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Writing Workshop

Writing Workshop

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Published by Cynthia Gallagher
Those who strive to voice and/or to write information or perspectives surely recognize that they should recognize and conform to literary guidelines; otherwise, illogical sequencing and coordination may compel but vague and awkward meaning. This is a guide that I prepared for a Writing Workshop which I offered free of charge.
Those who strive to voice and/or to write information or perspectives surely recognize that they should recognize and conform to literary guidelines; otherwise, illogical sequencing and coordination may compel but vague and awkward meaning. This is a guide that I prepared for a Writing Workshop which I offered free of charge.

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Published by: Cynthia Gallagher on Dec 06, 2009
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WRITING WORKSHOP LITERARY CRITICISM

Curriculum Constructs and Assessment: English/Language Arts
Cynthia Gallagher

C o n si e r yo u r j u rn a l g ro u p d i ssi n s, a n d th e tw o b a si d o , scu o c g e n re s o f l te ra tu re a s yo u se l ct a to p i a n d stru ctu re a th e si , i e c s su p p o rti th e si , a n d co n cl si n ( s): ve s u o

Introducti on

Ø Nonfiction
Ø Prose
Ø Essays Ø Journalism (Informational) Ø Historic books Ø Research papers Ø Textbooks Ø Other Instructional books Ø Letters

Ø Fiction (Creative Forms)
Ø Prose
Ø Short story Ø The Novel Ø The Play Ø The Screenplay Ø Experimental Forms

Ø Poetry
Ø Free-form Ø Metrical Form Ø Figurative Qualities

Ø Nonfictional genre are based on: Ø Length and purpose Ø Basic persuasion Ø Dialectic persuasion Ø Analytic Ø Narrative qualities Ø Degree of Improvisation

Method for Selection of a Topic
Ø Student Determination (Smagorinsky, 2003)--Refer to current interests noted in ongoing journal
Ø Consider the subject matter
Ø Is it fiction or nonfiction?

Ø Brainstorm in respect to ongoing decision shaped by class ØC o n si e r yo u r su b j discussions d e ct m a tte r

C o n si e r th e to p i , th e si , co n cl si n , a n d d c s u o fi u ra ti sp e e ch a n d a n a l g i s ( C re w s, 1 9 8 7 ) g ve o e yo u w o u l l ke to d e ve l p d i o ØC o n si e r a l d lh yp o th e se s a n d co n cl si n ( s) th a t u o yo u r th e si w i lsu p p o rt s l
Ø

Structure of the Workshop Tw o W d e te d to ri W op Planeaesks e(1 0 fieadysb)ydthvore fe re nth esWa n dtinagccu o rkshtive Pro p e r i n ti d e ce m ul a
e l b o ra ti n s o f th e M i n e rs a o l
Day #
1 2

Writing Structural Strategy
Teacher/Student Conferences Teacher/Student Conferences

Purpose
Expand, elucidate upon original premise; decide on general, specific genres to develop; brainstorm Relay and substantiate topic to fellow students; each student has an opportunity to reflect upon specific concerns of the main subject, writing process Reveal structural disorders, awkward coordination potential new topics, subtopics, theses, transitions Share further concerns about rhetorical and figurative functions, thesis, style, voice, conclusion, writing process
Report on development, revisions, transformations, conclusions

3 4 5 6 7 8 9 10

Status of the Class Conference Share and develop the writing process, confer programs, share Mini Lesson Mini Lesson Teacher/Student Conferences Status of the Class Conference Group Share Group Share Group Share

Evaluate and report problems, progress Share with enthusiasm the relationships of individual work Compare and evaluate the topics, tone, rhetoric Contrast figurative devices, voice, style, genre

Ø Because “writing is an extended process that includes prewriting, writing, and rewriting (revising and editing),” “all modes of written discourse take only one shape” --both fiction and nonfiction are developed through prewriting, free-writing, organization tools, and mind-mapping (Milner, 2002, p. 299) Ø The Writing Process Instructional Strategy is a holistic process—from the focus or topic, the thesis or substance branches into a transition and conclusion or climax and denouement or resolution.

