Good word choices essays
Print a high scoring exemplar text for all students. Review the rubric criteria for the corresponding category and discuss why the element identified is a strong model. Using a collection of exemplars from multiple prompts, have students perform a scavenger hunt to find and highlight the claim in each essay. Then have students rank the claims from strongest to weakest and write rationales for their ranking. Discuss as a class. Extension: Apply the scavenger hunt strategy to any focus area listed above, or for different types of evidence, vivid verbs, colorful modifiers, specific sentence structures or variety, etc.
Deconstruct a high scoring exemplar, in particular, one strong in organization. Remove the transition words within and between sentences in one paragraph. Have students attempt to complete the sentences with appropriate transitions to reconstruct the essay. Now present students with the original paragraph from the essay and have them compare their drafts to the original, high-scoring transitions.
Extension: Present students with another deconstructed exemplar, this time missing transitions between paragraphs. Again, have students create transitions to show relationships between and among ideas. Have students exchange their revised work with another group. Present students with this version and ask them to decide where the breaks should be. Have them answer these questions: What information helped you make this decision? How does breaking the text into paragraphs help the reader?
Extension: Choose an exemplar that scores poorly for organization.
25 Ways to Use Exemplar Essays
Have students add to paragraphs and ideas that need to be developed further. Present students with a high-scoring exemplar essay. In groups, have students try to backwards map from the essay to the prompt that would generate the essay. Once they have a draft, give them the original prompt. Ask them to compare their prompts with the original.
Provide students with an exemplar that uses long quotes or many quotes without explanation. Have students revise to summarize or paraphrase where appropriate. Present students with a low-scoring exemplar, one with particularly bland or poor word choices. Have students identify key places where language could be improved with domain-specific, academic, or precise vocabulary.
Students may work in pairs and use a thesaurus to select appropriate language and make substitutions. They can then join together with another pair to compare and discuss the poor word choices, their improvements, and the rationale for the changes made. In a quad, come to a consensus about the improved word choices and submit to the teacher for rescoring. Afterward, have individual writers replicate the process with a piece of their own writing and come back together to share and evaluate new language choices.
Choose an Informative exemplar text that clearly demonstrates a biased viewpoint or definitive opinion. Give students an exemplar with exceptional word choices. Give students minutes to read the exemplar. Collect the essays and ask students to individually generate a list of the most vivid words they remember from the essay.
Once students finish, brainstorm a list from the whole class. Star words that are repeated.
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Ask students to consider why these words stuck out for them. Discuss the different effects that strong word choices can have on readers and on the effectiveness of an essay overall. Extension: Create your own list of vivid words from the essay prior to distributing to your students. As a class, score an exemplar and connect it to the rubric. Work together to identify specific elements that would need to be changed in order to improve the score within a trait or across traits.
Have students work collaboratively to revise the exemplar to improve it within a trait or across traits. Provide students with exemplars commensurate with their performance levels. Have students score their own work against the rubric and compare it to the exemplar given within a trait or across traits. Share the highest scoring exemplar and identify the key components.
Compare this exemplar to a lower scoring exemplar and pinpoint which key elements are missing. Have students revise individually or in groups to improve the lower scoring exemplar. Have students compare their work to a high performing exemplar. Have them compare the exemplar to their own work and answer the following questions: Am I writing at this level? Where am I and where not? What would I need to do to achieve this level? Give students an essay prompt. Have them answer basic questions about the prompt, such as: What is the topic?
Having 25 percent of the people get in contact with you is still amazing. Having just one person be willing to chat with you is amazing. After all, one person might be all it takes to put you on a completely different career path. Change the words, manage the expectations, and you will start to feel the difference. Career advisers will generally recommend that people have a Plan A, B, and C — maybe even a D, E, and F — when it comes to their job search.
Outside of meeting with an adviser, it would be a pretty bad idea to tell any employer that they are your Plan B.
No one wants to be a Plan B. However, reading over cover letters and listening to people in mock interviews, it is much more common to hear Ph. There is a risk that this sends all sorts of wrong messages to employers. Firstly, alternative to what: 1 to the job you actually want; 2 to the job you were actually trained to do? Neither of these is a concept you want to dwell on when talking with prospective employers.
If you are in a position where you are switching your focus away from a faculty career in higher education, then it is important to realize that this transition is much, much more meaningful to you than it is to anyone else on the planet — especially to a future employer. I know this experience is an emotional one for many people and sometimes these are very positive emotions! A transition requires that you first move away from something a faculty career before you can move toward something any of the many other career fields you might be interested in.
It is much harder to paint moving away from something in a positive, confident, and skills-focused manner. Change the words, and change this transition into an active, informed choice to move towards your new goal using what you have learnt from your past experiences.
2. Aim for Active Voice Over Passive Voice
Use the right words and you can begin to create whatever world you need by reframing your experiences, focusing the attention of others on your relevant skills, demonstrating an interest, achieving your many networking goals. It takes practice and perseverance to stop yourself from using the wrong words e.
Joseph Barber is associate director of career services at the University of Pennsylvania. Be the first to know. Get our free daily newsletter. Advice to highly sensitive academics for avoiding burnout opinion. Study: How smooth-talking professors can lull students into thinking they've learned more than they. How to write an effective diversity statement essay. Mental health is low priority for community colleges. New study says trigger warnings are useless. Does that mean they should be abandoned?
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6 Ways to Improve the Use of Effective Word Choice in Writing
Career Advice. Print This. Carpe Careers. Use Your Words. By Joseph Barber.
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