Forever Young
The assignment.
You are a journalist in the town where the Tucks live.
Your team is on a holiday and you have to complete the newspaper by yourself.
The task:
- A theme that carries through the whole paper
- Title Banner (name of newspaper, date, city)
- A MAIN STORY ON THE PLOT OF TUCK EVERLASTING (Inform)
- contains a creative, catchy headline for the main story
- contains at least 150 words
- contains a photo and a caption
- Must be written at the third person
- must answer the questions who, what where, when and why
- must end by giving your opinion letting us know if the spring is a good thing or not
- AN EDITORIAL THAT INFORMS US YOUR OPINION ON THE FOLLOWING QUESTION: Do you believe our society’s beauty standards are linked to a quest for eternal life? (Inform)
- You must make a research on body image on the website of media smarts to support your answer
- You must mention your sources through your text
- Your text must include five paragraphs: an introduction,3 paragraphs of development and a conclusion.
- Your text must have 200 words.
- You must use grade7 transition words
- A BOOK REVIEW OF TUCK EVERLASTING 50 words, a quote and a star rating. (Opinion)
- A Editorial cartoon inspired by either Tuck Everlasting or your research on beauty standards. (Entertain)
- An ADVERTISEMENT to promote an event in your city (Persuade)
- AN HOROSCOPE that contains three sentences for a sign of your choice. (entertain)
The Editorial
What is expository writing?
Exposition is a type of oral or written discourse that is used to explain, describe, give information or inform. The creator of an expository text can’t assume that the reader or listener has prior knowledge or prior understanding of the topic that is being discussed. One important point to keep in mind for the author is to try to use words that clearly show what they are talking about rather then blatantly telling the reader what is being discussed.
Expository Writing: Organizational Patterns
Pattern | Cue Words | Transition Words |
Description |
The author describes a topic by listing characteristics, features and examples.
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thus, for example, for instance, namely, to illustrate, in other words, in particular, specifically, such as, as an illustration, in particular, specifically, especially, in particular, to explain, to list, to enumerate, in detail, as a result, in fact. |
Sequence | The author lists items or examples | First, second, third, then, next |
Comparison | The author explains how two things are alike or different | on the contrary, contrarily, however, nevertheless, in spite of, in contrast, yet, on one hand, on the other hand, rather, nor, conversely, at the same time, while this may be true, otherwise, unless, whereas, conversely, differing from, less important, even though, while, still, than, unless, in spite of |
Cause and Effect | The author lists one or more causes and the resulting effect or effects. | so that, with the result that, thus, consequently, hence, accordingly, for this reason, therefore, since, due to, as a result, in other words, although, at any rate, at least, still, even though, granted that, while it may be true, in spite of, of course, provided that, unfortunately, consequently, fortunately, thus, in any case |
Problem and Solution | The author lists a problem and lists one or more solutions for this problem. | the problem is, the dilemma is, |
Plan for your editorial
Introduction
Bring in your topic in an interesting way. Add facts to catch the attention of your reader(s). Remember that your audience may not be aware of the issue.
Write a topic sentence that is linked with your topic which is: Do you believe our society’s beauty standards are linked to a quest for eternal life?
Divide your topic: Tell the 3 opinions you are going to be talking about in your text.
Development
Paragraph 1: Develop on your first opinion
Paragraph 2: Develop on your second opinion
Paragraph 3: Develop on your third opinion
Conclusion
Make a resumé of what you have talked about.
Conclude your text starting another debate on a topic that is similar or with a dying question you have on the topic.
Guiding notes for the redaction of your editorial
Start writing a draft!
Start as close as possible to your reading/research Do not concern yourself with grammar or spelling
o Write your first paragraph
- Introduce the topic
- Inform the reader of your point of view!
- Entice the reader to continue with the rest of the paper!
- Focus on three main points to develop
o Establish flow from paragraph to paragraph
- Keep your voice active
- Quote sources to establish authority
- Stay focused on your point of view throughout the essay
- Focus on logical arguments
- Don’t lapse into summary in the development–wait for the conclusion
o Conclusion
Summarize, then conclude, your argument
Refer to the first paragraph/opening statement as well as the main points
- Does the conclusion restate the main ideas?
- Reflect the succession and importance of the arguments
- Logically conclude their development?
o Edit/rewrite the first paragraph
to better telegraph your development and conclusion.
o Re-read your paper
with a fresh mind and a sharp pencil
Ask yourself:
Does this make sense? Am I convinced?
Will this convince a reader?
Will they understand my values, and agree with my facts?
Edit, correct, and re-write as necessary
Check spelling and grammar!
Have a friend read it and respond to your argument.
Were they convinced?
Revise if necessary
Turn in the draft
Celebrate a job well done, with the confidence that you have done your best.
Once you will receive your draft marked by your teacher, start writing the good copy that you will include in your Tuck Everlasting newspaper!
