Improving Student Writing Skills - cse crafts

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Improving Student Writing Skills • Create informative or entertaining posters to be hung around the school. • Search out and submit work to writing contests. • Find pen or e-mail pals in other countries. • Create a class website. • Share with other classes or grades. • Create a writing share with another school. Scaffolding the Writing Process If you simply ask students to use the writing process and then leave them to their own devices, you will quickly find yourself confronted with a room full of confused pupils. While you eventually want students to complete the writing process independently, you will need to scaffold your instruction toward this goal (as discussed earlier in the section on Authentic Writing). One successful technique is to first model the procedure, then ask students to share their writing with you, and finally to support students as they attempt the writing on their own (Boyle & Peregoy, 1990). In the format of the writing process, this may look like demonstrating how to fill in a mind web as you prewrite a piece of writing. Next, you may ask students to suggest a topic, brainstorm ideas as a class, and then have students organize these ideas into a mind web. Finally, you could ask the students to perform the same procedure individually, prewriting the topic of their first assignment. You can apply this same teaching technique to each step of the writing process, modeling, sharing, and then asking for independent completion. At first, you will want to teach a step and have students follow this instruction by completing the same step on their own, working at a similar pace through the writing process. As discussed in Authentic Writing, once students are comfortable 64 http://www.books-foru.blogspot.com
The Writing Process with each step, they may spread out across the process, choosing to spend varying amounts of in-class time on each step. http://www.books-foru.blogspot.com 65
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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
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 and 54: 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: The Writing Process Additionally, p
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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