Victoria Hafner

Dr. Dredger
READ 440
3/23/15
Read 440 Text Set: Writing with Perspective
Introduction:
The topic for my text set is writing with perspective. Students will develop an
understanding of perspective by reading a multitude of texts. They will also learn writing skills
through a variety of prompts. Students will understand that there are multiple perspectives to
every side of a story. They will also learn to think critically outside of their viewpoint.
SOL 8.5: The student will read, comprehend, and analyze a variety of nonfiction texts.
The student will read and analyze a variety of fictional texts, narrative nonfiction, and
poetry.
c) Explain how authors use characters, conflict, point of view, voice, and tone to create
meaning.
g) Identify and ask questions that clarify various viewpoints

SOL 8.6: The student will read, comprehend, and analyze a variety of nonfiction texts.
d) Analyze the authors use of text structure and word choice
f) Differentiate between fact and opinion
h) Identify the text using supporting details

SOL 8.7: The student will write in a variety of forms, including narration, exposition,
persuasion, and informational.
A) Identify intended audience.
D) Organize details to elaborate the central idea and provide unity.
E) Select specific vocabulary and information for audience and purpose.

1. Poster on writing fallacies

Citation:
Logical Fallacies. (2015, January 17). Retrieved March 22, 2015, from
http://www.webenglishteacher.com/fallacies.html
Annotation:
The web English teacher website explains the most common mistakes that many people make
while writing argumentative pieces. They provide the definitions as well as examples for the
writing fallacies. This picture can be either a poster or handout for students to refer to when
writing.
Readability:
Flesch- Kincaid Readability Ease 50.7 out of 100; Flesch-Kindcaid Readability Grade level 8.9
out of 12 grades.
Suitability:
This poster would be suitable for an eighth grade classroom because it demonstrates mistakes
that many students can make when writing an argument. The examples and colors on the poster
make it easy to follow. It would be great to have in the classroom for students as a referential
source.
2. Writing with Power

Citation:
Senn, J. (2011). Writing with power: Language composition 21st century skills (Texas ed., Vol. 8,
pp.220- 247). Logan, Iowa: Perfection Learning
Annotation:
This textbook teaches students to acquire persuasive writing skills. In chapter nine, students will
learn to differentiate between fact and opinion, different persuasive writing techniques, and to
develop counter arguments (Senn 220). After, students will learn the different steps for writing
persuasively and effectively. The textbook provides the student with the opportunity to proceed
through the steps of drafting, revising, editing, and publishing while writing through questions
and evaluation checklists( Senn 238).
Readability:
Flesch-Kincaid Reading Ease: 74.5 out of 100; Flesch- Kincaid Readability Grade Level 6 out
of 12 in USA.
Suitability:
This textbook is suitable for eighth graders because the vocabulary is easy to read, the pages do
not have too much information per page, and there are graphs to keep the information organized.
The prompts for the students are challenging for the grade level as well.
3. YA Fiction Novel

ALPHA reader: Favourite Books of 2014. (n.d.). Retrieved March 23, 2015, from
http://alphareader.blogspot.com/2014/12/favourite-books-of-2014.html
Citation:
Anderson, L. H. (2014). The impossible knife of memory. New York, N.Y.: Viking/Penguin.
Annotation:
The impossible knife of memory is about a girl, Hayley, and her father settling down after living
most of their life on the road. Her father, Andy, suffers from post-traumatic stress disorder and
Hayley often spends her time taking care of her father. This interferes with Hayleys desire to
live a normal life, yet she meets a boy, Finn, who likes her and changes her experience at school.
This story is about Hayley dealing with her bad grades, a drunk father, and a boy that tries to
change everything.
Readability:
Flesch-Kincaid Reading Ease: 78.9; Flesch- Kincaid Readability Grade Level: 4.
Suitability:
I would let students read this book in middle school because the language is not difficult. This
novel, however, deals with content like post-traumatic stress disorder, alcohol, drugs, and
discusses sexual relationships. I think that the novel did a great job teaching perspective in that
the protagonist was almost living multiple lives based on her environment. I would use this book
to teach students the complexity of humans as well as the seriousness of mental disease.
4. Picture Book/ Nonfiction

Kuklin, S. (2006, January 1). Families. Retrieved March 23, 2015, from
http://www.susankuklin.net/childrens-books/families/
Citation:
Kuklin, S. (2006). Families. New York City, New York: Hyperion Books for Children.
Annotation:
This is a nonfiction text where the author and photographer, Sara Kuklin, interviews a variety of
families in order to find how they define themselves. Through this quest, she demonstrates that
there are many different kinds of families and there is no one representative model. In fact, this
book encourages all different family styles to embrace their uniqueness.
Readability:
Flesch-Kincaid Readability Ease: 76.9 out of 100;Flesch-Kincaid Readability Grade Level: 4.7
out of 12.
Suitability:
This book can be suitable for elementary through middle school because it explains the
importance of diversity. I think it is necessary for students to learn that there are many ways to
define a family, just like there are many ways to identify an individual. I would use this to teach
my students that there is more to a person than what you see in the classroom. Everybody has a
part of their life that they choose to show the world and a part that may remain at home.
5. Write Like This

