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Writing Across the Curriculum

Writing Across the Curriculum






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    Writing Across the Curriculum Writing Across the Curriculum Presentation Transcript

    • Writing Across the CurriculumCaitlin Krause, Zurich International School Zurich, Switzerland caitlin.krause@gmail.com
    • “We write who we are.”We all have stories to tell…
    • What is my identity?Who is the one who writes?
    • “We write our selves on every page.”ETYMOLOGY of SELF:Who we are informs how we write. Passions,hopes, joys, fears… namesWrite for 3 minutes about your ownfirst name– its origin; meanings;how you feel about it...http://www.helium.com/items/827210-behind-the-name-caitlin
    • Sharing is optional… yet, encouraged!from Writing for Your Life by Deena Metzger
    • First Steps in Writing & Sharing• When giving in-class “quickwrites”, consider using a short reading that students can respond to in writing (or poem/ quote/ event/ scenario)• Write alongside students; they will see you writing and take cues from you• Make sharing optional, without commentary in beginning– just sharing, postulating, moving on (and, you can share!)
    • WRITING = RISK-TAKING:we want everyone to clamor to tell his/her story! • Eliminate fear = + community = + sharing! • You set the tone as a writing mentor
    • In some classrooms, there is no “front”,because everyone has a chance to face each other. Take a moment to share with a partner: 1)What does your classroom space look like?2)How could this affect in-class writing & sharing?
    • • Teaching is much like writing, in many ways • It can look effortless, yet it’s one of the hardest tasks, and takes planning! • Who are we when we teach/write? How many roles can we play? • Who is our audience when we teach, and when we write? " Easy-to-read is hard to write."       - Pam Zollman
    • Does Form Fit Function?• Our writing can serve many purposes, and these purposes demand different forms• What brings us together in our writing, and what can simultaneously make us unique?• Ask yourself: What is good writing? Is there agreement about this?• Share your thoughts and ideas with a partner near you, and try to come up with possible reasons to write
    • Possible reasons to write:
    • Common Concepts for the Day: What is WAC? The Writing Process Types of Writing: DNEP 6 Traits of Writing
    • WAC= Writing Across the Curriculumhttp://wac.colostate.edu/intro/ Goal: linking curriculum through writing
    • WTL: Writing to Learn - focuses on ideas rather than correctness of style, grammar or conventions - fosters critical thinking; requires analysis- takes form in journals, summaries, free writing, notes ex.: Discovery Writing/ Staccato Writing: http://www.eric.ed.gov/PDFS/EJ779054.pdf
    • WTDK: Writing to Demonstrate Knowledge - writing connects to real-world applications and audience; even across genres- digital technology may be involved in writing process to expand and engage audiences - students showcase what they have learned through explaining their understanding of concepts and ideas in many forms that fit purpose! http://www.eric.ed.gov/PDFS/EJ779054.pdf
    • Writing is not a lonely activity;the process thrives on interaction!
    • The Writing Process: P.D.R.E.P. Prewriting (includes Brainstorm) Drafting (can use for peer edits)Revising (core thoughts and ideas) Editing (fine tuning) Publishing (includes print or whatever method desired)
    • http://www.buzzfeed.com/expresident/writing-advice-from-famous-authors?fb_ref=recbar
    • Essential Question: What are basic categoriesof writing, and for what purpose? DNEP Descriptive Narrative Expository Persuasive
    • Pause for Mindfulness: Are you aware of yourself, and your 5 senses?How can you describe the space around you? “Music is the space between the notes.” -Debussy Keats’ Negative Capability
    • http://www.youtube.com/watch?v=Qqe0GdUpJHsWrite whatever comes into your mind– a story, reaction, or other, when you hear the above. Just let it happen… Write without edits. Mindfulness in Middle School invites the Writing Voice to Speak
    • Once we decidethe type & purpose of writing, how do we define quality? (6 traits)
    • The Six Traits:as explained by Adora, in reference to Persuasive Writing:https://www.youtube.com/watch?feature=player_em
    • What are the 6 Traits?In a nutshell, they are components of quality writing: 1) Ideas 2) Organization 3) Word Choice 4) Voice 5) Sentence Fluency 6) Conventions
    • 1) Ideas - valuable content- clear focus and details - insight and depth
    • 2) Organization - structure- clear direction and connections - appropriate to format
    • 3) Word Choice - precise; suiting purpose - engaging- rich; gives depth to ideas
    • 4) Voice - appropriate for topic- writer behind the words - confident
    • 5) Sentence Fluency - Clear; fluid - Understandable- Appropriate to overall mission
    • 6) Conventions - Mechanics, appropriatefor prompt and grade level - grammar; punctuation - format and style
    • In sum:- purpose of writing drives form- keep it simple- 6 traits can be used to evaluate- set up basic rubrics for criteria appropriate for you
    • Quickwrites Spoken Word Poetry:http://www.youtube.com/watch?v=0snNB1yS3IE&feature= Sarah Kay shares how spoken word poetry changed her writing experience… Students can create poems and share in traveling around school, OR host a poetry festival… anything is possible. Memorizing and Delivering a Poem Works Wonders! April can be POETRY MONTH in school, with “Poem in your Pocket”
    • ClassroomsInvite Sharing Writing Has a Voice
    • Quickwrite poem reaction:
