Make writing reflection tangible. Formal classroom discussion of the play did not occur until students had completed all email correspondence. A man loads his laundry into the tumbling washer, the detergent sifting through the bubbling water.
Erin Pirnot Ciccone, teacher-consultant with the Pennsylvania Writing and Literature Projectfound a way to make more productive the "Monday morning gab fest" she used as a warm-up with her fifth grade students. As each student had only three minutes to talk, they needed to make decisions about what was important and to clarify details as they proceeded.
On Tuesday, students committed their stories to writing. Anna Collins Trest, director of the South Mississippi Writing Projectfinds she can lead upper elementary school students to better understand the concept of "reflection" if she anchors the discussion in the concrete and helps students establish categories for their reflective responses.
Diane Waff, co-director of the Philadelphia Writing Projecttaught in an urban school where boys outnumbered girls four to one in her classroom.
Establish an email dialogue between students from different schools who are reading the same book. But then it moved real fast and stopped all of a sudden.
From this list, each student-adult pair chose one. Then she asks them, "Tell me more. Give students a chance to write to an audience for real purpose.
What did I learn or what did I expect the reader to learn? Who is the audience and how did it affect this piece? Several admitted that they had never before had this level of intellectual conversation with an adult family member. According to Waff, "Girls focused on feelings; boys focused on sex, money, and the fleeting nature of romantic attachment.
Back to top Ask students to reflect on and write about their writing. Write a review of an imaginary production of the play we have just finished studying in class. For example, on an overhead transparency she shows a sketch of herself stirring cookie batter while on vacation.
Here are some of the questions: Why did I write this piece? In this case her students had been studying sea life. Help students ask questions about their writing. Back to top 7. Back to top 5. Rather than taking away creativity, Bradshaw believes this kind of structure gives students a helpful format for creativity.
As the students gazed at their own reflections, she asked this question: For each letter of the alphabet, the students find an appropriately descriptive word for themselves.
Nancy Lilly, co-director of the Greater New Orleans Writing Projectwanted her fourth and fifth grade students to breathe life into their nonfiction writing. She conceived of "Headline News. Spotlight language and use group brainstorming to help students create poetry. Building on an idea from Stephanie Harvey Nonfiction Matters, Stenhouse, Lilly introduced the concept of "nouns as stuff" and verbs as "what stuff does.
Get students to focus on their writing by holding off on grading. Was this piece easy or difficult to write? Douglas James Joyce, a teacher-consultant with the Denver Writing Projectmakes use of what he calls "metawriting" in his college writing classes.
Encourage descriptive writing by focusing on the sounds of words. She illustrates the difference by contrasting two assignments. Where will I go from here?
Did something I read influence my writing? An exercise like "find a place other than the first sentence where this essay might begin" is valuable because it shows student writers the possibilities that exist in writing.
Introduce multi-genre writing in the context of community service.Approaches to Writing Instruction for Adolescent English Language Learners A DISCUSSION OF RECENT RESEARCH AND PRACTICE LITERATURE IN RELATION TO NATIONWIDE STANDARDS. The National Writing Project's 30 Ideas for Teaching Writing offers successful strategies contributed by experienced Writing Project teachers.
Since NWP does not promote a single approach to teaching writing, readers will benefit from a variety of eclectic, classroom-tested techniques. Approaches to the Teaching of Academic Writing Abdessamad Saidi Introduction Throughout the history of language teaching and learning, the teaching of writing has been the subject of focus for many teachers and applied linguists.
As the pendulum swung from an approach to another, teaching writing. Throughout the history of language teaching and learning, the teaching of writing has been the subject of focus for many teachers and applied linguists.
Download Citation on ResearchGate | Content-Based Approaches to Teaching Academic Writing | In content-based academic writing instruction, writing is connected to study of specific academic subject matter and is viewed as a. May Shih is a Lecturer in the ESL and MA in TEFL programs at San Francisco State University.
She has taught ESL and TESL courses at Washington State University, the University of Wisconsin-Madison, the University of Oregon, and the University of Washington and has used content-based approaches in.Download