The lesson plan to accompany the What Is Academic Writing? PPT Here's the set: http://www.slideshare.net/samlandfried/8th-grade-april-6-what-is-academic-writing http://www.slideshare.net/samlandfried/8th-grade-april-6-lesson-plan http://www.slideshare.net/samlandfried/8th-grade-april-6-comprehension-worksheet

1. What is Academic Writing?- 8th Grade
April 6
The learning intention:
Students will understand
the objectives of the course
the purpose of academic writing
the difference between academic and nonacademic writing
They will use these resources:
Pen and blank paper
What is Academic Writing?PPT
Comprehension worksheet
Last year's R & E papers
Students will be asked to display their understanding through:
Completing the comprehension worksheet
Teacher's Preparation
Read this lesson plan
Run through the PPT to make sure you understand the slides (I keep them pretty empty - You will be
providing a lot of extra information. I'll have teacher's notes on the slides that need them.)
Pick up comprehension worksheets from Sam before class
Stages of the lesson and methods to be used:
1. Discuss syllabus
2. Freewrite
3. What is Academic Writing? PPT
4. Comprehension check
5. Examine last year's R & E papers
1 - Discuss syllabus (5 minutes)

2. Date 8th
Grade Teacher's Remarks
Class 2
(April 20)
How Do I Research?
To write a research paper we
have to do a lot of *gasp*
research. There are many
effective research methods and
we will discuss several and how
to decide when to use which
method.
Starting with good research is
one of the most important steps
to writing a good research
paper, so we need to make sure
we are researching the right
way. Just because you find
information online or in a book
it does not mean its reliable. For
example, if I was writing a
research paper on cancer and I
researched the balance of the
four humors from Medieval
texts, I would not be taken very
seriously. You can also do
research outside of the internet.
Taking surveys and talking to
people is a good way to
research, but there are right
and wrong ways to do that too.
Class 3
(May 11)
Rhetoric, or the Art of
Persuasion
The goal of your R & E paper is
to persuade your audience that
your paper's thesis (main
argument) is correct. Rhetorical
devices help sway your reader's
opinion to your favor and are
valuable to consider in every
form of writing.
We all know how to persuade
people without really thinking
about it. Rhetoric is the science
or art of persuasion. So by
learning how to use rhetoric,
you can be much more effective
in persuading your reader.
Class 4
(June 15)
Don't Be a Thief: Plagiarism
The worst academic crime is
plagiarism. Writers have to give
credit to their sources, and APA
citation is the method for doing
that. We will practice deciding
when citations are necessary,
and how to cite them.
You probably saw that this topic
will be covered in your R & E
classes, too. Why are we doing
it twice? BECAUSE ITS
IMPORTANT. Last year we had
some problems with plagiarism
in IEGEC and this year we
should not have those problems
again. Plagiarism will get you
into serious trouble. In high
school you can fail classes and
tests because of it, in college
you can be kicked out. It's kind
of like getting caught robbing a
bank. If you get "plagiarism" on
your permanent record, your
academic life will be a lot
harder.

3. Class 5
(July 13)
Academic Writing Review
This class will be spent
examining a research paper
together to identify how
successful authors use the
devices we discussed
previously.
I want you to see an example of
a good research paper, so we're
going to spend this class
examining and analyzing one
together. Remember this
example next year when you
begin your R & E paper and you
will have a really good start.
Class 6
(August 3)
The Big Picture
Why are we practicing research
writing? What real world
application does it have? Plenty.
We'll spend the hour discussing
how the work you put into this
paper will benefit your life.
You guys are probably
wondering what the point is of
doing all this work on academic
writing. Does anyone know? I
promise it's not because we like
torturing you. The skills you're
learning will pay off for the rest
of your academic lives and
beyond.
2 - Freewrite on student's current knowledge of academic writing. (10 minutes)
Explain the purpose of freewriting - how its like stretching before a soccer match. Emphasize
that the point is not to be "right" but to kick start your brain. The goal is to write nonstop - don't
erase, don't scratch out, just write. Make sure to tell them that afterwards we will share a few
so as to not surprise them. The teacher should complete the freewrite too so she can share hers
as an example first. There will be a PPT slide with starter questions. Tell them they don't have to
answer those questions in particular, and they don't have to answer all of them. They are just
there for brainstorming. Set a timer for five minutes and let them write. Don't give any
corrections or advice - just let them write, really the only way to "fail" here is if they're just not
trying. The teacher shares her example then asks for volunteers or uses a random number
generator to choose a student. I'll include a number generator as an .exe in case you want it.
Take notes of any striking misconceptions about academic writing that you might want to
address later.
3 What is academic writing PPT (20 minutes)
By 3/29 you'll find a PPT in the gifted/academic writing folder with notes that you will use to
give a lecture. Students will have a comprehension worksheet (It will also be on the network
drive, but I will have hardcopies for you) they'll fill out during the presentation. Make sure to tell
them that after the PPT you will be checking answers.
4 Comprehension check (10 minutes)

4. I'll try to make thirteen or fourteen questions so every student can answer one. The teacher will
just bring up the corresponding slide and ask student 1 their answer. If it's correct, move to
student/question 2. If its wrong explain the concept again.
5 Examine last year's R & E papers (Remaining time)
There might not be enough time to do this step. It's ok. But if there is, show your students last
year's finished R & E papers. Just let them examine them on their own and be available to
answer questions or weigh in on students' conversations.