P. 1


|Views: 59|Likes:
Published by Hendri Michael

More info:

Published by: Hendri Michael on Jul 15, 2011
Copyright:Attribution Non-commercial


Read on Scribd mobile: iPhone, iPad and Android.
download as DOCX, PDF, TXT or read online from Scribd
See more
See less






y y y y y y y y

About This Blog Get Email Updates Archive of articles Upcoming Events Useful Links About eFolio RSS Facebook Group

Writing Teacher Poll Awards


First Time Reader? Register to receive emails of new articles.

Complete the Learning Cycle with Peer-Editing

your students must learn to develop an editorial eye by continuously re-engaging each piece of text. gets everything right the first time.com. March 3.shtml. 2010 at 09:00AM By Vincent Kovar Vincent Kovar is a writer.org/ethemes/resources/S00001707. instructor. helpful (yet honest) feedback looks like. No one (not even famous writers). peer editing should be an integral part of your instructional design. but it should always include additional details and examples of both good and poor writing. To create an effective peer editing environment first you must create a rubric that targets the objectives for each assignment. it is important to give the students the maximum amount of feedback but the process of evaluation should also provide a venue for the maximum amount of learning. learning should be even more exhausting. This rubric may be based on the classic 6-traits: http://www. For your students to receive the maximum benefit from the writing process (and for you to retain some sense of sanity). have the class follow these four steps: 1.Wednesday. editor. It is always hard to edit one¶s own work so exchanging papers gives each writer a fresh pair of eyes and it also allows them the new perspective in which to apply their editorial skills. . It¶s helpful to include a list of the most common errors: http://bcs. It also wouldn¶t hurt if teachers didn¶t kill themselves with the amount of time they have to put in marking up assignments. Writing and evaluation are two sides of the same coin. you are removing half the learning cycle. As with all instruction. Have the students exchange papers and evaluate each other¶s work using the colored rubric sheets. Washington.bedfordstmartins. One of the biggest consumptions of teachers¶ time is the correcting and grading of writing. and entrepreneur based in Seattle. To grow as writers. Then.com/easywriter3e/20errors/. An Adjunct Faculty member with both Antioch University and the University of Phoenix. If you¶re doing all the editing yourself.emints. Provide plenty of room for positive comments and train your students in what positive.0 blog at EarnMyDegree. If you¶re leaving school even more tired than your students you may want to reconsider your methods. Vincent writes for the Education 3. While teaching is tough work. It¶s also good idea to make these sheets a different color.

the learning will gear up to progress faster than you ever thought possible. he or she loses points. Based on the feedback they receive. Peer editing is a skill highly desired by employers and one that is used in higher education. y y y . the editor also loses points. they should not only mark it but find a relevant reference in their text that explains why this is an error and how to fix it. This second score is based on two things: y y The thoroughness and usefulness of their editing The final product of their writing partner If a student turns in an assignment which does not correct the errors their partner identified. When they turn the assignment in to you they should staple or clip together (a) the revised paper and (b) the editing sheet they received with a classmate¶s name on it. The editorial process should be viewed as its own assignment. While they may have excuses ready for a teacher. The first couple rounds may be slow going but quite quickly. students are less likely to give (or accept) them with their peers. If you see certain errors cropping up repeatedly (for either the writer or editors) assign supplemental worksheets for the individual teams. 4. The students each receive two sets of points. The students should put their own name as the ³editor´ at the top of the colored feedback sheets that they fill-out. When the editor finds an error. if the writer turns in work which contains errors not identified in the peer-edit. The writer and editor are a team. Bear in mind that the editorial process should take at least as long as the writing process. not the one they received.2. Students will have their work completed more often. However. this second set of points is for the peer review they gave. peer-editing has several other advantages: y y Strong editors will become highly sought after by their peers. The process increases autonomy and self-directed improvement as a life-long skill. 3. Remember. Thoroughness and attention to detail will become traits of positive competition in the classroom. The first set of scores is for their own (corrected) work and the second for the editing they performed. Use the combined feedback to plan future lessons. have the student writers correct their own papers. Aside from the reduced workload on the teacher and the increased speed of writing improvement.