Citation:
Gallagher, K. (2011). Write like this: Teaching real-world writing through modeling & mentor
texts. Portland, Me.: Stenhouse.
Annotation:
While this is a teachers resource, I would still use it in the classroom because it provides
different models for writing. This book supplies students with opportunities to expand their
writing in persuasive, expository, narrative, and other prompts. This book also introduces many
ideas for ways that students can actively engage with writing outside of the classroom and can
show how important it is to write outside of the classroom.
Readability:
Flesch- Kincaid Reading Ease: 48.4; Flesh- Kincaid Readability Grade Level: 11.5
Suitability:
I would teach this book in both middle school and high school because the prompts can vary in
depth. The models, terms, definitions, and charts make this book accessible to secondary
education students and teachers. I would teach this book in the eighth grade classroom.
6. Website

Citation:

Persuasion Map. (2015, January 1). Retrieved March 23, 2015, from
http://www.readwritethink.org/classroom-resources/printouts/persuasion-a-30310.html
Annotation:
This interactive graphic organizer provides a way for students to move easily through the stages
of the writing process. It explains important aspects of the paper, such as goal or thesis, main
reason, facts or example, and conclusion (readwritethink). The graphic organizer is a useful tool
for students writing papers.
Readability:
Flesch-Kincaid Reading Ease: 65.2 out of 100; Flesch-Kincaid Readability Grade Level: 8.6.
Suitability:
The website claims that the graphic organizer is good for grades 3- 12 and I agree. The
combination of pictures with definitions creates a user-friendly atmosphere for students in
middle school and high school. I foresee myself utilizing this tool in the classroom when I teach
students to write.
7. Persuasive Picture

Citation:
Ortiz, J. (2014, March 21). The Perspective Blog. Retrieved March 23, 2015, from
http://resources.depaul.edu/deblogs/Josue-Ortiz/PublishingImages/Perspective.jpeg
Annotation:
This image shows that there can be multiple sides to a story. It demonstrates the different
perspectives of a man on a boat and a man on an island. This will be a great addition to students
learning perspective because it shows two different people in the same snapshot.
Suitability:

This picture is suitable for middle school and high school because it only says perspective on it.
Students need to know what perspective means and have to understand the scenario to enjoy the
joke. I would hang this poster in my classroom as a funny reminder that there is always more
than one perspective in an event.
8. Research on PTSD

Citation:
Fairbank, J. (2008). The Epidemiology of Trauma and Trauma Related Disorders in Children and
Youth. PTSD Research Quarterly Advancing Science And Promoting Understanding Of
Traumatic Stress, 19(1). Retrieved March 23, 2015, from
http://www.ptsd.va.gov/professional/newsletters/research-quarterly/v19n1.pdf
Annotation:
This research article is about post-traumatic stress disorder. It teaches us that many people faces
very serious, traumatic experiences in life. These typically occur from birth through a young
adult life and can affect how they adjust as adults. This can affect a students performance in
school and other activities, but it also increases the likelihood to fall under the influence of drugs
and alcohol.
Readability:
Flesch-Kincaid Reading Ease: 21.2 out of 100; Flesch- Kincaid Readability Grade Level: 15.2
out of 12.
Suitability:
This article would be above a typical middle school or high school students readability
according to Flesch-Kincaid readability scores, but I would still use it in the classroom. It
provides the readers with some context behind post-traumatic stress disorder and I think that it
would be beneficial for the students. This would teach students that this can occur to their peers
and teach them about the perspective of someone suffering from PTSD.

9. Picture Book

Citation:
Singer, M., & Masse, J. (2010). Mirror mirror: A book of reversible verse. New York, N.Y.:
Dutton Children's Books.
Annotation:
This childrens picture book contains many popular fairy tales. The author took a story and wrote
it through the perspective of one character. Then on the same page, the author flips the poem and
writes it backwards in the reversible style to either change the story or change the character
whose perspective we are reading.
Readability:
Flesh-Kincaid Reading Ease: 100.8; Flesch-Kincaid Readability Grade Level: 0.6
Suitability:
This book is highly accessible to students of all ages. It can also be a useful tool for students to
learn perspective because most will recognize these popular stories. I would teach it in the eighth
grade classroom as a way to see how words influence the tone and can change the perspective.
10. Website

Citation:
Kwon, H. (2013, April 25). Welcome to the Purdue OWL. Retrieved March 23, 2015, from
https://owl.english.purdue.edu/owl/resource/980/03/
Annotation:
This website provides a list of key concepts, words, and phrases that multi-lingual writers may
find useful if they are new to writing in the North American educational context. It covers
concepts and key words pertaining to the stages in the writing process, style, citation and
reference, and other common expressions in academic writing (Kwon). This is also a great
source for students and teachers to refer to when writing.
Readability:
Flesch-Kincaid Readability Ease: 67.7; Flesch-Kincaid Readability Grade Level: 8.6
Suitability:
This website is accessible for eighth grade students because it provides them with reliable
guidelines for all of their writing. It also supplies them with definitions and examples. The
website says it can be useful for English Language Learner students, but it is useful for
everybody.