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effective writing for ALL students & writing now (VOCAB (WRITING IN…
effective writing for ALL students & writing now
students who do not learn to write well are at a terrible disadvantage
they earn lower grades, especially in classes where written tests and reports are the primary means
for assessing students’ progress
less likely than their more skilled classmates to use writing to
support and extend what they are learning in content classes
teachers have said that they felt they are unprepared to teach writing
teachers who are better prepared to teach writing are better able to make learning adjustments in their lessons for their students who need help
waiting until later grades to address literacy problems that have their origins in primary grades is not particualarly successful (Slavin, Madden, & Karweit, 1989)
7 Recommendations for Teaching Writing
Dedicate time to writing, with writing occurring across the curriculum, and involve students in various forms of writing over time.
teachers need to recognize the importance of frequent and sustained writing
students should spend at least an hour a day in the writing process: planning, revising, authoring, publishing
increase knowledge about writing
foster enjoyment, interest, and motivation to write
help students become strategic writers
teach basic writing skills to mastery
take advantage of technological writing tools
use assessment to gauge students' progress and needs
Are ideas in text clearly presented and fully developed?
• Is the text easy to follow and logically organized?
• Are words used effectively and precisely?
• Are sentences varied to promote fluency, rhythm, and natural speech patterns?
• Does the text capture appropriate tone or mood to make maximum impact on the reader?
• Are there spelling, usage, and grammar errors?
• Is the written product legible, attractive, and accessible?
the way we write:
effects academic/job success
creates opportunities for civic participation
maintains relationships
enhances critical thinking
Writing instruction needs to help students meet the challenges of writing effectively for many purposes.
time for writing in schools keeps decreasing despite how greatly writing effects our grown up lives
various approaches and assessments are needed in order to decrease the gaps between more advantaged and less advantaged writers
Students enter the classroom with diverse needs and skills, including multiple languages, grammars, cultures, and extracurricular literacy
practices
VOCAB
GENRE
: category to which a text belongs
WRITING ACROSS THE CURRICULUM (WAC):
writing can both foster and demonstrate learning in a variety
of subjects or disciplines
WRITING IN THE DISCIPLINES (WID)
: focuses on generic conventions
stuck on this :red_flag:
FORMATIVE WRITING ASSESSMENTS
: tools that provide feedback to teachers and students over the course of a unit
SUMMATIVE WRITING ASSESSMENTS
: articulates a measure of student achievement in writing
Prescriptive grammar
: belief that is a hierarchy of language usage. less privelged dialects are "incorrect"
FUNCTIONAL GRAMMAR
: considers English as it is used in the real world
NEW MEDIA WRITING
: writing associated with digital technologies such as computers, videos, podcasts, and
the Internet
learn to write for multiple purposes
communicating with others: letters, cards, email
informing others: reports, explaining how to do something,
persuading others: expressing opinions
learning content material
entertaining others: writing stories, plays, music
reflecting about theirselves: autobiographies
responding to literature: book evaluations, analyzing author's intentions
demonstrating knowledge: traditional class tests