Credit is not available for any of the courses and degrees are not awarded. Short Fiction Course . and creative non-fiction. Use peer editing. Remember. mentors. poetry. teaching techniques in Best Practices. Studies have shown that peer editing not only increases overall fluency more than control groups which did not use the technique but it¶s been linked to improved reading comprehension as well. . and The Chrysanthemums) as well as discussion on each story to facilitate understanding of the short story form. teaching editing. Decades of educational research support the use of peer editing. February 18. Here are 10 self-paced writing courses to explore in your spare time. There are several free university level writing courses that can be taken online. teachers will find their grading time dramatically cut and they will be able to spend that time giving more sustentative feedback with less focus on mechanical errors and sloppy proofreading. Send your students home tired and send yourself home sane. playwriting.com guide to Business School. Karen is the About. The Rocking Horse Winner. Doing the all the revision for your students isn¶t helping them learn. and readers. not crutches. it¶s depriving them of half the process. 2010 at 09:54AM This is a second post from education writer Karen Schweitzer. Teaching Writing 10 Free Online Courses for Writing Teachers Thursday. She also writes about online degree programs for OnlineDegreePrograms. teachers should be coaches.This short fiction course consists of pre-recorded class content from a writing course at the College of DuPage.Once the process gets going. The course is designed to provide general information about creative writing and improve writing skills. A Rose for Emily. Creative Writing Course . You will listent to readings of several pieces of short fiction (The Necklace. Taking writing courses can help writing teachers become better writers.org. Learning Express LLC | 2 Comments | Share Article | Permalink tagged Education. but the opportunity to build new skills is undeniable.The University of Utah's Department of English offers a creative writing course that covers fiction.

Author and screenwriter Steve Barnes provides a slightly modified version of the nine-week screenwriting course he used to teach at the University of CaliforniaLos Angeles. Each challenge can be played online or downloaded as an mp3 file. .The Massachusetts Institute of Technology (MIT) provides a free course on reading and writing poetry. The course includes lecture notes.This post-graduate seminar. and reading recommendations. The course introduces 50 writing tools to diagnose story problems. " Prose Fiction Course . The course is available in audio form and includes 28 lectures. Literature in English . also from MIT.Poetry Course . review. a full set of assignments. recorded poetry readings.News University offers this course to visitors who register for a free account. Writing Tools Workshop . and videos of student presentations. From the course description: "The class is an opportunity to write. rewrite and present a point of view both orally and in written form. The course includes both instruction and assignments. This course is based on Roy Peter Clark's great book Writing Tools which can be purchased from Amazon and is highly recommended for any writer or writing teacher.The director of the University of Warwick Writing Programme guides writers through more than 20 creative writing challenges.This course from the University of California-Berkeley surveys major works in Anglo-American literature and includes lectures on close reading. and refine the writing voice. The course includes assignments.This Open University course focuses on different ways of approaching prose fiction. Screenwriting Course . Advanced Writing Seminar . improve story architecture. The course is designed to help students learn how to read and analyze writing at the university level. These challenges are also great practice for writing students. explores different types of writing. Warwick Writing Challenges .

