Writing Stanford 07

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Lydia [email protected]

Writing andWriting Strategies

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Make a T chart– What do you write every day?

Occasionally?– What do you ask your students

to write?

What is Writing?

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What do you writeeveryday?

What do you askyour students towrite?

What is Writing?Make a T chart

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Two types of writing–Writing to support ourlives

–Writing to communicateideas to others

Why write?

4. Teacher/leader calls out number ofperson who gives group’s answer.

3. Group membersput their headstogether tofind theanswers.

2. Teacher or leader asks a question1. Students in groups number off.

Numbered Heads Together

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Numbered Heads Together

1. Compile a list of all the things people at your table write2. Compile a list of the types of writing everyone assigns

students3. What is writing?4. Write three facts about

writing

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Writing gives good evidence ofstudents’ progress in learning alanguage and shows that students canuse the language correctly (Vale /Feunteun, 1995)

Writing tasks and activities aim tohelp students put the language theyknow to a purposeful use (Emslie &Dallas, 1999; Raimes, 1987)

Many students learn English bywriting (Samway, 1992)

Why Write With ELs?

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1)Writing is tocommunicate with others

Can be…but the first readerof writing is the writerherself

Misconceptions about writing

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2) Writing involves transferringthoughts from the mind to paper

Can be… but when someone writesthey often generate and create newideas as they write

We do not take dictation fromourselves; it is more like aconversation other person.


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3) Learning to writeprecedes writing

Both reading and writing canonly be learned in the course ofreading and writing


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4) Writing is learned frominstruction

Not even skills such as spelling, punctuation orcapitalization can be learned from lectures orreading about how to do it

The easiest way to learn to write is to seesomething you want to say in print or watch as itis being written (Language Experience, modeledwriting, shared writing).


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5) You must have somethingto say in order to write

You often have to write in order tohave something to say.

Thought comes with writing


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6) Writing should be right thefirst time

Something all experienced writers know, thatlegislators don’t know, is that writing generallyrequires many drafts and revisions to get ideasinto a form that satisfies the writer

Separate editing is required to make the textappropriate for a reader


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7) Writing is a solitary activityWriting generally requires other people

to stimulate ideas, to listen to choicephrases, to help with word selectionand spelling etc.

Writing is often a noisy activity, notonly to exchange ideas but to expressexhilaration or frustration


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Writing

The Writing Process

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Steps in the Writing Process

PrewritingDraftingDiscussion about the topicRewriteEditingFinal Paper

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Writing

Prewriting

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Prewriting activities give studentsideas for writing (Oluwadiya, 1992)

Prewriting motivates students towrite by providing students withvocabulary, syntax and languagestructures as well as ideas to write(McCloskey & Davidson)

Prewriting Activities

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Brainstorm and Cluster MapThink-Quickwrite-Pair- ShareReading to StudentsSociogramSilent DialogueInterview


Mary Lou McCloskey20

Cluster Map

Howanimalshelp us

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Draw a sociogramand put charactersin each circle

Draw a linebetween twocharacters

Ask the firstcharacter aquestion

Have the secondcharacter answeror reply

Mouse

Hunter

Sociogram

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Sociogram

Lion

Mouse Net

BirdHunter

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Provides models of good writing Provides vocabulary and concepts Provides writing frames from

predictable books or poetry forbeginners, for instance:– Brown Bear, Brown Bear, What do you

see?– I see a red bird looking at me.

Reading to Students

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Two students share one piece of paperbetween them

Ask students to write back and forthabout a topic (e.g. Should girls playfootball?)

No talking allowed One student writes and then gives the

paper to the other student. That studentwrites and hands the paper back.

Students read their dialogue to the class

Silent Dialogue

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Student 1: I think girls should playfootball because it is good exercise.

Student 2: Football is a boy’s sport.Besides, there are other ways for girls toget exercise.

Student 1: Like what? Student 2: They can dance, ride a bike,

and take walks. Student 1: Yes girls can do those things

but they can also play football.

Sample Silent Dialogue

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In groups students write interviewquestions about an assigned topic using aSunshine Interview Star (e.g. Your favoritebook)

Provides vocabulary and sentencestructures if necessary

Students interview someone from anothergroup using the questions

Each students writes a paragraph using theanswers

Interview

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WHO? (Who wrote the story?)

HOW?

WHY?

WHERE?

WHEN?

WHAT?

Sunshine Interview

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Prewriting

What prewritingactivities did DeFaziodo with his class?

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Writing

Drafting

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Modeled Writing•Read students many models ofthe type of writing they will do

•Demonstrate the act of writingby thinking aloud whilecomposing a text on the board

•Model conventions of writing•Support use of letter soundrelationships when spelling

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Shared Writing•Teacher and studentscompose jointly

• Students provide ideaswhile Teacher writes

•Teacher helps withvocabulary / graphicorganizers

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Interactive Writing

Student share theresponsibility of writing

Students scribe withdifferent color pens

Teachers supports withvocabulary/letters

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Guided Writing

Students write as teacherscoach

Students write and revisein small groups

Teachers teach neededskills in mini-lessons

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Independent WritingStudents:

– Choose their own topics– Record their ideas on paper– Practice all parts of the writing

process and types of writing– Students are held accountable

for mastering skills that were taught

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Drafting

What draftingactivities did DeFaziodo with his class?

