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Writing Strategy

Title of Strategy

TEKS

College and Career


Readiness Standards

Detailed Description
of the Writing
Strategy

Prewriting, drafting,
revising and editing?
Use(s)?
Other variations
and/or modifications?
Considerations for
special populations
(ELL, ESOL,
struggling readers,
etc)

Learning Writing Strategies with Collaborative Writing


110.32 English Language Arts and Reading, English II
(b) Knowledge and Skills
(13) Writing/Writing Process. Students use elements of the writing process
(planning, drafting, revising, editing and publishing) to compose text.
Students are expected to:
(B) structure ideas in a sustained and persuasive way (e.g. using outlines,
note taking, graphic organizers, lists) and develop drafts in timed and
open-ended situations that include transitions and rhetorical devices used
to convey meaning
I. Writing
A. Compose a variety of texts that demonstrate clear focus, the logical
development of ideas in well-organized paragraphs, and the use of appropriate
language that advances the authors purpose.
2. Generate ideas and gather information relevant to the topic and purpose,
keeping careful records of outside sources.
3. Evaluate relevance, quality, sufficiency, and depth of preliminary ideas
and information, organize material generated, and formulate a thesis.
III. Speaking
B. Develop effective speaking styles for both group and one-on-one situations.
1. Participate actively and effectively in one-on-one oral communication
situations.
2. Participate actively and effectively in group discussions.
3. Plan and deliver focused and coherent presentations that convey clear and
distinct perspectives and demonstrate solid reasoning
The students will learn and develop their pre-writing strategies. First the
students will watch a video (https://youtu.be/oW9f04Dctz4) while taking notes.
After the video, the teacher will explain how to format and create an outline.
With this knowledge, the students will be broken up into groups of two three.
Using their notes, they will develop an outline for the story in the video. After
this, they will work individually using their notes and the outline to write the
story of what happened in the video. The students will present their story in their
group so they can discuss the similarities and differences of the stories.
This is mainly a prewriting lesson to teach the students about outlining. The
students will discover how using an outline can assist them in drafting their
stories. They can use this strategy to become more efficient writers.
There are many other videos that can be used with this lesson. Pixar Short Films
are extremely well-suited for this because they do not have words in them.
This lesson should be extremely effective for dyslexic students, ELL students,
and visual learners. It also might not seem like a writing exercise at first. This
could benefit struggling writers.

Contributors: Melissa Cook

Writing References:
Barker, C. (Director). (1988). The Cat Came Back [Animated picture on YouTube.com].
Montreal: National Film Board of Canada.
Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of
adolescents in middle and high schools A report to Carnegie Corporation of New York.
Washington, DC:Alliance for Excellent Education.
Welcome to the Purdue OWL. (1995). Retrieved April 15, 2016, from
http://owl.english.purdue.edu/owl/resource/544/01/

Contributors: Melissa Cook