who also writes on the topic of online science degrees. do you know when plagiarism is art and when it's a crime? Mitch Weisburgh | 1 Comment | Share Article | Permalink tagged Education. Your writing has to be to the point and not include ramblings about your personal thoughts and opinions. Correct: And most important of all. science writing must be factually correct. because science is all about accuracy and preciseness. if you are knowledgeable enough about the subject. Although all forms of writing must be grammatically correct to be aesthetically pleasing to the senses. In fact. even by someone who knows just how to read. If you¶re asked to write about a rainbow. . Writing. Teaching someone to write for science involves training them in the three Cs ± good science write-ups must be: y y y Concise: You¶re not writing 1000 word essays on any random topic. and associated topics. the biggest mistake you could make is to get your facts wrong. Comprehensible: Any science writing course worth its salt will tell you that your writing must be easily understood. She welcomes your comments at her email address: nancy. you could easily learn to become a good science writer. January 20. you have the responsibility of stating the facts in a way that is clear and concise. this Rice University course explores ownership. But a science writer has to strip off the rose-tinted glasses and reduce the colors of the rainbow to what they really are ± the dispersal of the light spectrum under certain environmental and atmospheric conditions.Available through Connexions. Professional Development. if you can pay attention to detail. Science is all about facts and there¶s no room for romanticism or the abstract in science writing. given a free hand. you would wax eloquent on its many colors and how it signified all that was good and beautiful about life. when it comes to science writing. authorship. When you mix up your facts and make errors. and if you have the dedication for the job.Text as Property . Teaching Writing Teaching Writing For the Sciences Wednesday.simmons09@gmail. plagiarism. your writing is worthless. straightforward and not complicated. 2010 at 10:00AM This guest post is contributed by Nancy Simmons. it must be put in words and sentences that are simple. As the course introduction asks. Restrict the use of bombastic words and expressions and stick to when is comprehensive and easily understandable. The course is split into three parts and can be downloaded as a PDF or zip file.com Writing on scientific subjects and topics is a little different from creative writing. For science to reach the masses. teaching writing in General Writing. You don¶t really need to be adept at weaving words with skill. rather.

I was anxious to hear more. it was not going well. She's been a fourth grade teacher. yet she was reluctant to celebrate and discouraged by the high level of support they required along the way. my older daughter. could hardly wait to take matters into her own hands.Teaching a science writing course involves instilling these characteristics in your students¶ writing. Little did this teacher know that I was in the midst of spoonfeeding my youngest daughter and suffice it to say. both in and out of the classroom. Karren was recognized as the University of Missouri Alumni Association¶s Outstanding Young Professional. Spoonfeeding was a perfect metaphor for good instruction. "Is that such a bad thing?" I asked the teacher.com) She holds a Bachelor of Science degree from the University of Missouri and a Master of Curriculum and Instruction degree. Emily. Just as no two classrooms are the same. The problem." was the complaint of one teacher as we met to discuss her students' writing progress. She also blogs at The Write Brained Teacher. Since this had been the topic of our previous conversation. was that most of her students had written their piece using complete sentences. In 2005. Teaching Writing. She reflected that the strategies she had put in place were working well. well let's just say that there were moments when I wondered if she would ever feed herself. (www. If they can crack the three Cs. Try It Thursday. also from the University of Missouri. instructional coach. eager for independence. 2009 at 05:28PM Using Shared Writing and Collaborative Writing to Promote Independent Application By Karren Colbert Karren Colbert has a decade of teaching experience. they¶re well on their way to becoming good science writers. and most recently started Write Brained Learning. I thought about her comparison. an educational consulting company. October 22.writebrainedteacher.blogspot. so . reading specialist. Practice It. Middle School. So far. Her second graders had progressed tremendously since the last time we met. the teacher explained. so too were my experiences with spoonfeeding. "It feels like spoonfeeding. Education. Learning Express LLC | Post a Comment | Share Article | Permalink tagged teaching writing in Best Practices. Natalie. Writing in other content areas Notice It.