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Writing

Discussion about thetopic

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Student Content Conferences

Students read each other’s writingand respond by writing 3 questions toclarify things that are not clear

Small groups of students can read apaper, discuss, and give oral feedback

Students use open-ended questions,follow-up questions, and paraphrasing

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Draft and Share

1. Ask for volunteers to beginwriting their text on Chartpaper

2.After drafting the introductionask students to share what theywrote.

3.Other students in the class cancomment on what was written.

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Discussion

What kind of discussiondid DeFazio’s class doafter sharing theirwriting?

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You must be the change youwish to see in the world.

-Ghandi

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Writers’ Workshop

The Writing Processfor Independent Writers

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What is Writers’ Workshop?

Writers’ Workshop is aprocess approach to writingthat allows students to writein class every day, choosetheir own topics, evaluatetheir writing, and grow aswriters.

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Why Use Writers’ Workshop?Students learn to write by

writingStudents who choose their own

topics will write and editmultiple drafts

With topic choice comes voiceStudents learn from each

other. The teacher is not theonly source of information

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How Does Writers’ WorkshopWork?Students write every dayStudents pick their own topicsStudents write multiple drafts and

edit their workStudents keep track of their own

workStudents publish some of their

writingStudents are graded against

themselves not others in the class

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What is the Teacher’s RoleWriters’ Workshop?Teachers model topic selectionTeachers write with studentsTeachers edit writing with

studentsTeachers present mini-lessonsTeachers provide models of good

writing for students to emulateTeachers conference with students

about their writing

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Steps in the Writing Process Prewriting activities First draft of the story/composition Content conference Second draft of the

story/composition Edit Final version of the story/composition

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Mini-Lessons

Short lessons - only 5 to 10minutes

Focus on single pointIntroduction of a new concept,

skill, or procedureReview of previous concepts,

skills or procedures

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Types of Mini-Lessons

Procedural mini-lessons focus on howthe workshop functions and howwriters function in the workshop

Craft mini-lessons deal withtechnique, style and genre withteacher modeling

Skill mini-lessons introduceconventions writers need tocommunicate effectively with readers

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Topic ConferencesTeacher models topic selectionTeacher asks questions to get

the students talking andthinking

Teacher discovers individualstudent interests throughopen-ended questions, follow-up questions, and paraphrasing

Patience, persistence, and waittime

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Student Content Conferences

Students read each other’s writingand respond by writing 3 questions toclarify things that are not clear

Small groups of students can read apaper, discuss, and give oral feedback

Students use open-ended questions,follow-up questions, and paraphrasing

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Teacher/AdultEditing ConferencesStudent reads the paper to the

teacher and the teacher corrects withthe student the errors the studentself-corrected while reading

Teacher listens, retells what washeard, asks questions whensomething is unclear

Highlight what the writer does welland suggest areas that need work

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How Do Teachers Assess StudentWork?Teachers use rubrics to help

students understand where they arein the writing process

Teachers conference with studentson each piece of writing

Teachers hold students accountablefor skills taught in mini-lessons

Teachers constantly encouragestudents to improve

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References - Articles Coultas J. & Swalm, J. Strategies for Success in Reading.

Steck-Vaughn Berrent.1998. Enright, D. S. & McCloskey, M. L. Integrating English:

Developing English Language and Literacy in theMultilingual Classroom. Reading, MA: Addison-Wesley,1988.

Gibbons, Pauline. Learning to Learn in a SecondLanguage. Portsmouth, NH: Heinemann, 1993.

Graves, Donald H Writing: Teachers and Children atWork. Portsmouth, NH: Heinemann, 1983

Hamayan, E. Language development of low-literacystudents. In Genesee, F. Educating Second LanguageChildren. New York: Cambridge, 1994.

Kemper,D, Sebranek, P & Meyer V. All Write.Wilmington MA: Writing Source, Houghton Mifflin Co.1998.

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References - Articles

McCarrier, A, Pinnell, G.S. & Fountas, I. C. Interactive Writing: HowLanguage and Literacy come together, K-2. Portsmouth, NH: Heinemann,2000.

Moore, David W. Struggling Adolescent Readers: A collection of TeachingStrategies. IRA, 2000.

Panman,S & Panman R. Writing Guides. New Paltz, NY. Active LearningCorporation, 2000

Peregoy, S.F. & Owen, F. B. Reading, Writing, and Learning in ESL. NewYork: Longman, 1993.

Pottle, J. Writing Frames. Portland Maine. J Weston Walch Publisher. 1998. Sadler, Charlotte Rose. Comprehension Strategies for Middle Grade Learners.

IRA, 2001 Samway, Katharine Davis. “Writers’ Workshop and Children Acquiring

English as a Non-Native Language”. National Clearinghouse for BilingualEducation, 1992.

Tompkins, Gail E. 50 Literacy Strategies. Merrill/Prentice Hall. 1998.

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Writing Stanford 07