FOCUS ON
clarity stating the issue and the writer’s opinion
providing just enough background information
stating an opposing argument and a response to that argument
writing a clear and specific call to action
editing for grammar, punctuation and spelling
Rubric for the main story
1 point |
2 points |
4 points |
5 points |
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Main idea | Attempts to include a main idea |
Somewhat effectively includes a main idea.
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Describes the main idea effectively. |
Describes the main idea very effectively and includes interesting details that enhance.
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The 5Ws | Tells parts of who the story was about and where and when it took place, what happened, where to took place and how. | Tells most of who the story was about and where and when it took place, what happened, where to took place and how. |
Describes who the story was about and where and when it took place.
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Effectively and descriptively tells who the story was about and where and when it took place, what happened, where to took place and how. |
Organization |
Ideas and scenes seem to be randomly arranged.
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The story is a little hard to follow. The transitions are sometimes not clear.
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The story demonstrates considerable organization. One idea or scene may seem out of place. Clear transitions are used.
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The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions.
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Point of View |
The story hardly ever reflects the chosen point of view.
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Some of the story reflects the chosen point of view.
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Most of the story reflects the chosen point of view. Minor errors depicting point of view.
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The story clearly reflects chosen point of view.
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Conventions |
Frequent errors in simple words and structures No control of sentence structure; Printing is messy
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Some errors in spelling, punctuation, and grammar that do not interfere with meaning Printing is legible
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May include errors in complex language, but these do not interfere with meaning. Most sentences are correctly constructed Most printing is legible
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May include occasional errors in complex language, but these do not affect meaning. Sentences are correctly constructed
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Rubric for the editorial
1 point |
2 points |
4 points |
5 points |
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Style | – limited use of editorial language -limited awareness of audience |
-some use of editorial language -some awareness of audience |
-appropriate use of editorial language -good awareness of audience |
– effective use of editorial language – strong sense of audience
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Meaning |
– position is unclear, few arguments are convincing -supported with little evidence
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– a position is stated; some arguments are convincing -supported with some evidence
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-a clear position is stated; arguments are convincing -supported with good evidence |
– a clear position is consistently stated; arguments are insightful -well supported with a variety of evidence
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Form |
-student offers little to no evidence to support argument
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-student presents some evidence to support arguments and conclusions
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makes connections by using two pieces of evidence that effectively supports argument
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– skilfully draws connections by using more than two pieces of evidence that overwhelmingly supports argument
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Paragraphs |
The editorial is not split into paragraphs and omits transition words.
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The editorial is split into paragraphs. Some elements within the introduction or the conclusion may be missing or the student omitted some transition words. |
The editorial is split into paragraphs and respects the formal structure using predictable transition words.
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The editorial is split into paragraphs and respects the formal structure using specific and interesting transition words.
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Conventions |
Frequent errors in simple words and structures No control of sentence structure; Printing is messy
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Some errors in spelling, punctuation, and grammar that do not interfere with meaning Printing is legible
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May include errors in complex language, but these do not interfere with meaning. Most sentences are correctly constructed Most printing is legible
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May include occasional errors in complex language, but these do not affect meaning. Sentences are correctly constructed
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Rubric for the final newspaper
1 point |
2 points |
4 points |
5 points |
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Newspaper |
Does not look like a newspaper Missing Many criteria No evidence of a theme Picture – no caption
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Some attempt to make the project look like a newspaper May be missing one or more criteria Theme is not carried through all the newspaper Picture – No caption |
Well done layout, title banner, date, etc. All criteria are included Theme is well done Picture with a caption |
Excellent layout, banner, title, date, etc. All criteria are included and done very well Theme is very well done in all aspects of the newspaper Picture with engaging caption |
Conventions |
Frequent errors in simple words and structures No control of sentence structure; Printing is messy
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Some errors in spelling, punctuation, and grammar that do not interfere with meaning Printing is legible
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May include errors in complex language, but these do not interfere with meaning. Most sentences are correctly constructed Most printing is legible
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May include occasional errors in complex language, but these do not affect meaning. Sentences are correctly constructed
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Word Choice |
The author uses a limited vocabulary.
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The author uses words that communicate clearly, but the writing lacks variety.
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The author uses vivid words and phrases. The choice and placement of words is inaccurate at times and/or seems overdone.
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The author uses vivid words and phrases. The choice and placement of words seems accurate, natural, and not forced.
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Creativity |
Has little or no focus on central idea and neglects elements. Artwork is simple and shows minimum effort and attention to detail.
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Attempts to focus on central idea and includes some elements. Some artwork is carefully drawn, coloured and outlined. Little care and attention to detail
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Maintains adequate focus on central idea and includes most elements. Most artwork is carefully drawn and shows some care and attention to detail
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Maintains clear focus on central idea and includes all elements. Artwork is impressive and shows great care and attention to detail
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Voice |
The author’s purpose of writing is unclear.
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The author’s purpose of writing is somewhat clear, and there is evidence of attention to audience.
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The author’s purpose of writing is clear, and there is evidence of attention to audience.
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The author’s purpose of writing is very clear, and there is strong evidence of attention to audience.
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