Element 4

Instructional Practices

Embed writing strategies in instruction that are particularly effective in the specific subject

so that students:

identify types of writing, their characteristics, and applications in the content area

write for authentic and simulated purposes

identify types of evidence used by discipline to support ideas and arguments

understand ramifi cations and ethical issues related to digital writing, persuasion, and infl uential text

engage in short, technical writing as a regular part of assignments

Provide explicit instruction, practice, and feedback in processes that profi cient writers use so that students:

define purpose and audience: when to use a particular type of writing

organize writing through prewriting strategies

draft, revise, edit, publish

evaluate their own work

Routinely monitor student progress on writing assignments and have students edit, self evaluate, and revise assignments

Routinely involve students in goal setting and reflection about their writing

Routinely use short cycle feedback to adjust instruction and assure learning

Strategies to Improve Learning

Use proven, effective strategies for teaching writing:

provide multiple models of writing at multiple levels of proficiency

coordinate efforts with other teachers to provide a consistent, school-wide approach to writing

establish and post a system-wide, consistent editing and revising framework for writing

provide time for students to write, revise, and edit in class

post format checklists and samples for required writing

break long-term assignments into chunks with separate due dates

encourage teacher and peer conferences

give ongoing written and verbal feedback before final due dates

make certain students can evaluate and revise their own writing using rubrics, checklists, and models of good writing

Resources

Link to strategies at www.portaportal.com guest name: universalelements

Atwell, N. (1998) In the middle 2nd edition: New understandings about writing, reading, and learning. Portsmouth, NH: Heinemann.

Carty, M. (2005) Exploring writing in the content areas: Teaching and supporting learners in any subject. Portland, ME: Stenhouse.

http://portaportal.com guest name: maineliteracy

Jacobs, H. H. (2006) Active literacy across the curriculum: Strategies for reading, writing, speaking and listening. Larchmont, NY: Eye on Education.

Lane, B. (1993) After the end: Teaching and learning creative revision. Portsmouth, NH: Heinemann.

Spandel, V. (2001) Creating writers through 6 trait writing and assessment and instruction, 3rd edition. NY: Addison Wesley Longman.

Thier, M. & Daviss, B. (2002) The new science literacy: Using language skills to help students learn science. Porsmouth, NH: Heinemann.

Urquhart, V. A. & McIver, M. C. (2005). Teaching writing in the content areas. Alexandria, VA: ASCD.

Writing

ABC's of the Writing Process

Writing process for older students

MIT's Online Writing Center

The Writing Across the Curriculum Clearing House

Publishing student work

Narrative

Narrative, expository, & persuasive essays

Ideas for teaching writing

Argumentation/Persuasion

Conferencing with students

Tips for teaching science writing

Writing in math

Technical Writing--Wikipedia

Links for Technical Writing

Tips & Tutorials in Technical Writing

Samples of Technical Writing

Samples of Technical Writing Including a User's Manual

Internet Links for Help Teaching Technical Writing

Technical Literacy Lesson Plan

RubiStar--Make your Own Rubrics

Handouts From Purdue University

6 Traits Revision

6 Traits Resources

Models of Student Work

Young Authors' Workshop

Writing Process for Students with Video

Sample Formats

Writing Checklists

Midlink Magazine--Storytelling Project