Instructional Strategy for Writing Skill Development

Instructional Strategy for Writing Skill Development—Extended Writing Process
Ø Prewriting
Ø Journal Entries Ø Generated Ideas Ø Brainstorm Ø Discussion Ø Structuring Ideas Ø Outline thesis to conclusion Ø Mind-mapping Ø Freewriting
Ø

Fi D ra ft rst
ØQ

u e sti n R e sp o n se s o ØS tru ctu ra lTa sks ØC o m p l te o ri i a l e g n co n te n t ØD i scu ssi n o

Instructional Strategy for Writing Skill Development—Extended Writing Process
Ø Revise and Edit
Ø Proofread Ø Polish syntactic, paragraph, sequential construction Ø Revise syntax, grammar, punctuation Ø Reconsider and revise logical rationale Ø Revise introduction, body, conclusion,
Ø

Pu b l sh , G ro u p S h a re i
ØR e a d

al ud o ØPo st fo r vi w i g e n ØC o m p i e i to a l n b o u n d vo l m e a n d u a ccu m u l ti a ve p o rtfo l o i ØS h a re b y w e b p a g e ØS h a re a t l ca l o b o o ksto re a n d l b ra ry a u th o r i re vi w s e

Purpose of the Writing Task Ø Written and Oral English Language Conventions

(1.0) are addressed through this Workshop Proper, Extended Writing, and Portfolio Process. Thus, the following are achieved:

Ø Students will write and speak with a command of standard English conventions.
Ø They will demonstrate control of grammar, diction, and paragraph and sentence structure and an understanding of English usage. Ø They will produce legible work that shows accurate spelling and correct punctuation and capitalization.

Ø Students will reflect appropriate manuscript

Component of Collaboration or Sharing of Student Work
ØPost to online sources such as:
Øhttp://www.scribd.com ØAcquire a class web or individual webs through internet providers or through a independent server ØSubmit to the school newspaper (most include hardcopy and softcopy editions) ØSubmit to community and academic news, both online and brick-and-

Method for Tracking and Evaluating Student Work
Ø The student workshop enables students and teachers to refer regularly to the student’s writing portfolio, thus, the method for tracking and evaluating student work: Ø This method permits evaluation and writing by osmosis, allowing students to develop writing through a gradual process. Ø Teacher guidance augments the overall process, as the mentor or teacher evaluating student work regularly. Ø The method of tracking and evaluating student work enables permits learning and evaluating a language by osmosis-regular exposure and application of that language leads the language learner and writer to fluency. Ø The student requires the attention that the teacher conveys through the process of absorption or diffusion. Ø The portfolio model is beneficial to the mentor or teacher who seeks to effectively track and evaluate student work toward

Performance-Standards Based

Two-Tiered Rubric
Ø The two-tiered portfolio rubric of C.B. Burch developed by students divided the rubric into two sections (Burch, 1997):
Ø (1) The quantity of the contents of the portfolio, which comprises 60 percent of the awarded credit— writing, metawriting/reflection, peer writing, and

Rubric
Name

Volume of Content Added to Portfolio through Quality Added to Portfolio through workshop (60% of grade) workshop (40% of grade)

Topi Thesi PeerEvaluations c s

Conclusion Revision

Voic e

Structure MetaDevelop- Mechanics cognitive ment style

Referenc es
Ø Brainerd, L., Lee, R. and Roebuck Reed, C. (2006). California subject matter for  teachers, 2nd Edition. New York: Kaplan Publishing Company.
Ø

Ø Burch, C.B. (1997). Creating a two-tiered portfolio rubric. English Journal,  86(1), 55-58.

Ø California State Board of Education (2008, August). Language arts content  standards for public schools. Retrieved December 3, 2008, from  http://www.cde.gov/be/st/ss/ Ø Crews, Frederick, University of California, Berkeley (1987). The Random House  handbook, 5th Edition. New York: Random House. Ø Milner, Joseph and Lucy (2003). Bridging English, 3rd Edition. New
 

 

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