Minds on Writing

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					     MINDS ON WRITING




 Writing to Learn
 And Learning to Write
 Presenter: Mary Stout, ELA Program Manager
Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."




                                                                                                     1
State rubric
Scoring

Best Practices

Writing across the Curriculum (WAC)


WRITING FOR SUCCESS
KATHY COX, STATE SCHOOL SUPERINTENDENT-"WE WILL LEAD THE NATION IN IMPROVING
STUDENT ACHIEVEMENT."
WHAT IS IT?...WHEN IS IT?...HOW IS IT SCORED?

                       Grade 8 Writing Assessment
                                                                    Weight
     Ideas                                                           2

     Organization                                                       1

     Style                                                              1

     Conventions                                                        1




     Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student
     Achievement."




                                                                                            3
                                       Weight of Domains



 Scoring                       Domain Weight                                                    % of total score
 Domain
   Ideas                        2 x raters’ scores                                                                  40%

Organization                    1 x raters’ scores                                                                  20%

   Style                        1 x raters’ scores                                                                  20%

Conventions                     1 x raters’ scores                                                                  20%

               Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."
                                                                                                                          4
                    Performance Level Descriptors for Grade 8
•   Does Not    •     Writing samples that do not meet the standard demonstrate limited focus on the assigned topic or genre and may
    Meet the          lack an introduction or conclusion. A controlling idea may be unclear, or the controlling idea may not
    Standard          address the assigned genre. Development of the topic is minimal, and supporting ideas are listed rather than
                      developed. Ideas may not be grouped or sequenced appropriately, and transitions may be lacking. The writing
                      shows little awareness of audience or reader concerns. Word choice and sentences are simple and/or
                      repetitive. The writer’s voice is inconsistent or not apparent. Frequent errors in sentence formation, usage, and
                      mechanics may interfere with or obscure meaning. Demonstration of competence may be limited by the brevity
                      of the response.
•   Meets the   •     Writing samples that meet the standard are generally focused on the assigned topic and genre, and contain a
    Standard          clear introduction, body and conclusion. Expository compositions have a controlling idea that explains or
                      describes the assigned topic. Persuasive compositions have a clear position on the assigned topic. Supporting
                      ideas are relevant and developed with some examples and details, but some parts of the paper may be more
                      developed than others. Ideas are presented in a clear sequence. Related ideas are grouped together and connected
                      with some transitions. Word choice is generally engaging, and there is some variation in sentence length and
                      structure. The writer’s voice is clear, and the writing shows awareness of the audience. Sentence formation,
                      usage, and mechanics are generally correct, and errors do not interfere with meaning. The text is of sufficient
                      length to demonstrate effective writing skills.

•   Exceeds     •     Writing samples that exceed the standard are consistently focused on the assigned topic, genre, and audience,
    the               and have an effective introduction, body, and conclusion. Expository compositions have a clear controlling
    Standard          idea that fully explains or describes the assigned topic. Persuasive compositions have a well developed
                      controlling idea that establishes the validity of the writer’s position. Supporting ideas are relevant and fully
                      elaborated with specific examples and details that address reader concerns. Ideas are logically grouped and
                      sequenced within paragraphs and across parts of the paper. Varied transitional elements are used to connect
                      ideas. Word choice is varied and precise throughout the response, and sentences are varied in length and
                      structure. The writer’s voice is distinctive, and the writer demonstrates sustained attention to the audience
                      in the introduction, body, and conclusion. Sentence formation, usage, and mechanics are consistently correct in a
                      variety of contexts. Errors are minor and infrequent. The text is of sufficient length to demonstrate effective
                      writing skills in a variety of contexts.

                Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."                        5
                               How Do I Prepare My Students?


                                   Defining Expository Writing

Expository Writing: Writing that enhances the reader’s
understanding of a topic by instructing, explaining, clarifying,
describing, or examining a subject or concept.