but research tells us that our feedback is most useful it's focused on a particular skill. The gradual progression toward independence. I thought. or does not. first developed by Pearson & Gallagher (1993). If we want to ensure that students begin to apply new crafts and skills. If necessary. We need all students to notice and practice what good writers do. The Gradual Release of Responsibility Model. But she did teach me that we have to meet learners where they are if we want to move them. we should expect carrots to end up on the floor. I wasn't sure why this teacher was so disappointed. So when we Notice It. The 6+1 Traits define what good writers do. It is not enough to help them notice a craft or trait and send them back to their seats. step by step. Try It framework. For some reason. effectively use the skill. has a name. As much as I wanted Emily to hold that spoon on her own. and then letting them fend for themselves. This is a bit like showing a baby how to use a spoon. with decreasing levels of teacher support. toward independence.good. as I do." was her reply. ceiling. writing instruction often consists of a quick mini-lesson. we pick one specific skill or craft and use mentor texts to help students identify how a writer does. Practice It. and everywhere in between. in hopes that students apply the learning to their own piece of writing. "It just took so much time and I feel like they should be able to do it without so much help. there's comfort in the fact that there is learning in the mess. We begin in the Notice It phase by helping students identify the qualities of effective writing. good teaching takes time and this can be frustrating. We can't know when they will finally try to hold the spoon for themselves. Her students were successful as a direct result of her instructional changes. hoping they will try it. In my experiences. she couldn't. followed by time to write independently. All we can do is follow their cues so that we know when it's time to let them try. the teacher increases the level of support when students are struggling. And when this happens. And what could I say? She was right. writing is seems to be an area where we sometimes abandon the Gradual Release Model. is a research based instructional model that outlines the process necessary to promote independent application of a skill. we can apply the Gradual Release Model to our writing instruction with the Notice It. If you like things nice and tidy. explaining why we use spoons. . The teacher gradually decreases his or her support as students' demonstrate success.

Let me first define what I mean by these terms. Skill Focus: Using Specific Nouns (Word Choice Trait) The purpose of this skill focus is to have students use specific nouns instead of more general ones. "I ate a bacon. often editing a piece that they have previously written. Collaborative Writing. Practice It. Practice It (Shared Writing and Collaborative Writing) Shared Writing: The class has been working on a descriptive piece about their field trip to the Nature Center where they built bird houses. combines Guided Instruction and Collaborative Practice steps of the Gradual Release of Responsibility Model. Try It. lettuce. If necessary. is when students work in groups or pairs to practice the skill. Try It instructional framework. with the guidance of the teacher. The final state. the teacher will meet with a small group of students during this time to provide additional support and practice with the activity. contains general nouns. as well as which students would benefit from additional guided practice. Shared Writing and Collaborative Writing comprise the Practice It phase of our instructional framework for writing. demonstrates the writers' ability to use specific and precise nouns. For example. . since they mean different things to different people and are sometimes used interchangeably. For example you would write. The follow writing lesson provides an example of the Notice It. the teacher utilizes the strategies of Shared Writing and Collaborative Writing. provides students with feedback. has students performing the skill on their own. they might replace tools with hammer and nails. They've created a complete draft and are now in the revising stage. "I ate lunch. but not the same students who will analyze them. 'A&W'. but he or she may also move about the room and provide feedback to collaborative groups. Both samples were written by students. Together they will choose at least three nouns to replace with more specific nouns. Shared Writing encourages risk taking. 'My Trip to Colorado'." Notice It (Mentor Text) Students will analyze two writing samples using Word Choice Trait criteria to determine what each writer does effectively or ineffectively. We'll define Shared Writing as a class working together. Based on student interactions.The next stage. Students will work in pairs to revise 'My Trip to Colorado' in the Practice It step. During this phase. The proficient writing sample. Collaborative Writing: Students will work in pairs to revise a piece of writing by replacing at least three general nouns. to create or revise a piece of writing. and tomato sandwich" instead of. and allows teachers to evaluate students' readiness for collaborative practice. Practice It. The other example. the teacher can confidently decide who is ready to move on. The next step. Together.

