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Writers: many adults in u.s. Are not flexible, fluent, confident writers. Teachers must minimally understand How to provide quality opportunities for writing. Strategies include: o Establish a positive atmosphere for writing, reading, learning. O create a sense of personal safety in the classroom, so that students are willing to write.
Writers: many adults in u.s. Are not flexible, fluent, confident writers. Teachers must minimally understand How to provide quality opportunities for writing. Strategies include: o Establish a positive atmosphere for writing, reading, learning. O create a sense of personal safety in the classroom, so that students are willing to write.
Writers: many adults in u.s. Are not flexible, fluent, confident writers. Teachers must minimally understand How to provide quality opportunities for writing. Strategies include: o Establish a positive atmosphere for writing, reading, learning. O create a sense of personal safety in the classroom, so that students are willing to write.
o evidence to suggest that many adults in America are not flexible, fluent, confident writers o nearly 40 percent of community college registrants have skills below the college level and are referred to developmental instruction in writing o writing demands of most jobs (even entry level) are increasing and businesses are stressed to provide the remedial writing instruction that workers need NCTE Beliefs o National Council of Teachers of English o In order to provide quality opportunities for student writing, teachers must minimally understand: How to interpret curriculum documents, including things that can be taught while students are actually writing, rather than one thing at a time to all students at once. The elements of writing lives as people construct them in the world outside of school. Social structures that support independent work. How to confer with individual writers. How to assess while students are writing. How to plan what students need to know in response to ongoing research. How to create a sense of personal safety in the classroom, so that students are willing to write freely and at length. How to create community while students are writing in the same room together. Strategies o Establish a positive atmosphere for writing, reading, learning Inviting classroom Colorful, music, artwork Respect among peers Listen; everyone has voice; collaboration teacher as writer Share drafts Routines and expectations Order; writing workshop o Organize for Writing Writers Workshop Directions from the teacher on the days work or a brief review A block of time designated for planning, drafting, revising, editing, and sharing writing Time for reading and response to reading
Mini-lessons, based on established curriculum, assessment, and,
especially, students needs as writers Time for students to receive responses to their writing conferences with the teacher, classmates, and others Guidance in using appropriate resources for writing and learning Time for inquiry, as appropriate for the students tasks Reflection and assessment o Writers Notebook Three ring binder Works in progress, quick-write exercises, polished pieces Planning forms Revision and editing checklists o Meaningful Approach to Writing Examples Inquiry based Writing relevant to project Student choice of topic Publishing Displayed newspaper o Cross Curriculum Write in each class Prompts Essays reports Respond to writing Constructive responses Revise and revise and revise Meet with students at many steps along the way o Mini lessons Refer to curriculum/assessments Strategies and stylistic techniques Usage and mechanics Resources o NCTE Beliefs about the Teaching of Writing. (n.d.). Retrieved April 27, 2015, from http://www.ncte.org/positions/statements/writingbeliefs o Whitaker, C. (n.d.). Best Practices in Teaching Writing. Retrieved April 27, 2015, from http://www.learner.org/workshops/middlewriting/images/pdf/HomeBestPrac.pdf