Method
Provides facts, statistics,
descriptive details,
 comparison, contrast,
analysis, evaluation,
definition,
 humor
personal anecdotes.
Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."
                                                                                                     6
               What Expository Writing Is and Is Not
An effective expository composition . . .                        An effective expository composition is NOT:

Establishes a clear controlling idea                             Copying words or information from the writing
                                                                 topic

Uses clear, complete descriptions and/or                         A list of facts, a story, and/or personal anecdotes
explanations to develop the controlling idea                     that are unrelated to the topic

Contains an appropriate organizational strategy                  A response in which ideas are not presented in
for the purpose of explanation, description,                     logical order
comparison and contrast, or problem and
solution

Is multi-paragraph writing                                       A single paragraph

Fully develops the controlling idea with specific                Formulaic writing or a repetitive, standard five-
details and examples                                             paragraph formula that overshadows the
                                                                 information instead of explaining it


Blends personal experience and knowledge to                      An encyclopedic coverage of facts or an
inform the reader about the topic                                abundance of facts that are unrelated to the topic


                      Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."
                                                                                                                           7
An effective expository composition . . .              An effective expository composition is NOT:

Uses a lively writing voice that develops the          Flat, uninteresting writing
reader's interest

Uses engaging language and varied sentences            An essay that contains imprecise language and
                                                       little sentence variety

Introduces the reader to the topic, fully develops     Writing that provides information without
the topic, and provides a sense of closure             introducing, developing, and/or concluding the
                                                       topic
May contain a short narrative in the introduction to   Writing that consists entirely of a story that does
engage the                                             not inform the audience about the topic



Contains correct sentences, usage, grammar, and        Incorrect sentences, usage, grammar, and
spelling that make the writer's ideas                  spelling that distract the reader from the writer's
understandable                                         ideas

                                                       Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving
                                                       Student Achievement."




                                                                                                                                      8
             Defining Persuasive Writing



Persuasive Writing: Writing that has as its purpose
convincing others to accept the writer’s position
as valid, adopt a certain point of view, or take
some action.

Method:
Provides logical and/or emotional appeals,
facts, statistics,
narrative anecdotes,
humor, and/or
the writer’s personal experiences and
knowledge.
Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."




                                                                                                     9
                    What Persuasive Writing Is and Is Not
An effective persuasive composition . . .              An effective persuasive composition is NOT:


Clearly establishes a position on the issue            Copying words or information from the writing
                                                       topic

Fully develops an argument with specific details       Formulaic writing or a repetitive, standard five-
and examples                                           paragraph formula that repeats the writer’s
                                                       position and supporting reasons
Defends the writer’s position with relevant            A list of irrelevant ideas or supporting ideas that
evidence that is appropriate for the audience          are inappropriate for the audience identified in the
identified in the writing topic                        writing topic
Demonstrates that the writer can anticipate and        Writing that fails to consider the audience’s
counter the audience’s position on the issue           position on an issue

Uses specific facts, personal experience and           A list of facts, a story, and/or personal anecdotes
knowledge, and/or statistics to support the writer’s   that are unrelated to the writer’s position
position
Includes appeals to logic and/or emotion               A chance for the writer to simply vent about a
                                                       topic
                                                       Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving
Contains an organizational structure appropriate       Student Achievement."
for persuasion
                                                                                                                                      10
An effective persuasive composition . . .              An effective persuasive composition is NOT:


Contains an organizational structure appropriate for Writing in which ideas are presented in an illogical
persuasion                                           or confusing order


Is multi-paragraph writing that supports a specific    A single paragraph
side of an issue

Uses appropriate writing voice to engage the           Flat, uninteresting writing
reader

Uses precise language and varied sentences             An essay that contains imprecise language and
                                                       little sentence variety

Introduces the reader to the issue, fully develops a   Writing that presents ideas without introducing,
position, and provides a sense of closure              developing, and/or providing closure


May contain a short narrative in the introduction or   A story that does not address the persuasive
a skillful extended narrative that supports the        purpose of the topic
writer’s position

Contains correct sentences, usage, grammar, and        Incorrect sentences, usage, grammar, and spelling
spelling that make the writer's ideas                  at distract the reader from the writer's ideas
understandable                                         Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving
                                                       Student Achievement."