Try It (Independent Application) Students will revise their own piece of writing by replacing at least three general nouns with more specific nouns. . Why Collaborative Writing? Sometimes we tend to think that older students don't need Shared or Collaborative Writing. If we can provide our writers the same positive experiences and small successes. but this couldn't be further from the truth. Teaching Writing Using Writing to Improve Test Scores in Other Content Areas Thursday.org. School leaders worked with teachers to create cross discipline writing assignments for HS Sophomores. and the arts. Students at Mt.com) are recognized as experts on The Gradual Release of Responsibility Model. teachers tell me how much fun it was writing collaboratively with their peers. resulting in only 19% reaching proficient or above. math. October 1. At www. is a great place to find information about trait writing. "I can do it myself!" Resources: 1. 2009 at 11:00AM The Providence Journal (Rhode Island) reports of a school wide program that uses writing to improve student achievement levels in science. The Writing Fix www.fisherandfrey. Mitch Weisburgh | 2 Comments | Share Article | Permalink tagged Collaborative Writing. social studies. In fact. General Writing.thetraits. Hope High School scored especially poorly on free response questions on standardized tests. Middle School. also by Northwest Regional Educational Library.com This site. Included in the work was for teachers to assess how well other teachers were grading the student assignments. including teachers. mentor texts. I use Shared Writing and Collaborative Writing with learners of all ages. sponsored by the Northwest Regional Educational Library. Not only does it make the learning more fun. and lesson ideas. it won't be long before teachers hear the phrase. 3. Education. High School. Douglas Fisher and Nancy Frey (www. currently popular in our home. you'll find writing samples to use as Mentor Texts with students. but the end product is better. best teaching practices. 2. gradual release of responsibility in Elementary. Teachers commented that this was some of the best professional development they had ever received.writingfix. Time after time.

the school showed a gain from 19% proficient to 27%. rat) 15. Reading and Writing Strategies 0digg This month I am supervising the Learning Disabilities Practicum. teachers are hopeful that another year will show even larger gains. Please add them in your comments so I can share them with my teachers. I have five teachers and twenty children (ages 6-14) with disabilities in the program which meets for half a day for four weeks. I also found some websites that give great suggestions such as Reading a-z. Write in journals. 5. 9. Students read the lesson silently and write what they have learned from the reading. Keep a list of new words. While still not where they want it. Teach word families (ex. or dogs. Word webs ± like a graphic organizer. Point out syllables in multisyllabic words. Highlighting multiple word meanings 10. The curriculum includes academics. K-W-L technique: Students think of and state all the knowledge they have on a subject. social skills. or clothes etc. Language experience method: students dictate stories to the teacher. 6. 3. Reading predictable books 7. bat. cat. If you have any other suggestions or links to great websites. 14.In less than one year. At. The student then reads the selection orally three or four times before proceeding to a new passage.com. or buildings. Put pictures of story events in order. 11. I would love to see them. 4. Ask students to retell or summarize the story. Play word games like categories (name types of cars. Repeated reading: passages of 50 to 200 words long and at a difficulty level that enables the student to recognize most of the words. 8. Each student thinks of wand writes on a sheet of paper what he or she want to learn from the reading. Create graphic organizers. .) 12. 1. Exploring sources of vocabulary using newspapers and advertising. and physical activities. Some of the things we are discussing are some strategies for teaching reading and writing and I thought I would share them here. The stories then become the basis of their reading instruction. Mindtools. 2. and Just Read Now. Have students write their own reactions to stories and factual material. giving more details like ³What is it?´ ³What is it like?´ and ³What are some examples?´ 13.

I went to my third ² I started to beg. . coaxing and cajoling them one by one. and then promptly forgot everything the very next day. Then I asked the kids to give it a try. How much trouble could I have with a group of 5th graders? I started with topic selection. Written conversations ± instead of saying what they wish to communicate to the class. Plus. 17. The next day. The kids stared back at me blankly. Use materials without words like comic books without captions or books with photos. sentence combining. Brown Bear) 19. And it didn't matter what we were working on: adding details. and mostly by me running around breathlessly from desk to desk. And then I asked them to pick their topics again. The students figure out the story content from the pictures. but at least we had gotten this part taken care of and could really begin writing the next day.. Going in. please. writing leads. please pick a topic. Eight Great Strategies That Work for Everyone The Perfect Set of Writing Tools Up and Down the Grade Levels and Across the Curriculum by Steve Peha ________________________________________________ The Four Most Important Writing Lessons I can still remember (with a mixture of horror and amusement) the first time I tried to teach a classroom of kids how to write. they wouldn't even take topics from the list we had just made together.. (ex. two kids showed up who had been absent. Nothing happened. laughed occasionally at my jokes or blunders. no matter what I did or how I did it. another third couldn't remember their topics from the day before. to please. I thought it would be easy. and the last third swore we hadn't even gone over topic selection. As the 50-minute period came to a close. So I started over. 18. Patterned writing ± the students use a favorite predictable book with a patterned writing and then they write their own version. Brown Bear. So we made a shared list of possible topics anyone could choose. I'd beg. Having failed with my first two topic selection mini-lessons.16. A third of them didn't like their topics any more.". the kids pretty much just sat there. I managed over the next few days to get them all started on their pieces. I modeled some of the topics I could write about. I went from kid to kid. they'd balk. I started class with "OK. making some nice lists and thinking aloud as I went along. But every single day was like the day before: I'd suggest that we try something new. And again nothing happened. Then the teacher or students respond in writing. Little by little. I had been a professional writer for years and I had tutored kids in writing from elementary school to college. they write the message and give it to the teacher or other students. etc. most of the kids had chosen something and the few that hadn't were pretty close. now that we've all got our topics. I was exhausted and the kids were bored. gave a half-hearted try once in a while. Express their ideas in pictures.

