example: She’s said so on several million occasions.

Use real-life examples: Personal examples have to be plausible (believable) and significant (important)!

  • Use real-life examples: Personal examples have to be plausible (believable) and significant (important)!
  • ALL EXAMPLES must be connected to the quote/adage/situation!
    • Use connecting transition phrases:
      • “Just as….”
      • “Just like….”
      • “Similarly….”
      • “Similar to….”
  • Be sure to “quote” words from the quote/adage/or situation.
  • Check your essay for mistakes in: capitalization, punctuation, spelling, and complete sentences!
  • Use transition words!
  • You must have an introduction and conclusion!
  • WRITE MORE THAN YOU THINK YOU NEED!!

“We should behave to our friends as we would wish our friends to behave to us.” – Aristotle

  • “We should behave to our friends as we would wish our friends to behave to us.” – Aristotle
  • “I have learned that success is to be measured not so much by the position that one has reached in life as by the obstacles which he has overcome while trying to succeed.” – Booker T. Washington
  • “Angels can fly because they take themselves lightly.” - Unknown

“Every problem is an opportunity in disguise” – Unknown

  • “Every problem is an opportunity in disguise” – Unknown
  • “Fall seven times, stand up the eighth time.” – Japanese proverb
  • “Whatever you can do or dream you can, begin it. Boldness has genius, power, and magic in it.” – Johann Wolfgang Goethe


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