                                                                                                                                      11
                      Sample Expository Writing Topic

Writing Situation
        Your class has been given the opportunity to
design a brand new television show for children. It could
be a news show, a talk show, a game show, a cartoon,
or any kind of show you want for children.

Directions for Writing
        Write a report to be read to your class in which
you explain your idea for the new children’s television
show. Be sure to include specific details so that your
classmates will understand what the new show will be
like.
Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."




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                             Sample Persuasive Writing Topic

Writing Situation
        Your favorite television show has been cancelled. The
president of the television network has announced that he
might change his mind about canceling the show if enough
people write letters to complain about his decision.

Directions for Writing
        Write a letter to the president of the television network
to convince him or her to bring back your favorite show.
Include specific details to support your position.
Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."




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                                   Good to Know…

Adhering to the conventions of a particular
   format is not evaluated on the state writing
   assessment.
A.         For example, if students are asked to write a
           letter, they will not be penalized if they fail
           to address the letter to the person named in
           the prompt or sign their name at the end of
           the letter.
B.         Likewise, it is not necessary for students to
           write their responses in two columns to
           simulate a newspaper article.
C.         The students’ writing ability is being
           evaluated, not their knowledge of
           formatting letters, speeches, or newspaper
           articles.
Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."




                                                                                                     14
The Writing Checklists




                         15
                       Student Checklist for Expository Writing
Prepare Yourself to Write
Read the Writing Situation and Directions for Writing carefully.
Brainstorm for ideas.
Decide what ideas to include and how to organize them.
Write only in English.
Make Your Paper Meaningful
Use your knowledge and/or personal experiences that are related to the topic.
Explain, clarify, and define your ideas.
Establish a clear controlling idea.
Fully develop your controlling idea with specific, supporting details.
Organize your ideas in a clear and logical order.
Write an expository essay and stay on topic.
Make Your Paper Interesting to Read
Think about what would be interesting to the reader.
Use a lively writing voice that shows your interest in the topic.
Use precise, descriptive, vivid words.
Vary the type, structure, and length of your sentences.
Make Your Paper Easy to Read
Indent to start a new paragraph.
Use effective transitions.
Write in complete and correct sentences.
Capitalize, spell, and punctuate correctly.
Make sure your subjects and verbs agree.
Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."




                                                                                                     16
                        Student Checklist for Persuasive Writing
Prepare Yourself to Write
Read the Writing Situation and Directions for Writing carefully.
Brainstorm for ideas.
Consider how to address your audience.
Decide what ideas to include and how to organize them.
Write only in English.
Make Your Paper Meaningful
Use your knowledge and/or personal experiences that are related to the topic.
Express a clear point of view.
Fully support your position with specific details, examples, and convincing reasons.
Include an appeal to logic and/or emotions.
Organize your ideas in a clear and logical order.
Write a persuasive paper and stay on topic.
Make Your Paper Interesting to Read
Use examples and details that would be convincing to your audience.
Use appropriate voice that shows your interest in the topic.
Use precise, descriptive, vivid words.
Vary the type, structure, and length of your sentences.
Use effective transitions.
Edit and Revise Your Paper
Consider rearranging your ideas and changing words to make your paper better.
Add additional information or details to make your paper complete.
Proofread your paper for usage, punctuation, capitalization, and spelling .
Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."




                                                                                                     17
LET’S LOOK AT THE RUBRICS!

 IDEAS
 Organization

 Style

 Conventions



Underline the key words as we discuss the
 components.
Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."




                                                                                                     18
                         Rubrics



IDEAS LANDSCAPE RUBRIC




                                   19
                            Rubrics



ORGANIZATION LANDSCAPE RUBRIC




                                      20
                         Rubrics



STYLE LANDSCAPE RUBRIC




                                   21
                               Rubrics



CONVENTIONS LANDSCAPE RUBRIC




                                         22
An effective controlling idea:

Serves as the focus of the paper
Ties all of the information in the paper to the
assigned writing topic and genre
Helps the reader understand the writer’s
purpose:
   Expository: “What is the writer describing
   or explaining?”
   Persuasive: “What is the writer
   convincing me to think or do?”
May be directly stated but is usually implied

Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."




