WHAT IS MEL-Con? - Mr. Lerberg's Classroom

WHAT IS MEL-Con? - Mr. Lerberg's Classroom

PROMPT: Use the chart to answer this question: Are children of the 1990s smarter than children of the 1950s? WHAT IS MEL-Con? An Overview So, why the MEL-CON Paragraph? It will help you with ORGANIZATION USE OF TRANSITIONS DEVELOPED IDEAS

ACCURATE AND VALID EVIDENCE/SUPPORTING DETAILS You will become a BETTER writer! M= MAIN IDEA E= EVIDENCE/EXAMPLE (answers the question posed/ takes position) (support for position from sources) L= LINK (links the evidence back to main idea)

Con= CONCLUDING STATEMENT (summarizes points and restates position) Include key words from the prompt; include the source of the information written about (author + title) PROMPT: Use the chart to answer this question: Are children of the 1990s smarter than children of the 1950s? Lets try this again

this time using the MEL-Con paragraph structure! Using the prompt and data given, write a MEL-Con paragraph! This is PRACTICE! Write a main idea sentence (answer the prompt!) List your three Es (use the data!) GET THESE CHECKED OFF BY ME! Then. BEGIN WRITING! Use the template for now this is only for rough drafts. Stop after each LINK and have me look at your progress. Using statistics from the U.S. Department of Education, it is clear that children of the 1990's are definitely smarter than the children of the 1950's. The first

statistic to support this idea is a chart created by the U.S. Department of Education, which shows ACT scores of kids in 1959 and in 1999. The average score in 1959 was 18.6 and in 1999 it was 21.2. This statistic clearly shows an increase in standard test scores. The ACT is a good measure of a student's capabilities and the increase of scores between 1959 and 1999 of 2.6 means the kids in 1999 know more on the same exact test. Another statistic that supports this statement is also from the same chart. The chart shows that over 80% of all females now attend college in 1999. In 1959, less than 40% went to college. This means that overall, more kids total are going to college. Because more are going, it only makes sense that overall kids in 1999 are smarter than in 1959. More of them are getting an education. Yet another example that shows kids are smarter is the fact that the high school dropout rate in 1999 is 16% lower than in 1959. The chart shows that more kids are finishing school instead of working or having children. This information is another indication that kids are smarter. When more kids are going to school in 1999 for more time, it can only mean that they would have more education. The extra time has to mean that they will

automatically be smarter from more exposure. There is no question then that children in 1999 are much smarter than children in 1959 because they have higher ACT scores, more girls are going to college, and the high school dropout Lets do one more practice HOMEWORK! Prompts to write on choose one! Start your draft to your chose prompt on the template. Turn in your final copy on loose leaf paper (double spaced). You do NOT have to have official sources for these. DUE FRIDAY! 1. Should all high school students be required to take a foreign language to graduate? 2. Should all high school students be required to complete volunteer hours to graduate? 3. Do teenagers really know what love is? 4. Should schools require uniforms?

5. Is English the most important subject taught in schools? NAM E : PE RI OD: DATE T U RNE D I N: MEL-Con Paragraph Rubric Criteria Main Idea (J udgments, Focus & Position) Evidence

(Position) Links (Position) Concluding Sentence (J udgments, Focus & Position) Organizing Ideas Using Language Assignment

Requirements Writers main idea sentence clearly answers the prompt and includes key words from the question. Writers main idea sentence basically answers the prompt and includes some of the key words from the question. Writers main idea sentence poorly answers the prompt

and/ or does not include key words from the question. Writer includes specific, appropriate, and accurate evidence to support his/ her main idea. Writer logically and directly explains the connection between the evidence and the main idea. Writer eff ectively restates the main idea of

the paragraph and summarizes the evidence. Writer includes some good evidence for his/ her main idea. Writer includes poor or no evidence for his/ her main idea. Writer basically explains the connection between the evidence and the main idea.

Writer poorly or does not explain the connection between the evidence and the main idea. Writer restates the main idea of the paragraph and summarizes the evidence. Writer poorly or does not restate the main idea of the paragraph and/ or poorly does not summarize the evidence.

