Effective Writing Strategy Presentation

Tuesday, January 08, 2019

AECR: Writing

Strategy

Outcomes



TSWBAT acquire a new writing strategy in order to

effectively organize paragraphs.



TSWBAT cite thorough and relevant textual evidence

to support analysis of text.

AECR WRITING STRATEGY

AECR provides strong paragraph structure

as an answer to a constructed response or in

support of a thesis statement.

THE AECR STRUCTURE



A

= Assertion



E

= Evidence



C

= Commentary



R

=Restate/Reflect/Relevance

A=ASSERTION

•

This is the 

topic sentence 

that relates

back to the thesis or prompt.

•

Here, you make an argument, state your

claim, or explain something.

•

It is a clearly stated expression of purpose.

E=EVIDENCE

•

This is the 

EVIDENCE 

FROM THE TEXT

that

supports your assertion.

•

Here, you back it up (not on the dance floor).

•

The amount of evidence required depends on

the prompt.

C=COMMENTARY



This is the commentary on the fact, that

connects it to the assertion and answers

the question “

so what

?”



Here, you connect your evidence to your

assertion and explain why it’s important.



The amount and type of commentary

required depends on the prompt.

R=RESTATE/REFLECT/

RELEVANCE

This is where you wrap it up by…

•

RESTATING

 the assertion,

•

REFLECTING

 on the assertion, or

•

commenting on the 

RELEVANCE

of

    the response.

R=RESTATE/REFLECT/

RELEVANCE

•

How did the evidence and commentary you

provided support your assertion?

•

If this is a multi-paragraph essay, how does

your assertion prove your thesis?

In Speak, the author captures a teen girl’s voice through

her use of diction, syntax, and imagery. For example, Anderson

uses imagery in the phrase “reconstituted dried mashed

potatoes and gravy, a damp green vegetable, and a cookie.” This

description allows the reader to picture what her lunch looks

like. In addition, the sentence “I followed the Basketball Pole

into the cafeteria” shows both diction and syntax. The diction

is informal by the use of the metaphor “Basketball Pole.” The

syntax is short, simple because of the one independent clause

in the sentence. In conclusion, we can infer that Melinda is a

typical teenage girl who uses sarcasm to describe her first

experience in high school.

In Speak, the author captures a teen girl’s voice through

her use of diction, syntax, and imagery. 

For example, Anderson

uses imagery in the phrase “reconstituted dried mashed

potatoes and gravy, a damp green vegetable, and a cookie.” 

This

description allows the reader to picture what her lunch looks

like. 

In addition, the sentence “I followed the Basketball Pole

into the cafeteria” shows both diction and syntax

. 

The diction

is informal by the use of the metaphor “Basketball Pole.” The

syntax is short, simple because of the one independent clause

in the sentence.

 In conclusion, we can infer that Melinda is a

typical teenage girl who uses sarcasm to describe her first

experience in high school.

CLOSURE: TICKET OUT THE DOOR

What do you think will be your

biggest struggle when it comes to

writing an AECR paragraph?

Write your answer in at least 2

complete sentences on your ticket

out the door!