                                                                                                     23
    Demonstrating           Demonstrating Awareness
   Awareness of the         of the Persuasive Purpose
  Expository Purpose
                          Establishes a clear
Establishes a clear      position on the issue
controlling idea on the   Provides relevant
assigned topic            supporting ideas
Provides relevant        Selects convincing details
details that explain or   and examples appropriate
describe the writer’s     to the audience assigned in
topic                     the writing prompt.
Defines any              Anticipates and
technical terms the       addresses reader concerns
reader may not know       and counter-arguments
                          Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving
                          Student Achievement."




                                                                                                         24
ACTIVITY: TAP INTO THE PROMPT
     TAP=topic, audience, purpose

     Examine five prompts. Use prompts from previous tests.

     Underline key words that help you discover the topic, the
      audience, and the purpose and label with a T for topic, A
      for audience, and P for purpose.

     Write a sentence explaining what the prompt is asking
      you to do.
Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."




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Reader Concerns…
are the expectations a reader brings to a piece of writing.
General reader concerns:
A readers needs enough information to understand the writer’s
purpose and message.
A reader should be able to read a paper without knowing the
assigned prompt or assigned genre and be able to identify the
writer’s purpose.
A reader should be able to tell if he/she is reading a report, or an
argument.
Specific reader concerns:
Reader concerns will vary based on the task assigned in the
writing topic.
Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."




                                                                                                     26
                    Organizational Patterns


Chronological Order of Events
Comparison/Contrast
Spatial Order
Order of Importance of Ideas
Problem/Solution
Cause/Effect Order
Classification Order
Definition/Description
Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."




                                                                                                     27
                BEWARE: Avoid Formulaic Writing!!!

                Characteristics of A Formulaic Paper
1.         The writer announces his or her thesis and three supporting
           ideas in the opening paragraph.
2.         The writer restates one supporting idea to begin each of
           the three body paragraphs.
3.         The writer repeats or restates his/her controlling idea and
           three supporting points in the final paragraph.
4.         Entire sentences may be copied verbatim from the
           introduction, used as topic sentences in each of the body
           paragraphs, and repeated in the conclusion.
Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."




                                                                                                     28
                        Sample of Formulaic Writing
I am writing to let you know that you should not have cancelled my
favorite TV show. Lots of people watched this show and they are very
disappointed. You should put this show back on TV because it is
entertaining, it teaches kids how to make good decisions, and lots of
people love the show.
                  The first reason you should put my favorite show back
on TV is because it is entertaining. It is one of the funniest shows on TV,
and it is has a lot of excitement. No other show gives you so much
entertainment.
                  The second reason you should bring back my show is
because it teaches kids how to make good decisions. There are kids
my age on the show and they go through the same things I do. So the
show can help kids who have the same problems.
                  The third reason you should bring back my show is
because lots of people love this show. It will make lots of people happy
if they could watch the show again. I know if you put the show back
on, it will have lots of viewers.
                  So in conclusion, I have told you three reasons why you
should bring back my favorite show. It is entertaining, it teaches kids to
do the right thing, and lots of people want to watch the show.
Therefore, you should put it back on TV.
Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."
                                                                                                     29
                                       Effective Organization


The organizing strategy is appropriate to the writer’s topic and
genre and guides the reader through the text.
Ideas are sequenced and grouped appropriately and logically.
The introduction sets the stage for the writer’s controlling idea.
The conclusion provides a sense of closure without repetition.
Transitioning is used to connect ideas within paragraphs and
across parts of the paper.
Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."




                                                                                                     30
                               Genre-Specific Organizational Patterns
                       Expository Writing                                                  Persuasive Writing


-Introduction                                                                  -Introduction
-Descriptive information                                                       -Supporting reasons
-Conclusion                                                                    -Conclusion

-Introduction                                                                  -Argument
-Description of events in chronological                                        -Address Counter argument
order                                                                          -Conclusion
-Conclusion

-Introduction                                                                  -Introduction
-Comparison/contrast                                                           -One side of the issue
-Conclusion                                                                    -Another side of the issue
                                                                               -Conclusion

Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving
Student Achievement."                                                          -Introduction
                                                                               -Anecdote illustrating position
                                                                               -Conclusion

                                                                                                                 31
                 Language Choice


      Level                                                   Example

Precise and   “I’m certain you have traditions that are significant in
Engaging      your life, too. Imagine if they abruptly disappeared.
              I’m sure that you can understand my emotions.”