Writer eff ectively adheres to the MELCon format. Writer uses clear and sensible transitions (ONLY BIG KID) between each piece of evidence. Writer eff ectively uses audience appropriate vocabulary, grammar, mechanics, and expression. CONT ENT REQUIREMENT S and/ or Format

Requirements Writer basically adheres to the MEL-Con format. Writer uses some decent transitions between each piece of evidence. Writer does not adhere to the M EL-Con format. Writer uses poor (BABY ) or no transitions between each piece of evidence. Writer attempts to use audience appropriate

vocabulary, grammar, mechanics, and expression. Writer does not use, or ineff ectively uses, vocabulary, grammar, mechanics, and expression. Writer fails to adhere to 1 or more of the assignment requirements. FINAL SCORE / Lets apply this format to a paragraph for

The Most Dangerous Game PROMPT: Evaluate which survival skill best allows Rainsford to survive General Zaroff in The Most Dangerous Game. MAIN IDEA: What should be in it? Evaluate which survival skill best allows Rainsford to survive General Zaroff in The Most Dangerous Game. Keywords from the prompt: survival skill Author Richard Connell Title The Most Dangerous Game Answer/Survival skill chosen

calmness Some textual background He survived being hunted by Gen. Zaroff Provide enough information that should your math teacher pick up this paragraph, theyd know what you were going to be talking about! Do not assume your reader knows about the story or article you are responding to. MAIN IDEA: Example Example: In the short story The Most Dangerous Game by Richard Connell, Sanger Rainsfords calmness allows him to survive being hunted by the inhumane General Zaroff. What will my three Es be about?

Choosing your Answer to the Prompt What survival skill will you choose? A belief that he will survive (hope of survival) Physical strength Calmness

Resourcefulness A plan to get to safety Knowledge of surroundings Persistence Acceptance of the situation Willingness to take risks Experience in a similar situation Choose one of these and go with it! Evidence: Where does this come from? Return to the text and find ONE quote and TWO specific examples of Rainsford demonstrating the skill you have chosen. The quote should be in the A.W.E. (Authors Words Exactly). Write the page numbers with it. Go for it find three examples!

Call me over to check them once you have them. LINKS: What am I proving? Remember, the LINK is where you explain why your evidence PROVES your main idea. We are trying to prove that Rainsford survived because he used a particular survival skill. Your LINK should explain why your chosen piece of evidence helped Rainsford live for instance, why does the piece of evidence chosen show Rainsford being calm, and how did this action allow him to survive!? Remember, LINKS show me the reasoning behind the chosen evidence so that I do not have to read your

mind about why you chose what you did for evidence! SAMPLE: Transition, Evidence, and Link The first piece of evidence that demonstrates Rainsfords ability to be calm is when he is in the jungle running from an armed General Zarrof; he says to himself I must keep my nerve (Connell 177) over and over again. By repeating this phrase, Rainsford demonstrates he is aware that keeping himself calm will help him avoid being captured and killed by General Zarrof. If he is calm, he is thinking clearly making him less likely to make a mistake and lose his life. By repeating this phrase to himself, Raisnford stays calm and survives General Zarrofs pursuit. Reminders!

Make sure you have the author and title in your main idea sentence Note you need THREE Es + and THREE Ls REMEMBER you need to include at least one QUOTE in this paragraph as EVIDENCE. ---I must keep my nerve (Connell 77). - MLA in-text citation Be sure to use transitions into your three Es and your conclusion.; you will again restate all three of your Es in your conclusion. See pages six to nine in your Writers Manual for Final Copy Turn in a final copy of your paragraph on: Monday, September 30, 2013

This should be neatly handwritten or typed; it should be double spaced or a lined skipped if hand written. Put in your MLA header too! If you complete a template, you will turn in it in also, but that is not a final copy! Respond to one of the following to practice the MEL-Con paragraph style:

What are your goals for Language 9? What is your favorite hobby? What makes a successful teacher? What is your worst fear? What really ticks you off? Who has been the most influential person in your life and why? Who is your best friend and why? What do you want to be when you grow up?

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