when they're working in small groups. there's a certain amount of "down time" for each student. In most other subjects. and had been over it together so many times. even the very best writers never truly master much of anything. a mini-lesson everyone could enjoy and participate in successfully! The next day I said we'd start new pieces. I figured we'd hit the ground running. Now that we all knew what to expect. I don't have to learn to decode again each time I read a new book. which require primarily that kids take in new information. I had to learn the four most important writing lessons and understand their implications. once I learn to decode effectively. Lesson #4: Writers face the same challenges over and over again with each new piece they attempt. In reading. and having pretty much the same experience in a few other classes I was working with that year. And they didn't improve much either as the year went along. they won't be successful unless they come up with output that develops what we've given them in a significant and appropriate way. But things weren't much better. So Now What Do We Do? Before I could develop solutions for successful writing instruction. it became obvious to me where kids would be having problems. I don't really have to worry much about it when I tackle new problems that require the same skill. Lesson #2: Writing requires a high degree of active participation from individual students. once I learn to add whole numbers reliably. there are no worksheets or textbook chapters (or at least there shouldn't be). and students can't just wait for the teacher to go over the material because the teacher is counting on them to produce it. the others can just listen. Even when we've given them some input like a prompt or a question or a theme. Unlike most school subjects. When we work on math problems. In most situations. After more than a few failures. While one kid is answering a question. there is no group work. I had to understand the problem. . individual expression. the idea is for every kid to come up with the same right answer. writing requires that kids put it out. science. the effort can shift from person to person. finally. Aside from spelling. we expect them to produce something new that they have never produced before. When kids are writing. I will face exactly the same problem on my very next piece ² and there's no guarantee that it will be any easier the second time. In theory. In math. the kids all know that the teacher is going to go over the material with them as a group. if everyone comes up with same thing we call it copying or plagiarism. active participation is required of everyone. Lesson #3: Writing requires original. But even if I am successful at writing a good lead or a good ending. each time a student writes a piece.At one point I suggested we take a day off from writing. Social studies. After working with this class for several months. But in writing. and most other subjects work the same way. But in writing. I realized that I was the one who had learned the most important lessons about writing: Lesson #1: Writing is an "output" subject. OK. even when everyone is working on a worksheet or a chapter from a textbook. so intense individual attention is not really needed. don't even want students to repeat the writing of things they've written before.

a set of strategies they can use to keep them going when they get stuck. The best thing we can do for students is to help them develop a repertoire of effective techniques they can use to handle the most common problems they encounter in the kinds of writing they pursue. Every writer needs a bag of tricks or. The best writing lesson we can all learn is this: good strategies are the key to good writing.So I started to make a list of those points in the writing process. and then for each problem I developed something they could do to deal with it. The best strategies are those that can be used to solve the toughest problems that occur most frequently ² like adding details. These "somethings" became my lessons and as the kids developed a larger list of things to do. for example. or coming up with a good beginning. . and a better knowledge of when and how to do them. they became more effective and I became more efficient. regardless of their age or level of experience. need reliable techniques they can use in specific situations to solve common problems. Writers. as we like to all them in teaching.

You're Reading a Free Preview

/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->