Simple and    “It is a good show and a lot of people like it.”
ordinary:
              Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."




                                                                                                                   32
             Elements of Style



Voice

Audience Awareness and Tone

Sentence Variety for effect

Word Choice

Genre Characteristics


Kathy Cox, State School Superintendent-"We Will
Lead the Nation in Improving Student Achievement."




                                                     33
                                                      On Voice

Ralph Fletcher:
“Voice is the most important the most
  magical and powerful element of
  writing.”

“Voice makes the reader trust the writer,
  makes the reader feel an individual
  relationship with the writer.”
Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."




                                                                                                     34
                Style Strategies
    Expository Writing          Persuasive Writing
Descriptive Details         Emotional Appeals
Figurative Language:        Figurative Language
Imagery, similes,            Connotative Meanings
metaphors                    Evocative Voice
Authoritative voice         Rhetorical Questions;
Technical Language          “What kinds of television
Addressing the reader:      shows do kids want?”
“Wouldn’t you want to        Addressing the reader:
watch this show?”            “You should” or “We all
                             should”
                             Kathy Cox, State School Superintendent-"We Will Lead the Nation in

                             Improving Student Achievement."



                                                                                                  35
                    Things to Consider When Scoring:

1.         Do not base the score on the single most noticeable aspect
           of a paper.
2.         Withhold judgment until you have read the entire response.
3.         Don’t allow the score you assign in one domain to influence
           the scores you assign in the other three domains.
4.         Avoid making judgments based on neatness, novelty, or
           length.
5.         Base each scoring decision on the assessment sample the
           writer has produced, not what you think the student’s
           potential competence in writing may be.
6.         Do not allow your personal opinions to affect the score the
           writer receives. Whether you agree or disagree with the
           writer’s ideas should not influence your score.

Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."




                                                                                                     36
                                                                                          "


SECTION 6: THREE TYPES OF WRITING FOR
EVERY CLASSROOM


    Writing-to-Learn

    Writing to Demonstrate Learning

    Authentic Writing

Source: Dick, Elizabeth. “Weekly Writing.” Literacy Across the Curriculum: Setting and Implementing Goals for Grades Six through
     12. Guide #12. Atlanta: Southern Regional Education Boards (SREB), 77-99.

Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."
                                                                                                                               37
                                                  Writing To Learn

Entry/Exit Slips
Journal Entries
Reader Response
Think-Pair-Share
Note-Taking
Pre-Writing-Webs, Outlines
Graphic Organizers
“Mock” Writing
Stream of Consciousness Writing/Fluency
Write What Good Readers Do (predicting,
questioning, connecting, visualizing, )
Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."



                                                                                                     38
WRITING TO DEMONSTRATE LEARNING

 Paragraphs
 Essays

 Essays and open-response questions

 Lab reports

 Research assignments

 Creative tasks

 On-demand writing(timed writing)

 Project reports
                  Kathy Cox, State School Superintendent-"We Will Lead the Nation
                                              in Improving Student Achievement."    39
AUTHENTIC WRITING
   Articles
   Editorials
   Letters to the editor
   Speeches
   Letters
   Proposals
   Reviews
   Scripts
   Business plans
   Proposals
   How to manuals
   Memorandums

            Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."
                                                                                                                 40
SOME WRITING IDEAS:
 History: Write from the perspective of someone who may have lived
    during the time period/event.


   Science: Write as a scientist. Example: Create lab experiments by
    collecting information from the historical events surrounding
    discoveries. What really happened when Edison discovered the light
    bulb? What were the events that led to Madame Currie’s discovery of
    radium? What lab experiment could be written to imitate how Benjamin
    Franklin discovered electricity?




         Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."


                                                                                                              41
SOME WRITING IDEAS:
   Math: Write word problems using standard equations or graphics of
    geometric figures. Example: Create a word problem that would fit the
    equation: 3x + 2 = 8. Also, you could have a parallelogram with the
    sides labeled and ask the student to create a story based on a room
    that could actually have those dimensions.

   Social Studies: Research an event in history. Present the research in the
    form of a personal journal written in first person.

   All subjects: Create a news show with anchors delivering the
    information.




            Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."


                                                                                                                 42
SOME WRITING IDEAS:
   Social Studies: Interview (primary) a person/persons who actually lived
    during a modern day historical event (Vietnam, the 60's hippie
    movement, the Gulf wars, the Storm of the Century- March 1993, etc.).
    Write the interview in paragraph form.

   Math/Science: Create an ABC book using the vocabulary from the
    current lesson/chapter

   All subjects: Write editorials about the content/events/ etc.




          Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."




                                                                                                               43
                      WRITING IS ONGOING
 Write every day
 Set aside time for students to revise,
  conference and edit their writing
 Maintain a “works in progress” portfolio
  where students can store all their writings in
  different stages of development
          Never discard student’s writing. Can use these drafts and
           starts to REVISE themselves into better writers.
          Ask students to review their writing portfolios regularly to
           reflect on their own growth and development.

       Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."




                                                                                                            44
                                  WRITING IS ONGOING…
 Conferencing is necessary~acts as an “on target”
  assessment as well as providing guidance to the
  student. Cannot express how HIGHLY students
  value these conferences.
 Teach students to READ like writers and WRITE like
  readers.
  If teaching students to write an article that is informative (expository),
   allow them to read informative articles and discuss what strategies the
   author uses to accomplish his /her purpose.
  Get in the habit of asking students to identify the TAP (Topic, Audience
   and Purpose) for everything they read.
 Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."




                                                                                                      45
                                   WRITING IS ONGOING…
 Identify and then Encourage students to imitate what good
     writers do
    Move students to write READER-Based Prose rather than
     WRITER-Based Prose (take care of the needs of the
     reader)
    Teach students to evaluate their own writing using the
     language of the scoring guide/rubric.
    Build a true across-team effort in writing across the
     curriculum. The more writing strategies the students see in
     all of their classes, the better writers and thinkers they’ll
     be.
Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."




                                                                                                     46
                       WRITING IS ONGOING…
   Practice writing in a timed environment.
    Teach students how to budget their time.
 Power Lessons on Writing
 Writing Resources Not to Live Without:
          Nancie Atwell
            In the Middle, Lessons that Change Writers, Naming the World
             (Poetry resource)
     Barry Lane

            After the End, The Reviser’s Toolbox, Why we MUST Run With
           Scissors, 51 Wacky We-Search Reports

            Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."




                                                                                                                 47
WRITING RESOURCES NOT TO LIVE WITHOUT:


   Other helpful resources:
         Georgia Heard, Awakening the Heart, Writing Toward Home,

         Ralph Fletcher and Joanne Portalupi, Craft Lessons (Ficton and
         Non-Fiction), Breathing In, Breathing Out
Springboards for  Writing-Using Picture Books to make
Connections http://teach.fcps.net/currmap/literacy-con-la.htm
GA DOE Webstite/Georgia Standards.org
      Units and           Tasks (New!)


      Kathy Cox, State School Superintendent-"We Will Lead the Nation in Improving Student Achievement."




                                                                                                           48
I WILL LEAVE YOU WITH THREE MAGIC
WORDS…
       Write!

                Write!

                             Write!
YOUR SUPPORT STAFF:
                 Mary Stout, ELA Program Manager
                      1762 Twin Towers East
                    205 Jesse Hill Junior Drive
                      Atlanta, Georgia 30334

                         (404) 463-1933
                       mstout@doe.k12.ga.us

            Kimberly Jeffcoat, ELA Program Specialist,
                     kjeffcoat@doe.k12.ga.us

   Jeffrey Dillard, ELA Program Specialist, jdillard@doe.k12.ga.us


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