Improving Student Writing Skills - cse crafts

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Improving Student Writing Skills Cartoon Strip Template Topic: _ __________________________________ Audience:___________________ Purpose:________________________________________________________________ Use the space below to draw a cartoon strip of your ideas. Make sure to write what is happening under your pictures. Excerpted from Implementing an Effective Writing Program by Kristi Pikiewicz and Garth Sundem. Copyright ©2004 by Shell Education. 52 http://www.books-foru.blogspot.com
The Writing Process Drafting Each use of the writing process is likely to take most students a similar amount of time, although the steps on which they spend their time may vary. For example, if students spend time on their prewriting, they will gain it back while drafting; if they rush through the prewrite, they may take longer to draft. This is to be expected. Some students will fly through the planning stage of their writing, giving it the minimum required effort and nimbly inserting ideas on the fly as they draft. Others will agonize over their prewrite and view the draft as “filling in the blanks” of an organized outline. Both approaches have their advantages and disadvantages. Regardless of the prewriting approach that leads into drafting, you will want students to keep the following in mind: • Drafting Need Not Be Perfect Writing Many students will focus on the fact that their draft doesn’t sound published as it flows off their pen. They know that words are misspelled, certain things could have been better said, and maybe the punctuation is sketchy at best, and they won’t be able to continue until they “fix” the problem. While some drafters may simply be perfectionists, the majority of writers fear exposing a perceived lack of writing ability. The most powerful thing you can do to hearten timid drafters is to share your own drafts and model the revision necessary to turn drafts into publishable work. This is also important in showing that revision is necessary—an important point for students who feel that their first draft must be a finished product. When doing this, make sure your draft sounds choppy—you also need to be comfortable sharing in-process work in front of the class. By sharing a rough draft with students, you will show them it’s all right to struggle in their first attempts. By demonstrating that strong language can be culled from a choppy draft, http://www.books-foru.blogspot.com 53
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http://www.books-foru.blogspot.com
Page 3 and 4: Improving Student Writing Skills Ga
Page 5 and 6: Table of Contents Introduction.. .
Page 7 and 8: Introduction As a writing teacher,
Page 9 and 10: Vocabulary Review Vocabulary Review
Page 11 and 12: Vocabulary Review presentation Term
Page 13 and 14: Chapter One Your Physical Classroom
Page 15 and 16: Your Physical Classroom How Is Your
Page 17 and 18: Your Physical Classroom Basic Seati
Page 19 and 20: Your Physical Classroom independent
Page 21 and 22: Your Physical Classroom Supplies Ch
Page 23 and 24: Your Physical Classroom Chapter 1 R
Page 25 and 26: Chapter Two Frameworks for Classroo
Page 27 and 28: Frameworks for Classroom Time Also,
Page 29 and 30: Frameworks for Classroom Time Follo
Page 31 and 32: Frameworks for Classroom Time cessf
Page 33 and 34: Frameworks for Classroom Time sched
Page 35 and 36: Frameworks for Classroom Time Writi
Page 37 and 38: Frameworks for Classroom Time allow
Page 39 and 40: Frameworks for Classroom Time Figur
Page 41 and 42: Frameworks for Classroom Time Writi
Page 43 and 44: Chapter Three The Writing Process I
Page 45 and 46: The Writing Process Prewriting Duri
Page 47 and 48: The Writing Process and-fat,” “
Page 49 and 50: The Writing Process Bubbling Exampl
Page 51 and 52: The Writing Process Outline Example
Page 53: The Writing Process Cartoon Strip E
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
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Teaching Using the Traits of Good W
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Chapter Six Assignments In combinat
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Assignments Persuasive Prompts Spec
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Assignments Narrative Prompts Speci
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Assignments Daily Journal Prompts (
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Glossary expository writing—nonfi
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References References Adams, P. (19
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References Isernhagen, J., & Kozise
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