Improving Student Writing Skills - cse crafts

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Improving Student Writing Skills Voice Voice creates the personality of a piece of writing. Is it “businesslike,” “fun,” “silly,” “educated,” or “excited”? One voice may not be right for all audiences—if you were writing a story for a kindergartner, it would have a different voice than if you were writing a research paper for your teacher. In a piece with a strong voice, you can hear the author’s excitement about and interest in the topic, and you can tell who wrote it. Directions: The example below is written for a group of business people—revise it so that its voice is appropriate for a children’s story. The cow in question, named Betsy, spent the vast majority of the day consuming roughage and then chewing said roughage while standing and considering her life choices. While she was quite enamored of roughage, she felt her life was lacking a certain element of interest. Said cow decided after much deliberation to take over the world. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 104 http://www.books-foru.blogspot.com
Teaching Using the Traits of Good Writing Organization For a piece to have good organization, everything needs to be in the right place and the writing needs to have some sort of bigger structure. Organization in writing is like driving from one place to another without taking all sorts of detours. Also, all the little ideas in a piece fit in paragraphs under the bigger ideas. For example, a paragraph about skydiving might have information about parachutes, being scared, and what the ground looks like from way up high, but it probably wouldn’t have a description of leaf-cutting ants. Directions: Help! The underlined sentences below are out of place—revise this example to give the piece better organization. You may have to delete some . sentences that don’t fit anywhere. Skateboarding is an activity many students enjoy and, despite the fact that some think it can be dangerous, should be allowed on the school playground. Especially some of the students who are the best skateboarders feel like school administrators don’t care what they think. Allowing skateboards on the playground would make students happier about their school, would give students something to do other than the standard playground sports, and could be done in a way that is both safe for kids and legally safe for the school. Second, parents would have to sign a permission slip that would keep them from suing the school if their child got hurt. Sometimes students think that school is just a place where they have to follow all sorts of dumb rules, and they can never have any fun. While some people like basketball, four-square, and tag, others don’t. Allowing skateboarding on the playground would help these students see that administrators care about them, and that administrators want school to be a fun place as well as a place to learn. Tightrope walking is another activity that would be a fun recess activity. Allowing skateboards on the playground would give students another option for recess recreation, thus helping some students who might otherwise just stand around and talk stay active. Playgrounds should be for everybody, not just the people who enjoy team sports. By following a couple of simple rules, we could make skateboarding on the playground safe both for kids and for the school. Finally, there would have to be a designated area for skateboarding only so that kids who weren’t on boards didn’t get run over. First, kids would have to wear helmets, wrist guards, and knee pads whenever they ride. http://www.books-foru.blogspot.com 105
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http://www.books-foru.blogspot.com
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Improving Student Writing Skills Ga
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Table of Contents Introduction.. .
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Introduction As a writing teacher,
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Vocabulary Review Vocabulary Review
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Vocabulary Review presentation Term
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Chapter One Your Physical Classroom
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Your Physical Classroom How Is Your
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Your Physical Classroom Basic Seati
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Your Physical Classroom independent
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Your Physical Classroom Supplies Ch
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Your Physical Classroom Chapter 1 R
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Chapter Two Frameworks for Classroo
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Frameworks for Classroom Time Also,
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Frameworks for Classroom Time Follo
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Frameworks for Classroom Time cessf
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Frameworks for Classroom Time sched
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Frameworks for Classroom Time Writi
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Frameworks for Classroom Time allow
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Frameworks for Classroom Time Figur
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Frameworks for Classroom Time Writi
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Chapter Three The Writing Process I
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The Writing Process Prewriting Duri
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The Writing Process and-fat,” “
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The Writing Process Bubbling Exampl
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The Writing Process Outline Example
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The Writing Process Cartoon Strip E
Page 55 and 56: The Writing Process Drafting Each u
Page 57 and 58: The Writing Process Revising Revisi
Page 59 and 60: The Writing Process dents will revi
Page 61 and 62: The Writing Process parents choose
Page 63 and 64: The Writing Process note that “yo
Page 65 and 66: The Writing Process Additionally, p
Page 67 and 68: The Writing Process with each step,
Page 69 and 70: Chapter Four Assessment and the Tra
Page 71 and 72: Assessment and the Traits of Good W
Page 101 and 102: Chapter Five Teaching Using the Tra
Page 103 and 104: Teaching Using the Traits of Good W
Page 105: Teaching Using the Traits of Good W
Page 125 and 126: Chapter Six Assignments In combinat
Page 127 and 128: Assignments Persuasive Prompts Spec
Page 129 and 130: Assignments Narrative Prompts Speci
Page 131 and 132: Assignments Daily Journal Prompts (
Page 133 and 134: Glossary expository writing—nonfi
Page 135 and 136: References References Adams, P. (19
Page 137 and 138: References Isernhagen, J., & Kozise
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