    • Quickwrite Self-Evaluation: The untraditional report card: grade yourself in 5 non-academic categories, and explain why you merit these grades!
    • Group WAC Activity: Group in Teams by Subjects: What are 5 writing abilitiesstudents (should) have by the end of each grade level? (ex. Science Grade 6: Form a hypothesis, etc.)
    • Examples Grade 6 English:
    • Examples Grade 7:
    • Examples Grade 8:
    • WAC Activity, continued: “Big Ideas” Mission:Change into Teams by Grade Level:Polish your grade-level writing skills by choosing one of the universal themes:
    • Ex. Universal Writing, cont.: Grade 6: “Sharing the Planet”: Conservation-related Grade 7: “Systems”: The Ideal School visionGrade 8: “Who We Are”: Identity and Human Development
    • Could this become a WAC project this year?What would it take to make it happen? Discuss in groups of 2-3
    • Additional In-ClassUniversal Writing Ideas— ways to infuse writing into any subject!
    • Passing Back Materials (Essays, for example): Host a Writers’ WorkshopOpportunity– you can makeit a game, interactive, with guessing
    • Glossary of Ms. Krause’s Essay Editing Comments (Shorthand)Usually, the phrase or idea is underlined or circled, with these codes somewhere nearby—in the margin, etc. RUN-ON: Run on sentence; break it up IS: Incomplete Sentence UNC: Unclear idea; rephrase for clarity AWK: Awkward construction. Idea is clear, yet phrasing is awkward. Change word choice.
    • Editing comments, continued… VT:Needs verb tense switch (book’s plot in present tense!) WC: Change your word choice YES: Great point! Good job! SP: Spelling error EX: Needs examples/ evidence to prove thesis MORE: Great start of idea; tell more about this! CAS: Too casual or cliché—avoid this
    • General Notes 1. Every sentence needs: a SUBJECT (noun) and a PREDICATE (verb). Where are yours? 2. Watch “so”—use sparingly! 3. Avoid “thing” and other nondescript words.4. Someone is singular, so match with “he” or “she,” not “they”! 5. Have you varied your sentences? What is a Simple sentence? Compound? Complex?
    • Overall (Format) 1. Is your writing legible? 2. Are you using the margins? 3. Are you indenting paragraphs? 4. Do you have an introduction? 5. Is there a thesis? (More on this later) 6. Is there a conclusion?7. Are you using 3rd person? (Eliminate “I think/I feel/I believe/In my opinion” unless this is a personal narrative essay. Why?)
    • To Blog or not to Blog…student views; long form vs/ short form debates Paper versus Blogging versus Shared google docs, essays, etc.
    • Blogs can be toolsfor sharing reflections about writing: Karim: http://blogs.zis.ch/13429/ Liza: http://blogs.zis.ch/3528/Stephanie: http://blogs.zis.ch/13249/
    • Quickwrite:(Great to use for after a weekend/vacation) 3 nouns, 2 verbs news story Show that action and news hinge on certain parts of speech; good summarizing tool. This can be related to any subject; writing stems from here…
    • On Vocabulary: BRAG ball, etc. Connotation, Denotation, P.O.S., Etymology, Word of the Day, Balderdash  Games: http://www.visualthesaurus.com/vocabgrabber/# http://www.etymonline.com/http://freerice.com/#/english-vocabulary/1377
    •  Assonance & Alliteration
    • Connect with Students on TitanPad;let them respond to readings, grade selves, and critique each other, using shorthand, too: http://titanpad.com/  
    • Student Writing Sample – What Would You Give Up? Response to poem by Marie Howe:
    • Student Writing Sample 2 – Zeitgeisthttps://www.youtube.com/watch?v=SAIEamakLoY&feature=relateZeitgeist Response – Eighth Grade Technology has a big influence on us these days.Some say that it only breaks us apart and makes usfarther from each other. Technology also brings ustogether, allowing us to communicate to all of theworld (or most of it) without even leaving the comfortof our home. It allows us to inter-mingle cultures andshow the world our individuality. In the old days of notechnology, I bet the average person met much lesspeople than the average person today.
    • Student Writing Sample 3 – Ekphrasis Poems (Student Poetry in Response to Student Art):
    • Student Writing Sample 3, continued – notice how thefollowing responds to the same student artwork differently:
    • "A need to hear and tell stories is essential to human beings, second in necessity apparently after nourishment and before love and shelter." –Reynolds Price Aren’t there stories all around us?https://voicethread.com/share/2939681/
    • Additional Materials and Writing Prompts: Beginning of School and Index cards MAD GLAD SAD SCARED “Pacman” Main Character Forced Fusion 5 Card Flickr:http://5card.cogdogblog.com/show.php?suit=5card Ethos Pathos Logos
    • Additional Materials and Writing Prompts: Short Stories: VCPDMS Hyperbole/Understatement Rants and Raves Music Thesis Statement Epigraphs Ekphrasis Alien Writing Nature Journaling
    • Additional Materials and Writing Prompts: Solstice and Equinox and Vivaldi’s Four Seasons Poetry Out Loud Universal School Readings Create a Rubric Through Class Discussions Commenting on Poetry:  Sound, Structure, Symbolism, Significance!
    • Sources: WAC introduction & Q&A, Colorado State: http://wac.colostate.edu/intro/ 42 MS writing exercises: http://www.education.com/activity/middle-school/writing/ NWP National Writing Project: http://www.nwp.org/cs/public/print/resource_topic/writing_across_the_curriculum MS Writing Resource “Write in the Middle” http://www.learner.org/workshops/middlewriting/ PURDUE Overview & Resource (High School Level, yet can be modified for MS): http://owl.english.purdue.edu/owl/resource/677/1/ Intro to Rhetoric (Ethos, Pathos, Logos tools, great for writing & Persuasion): http://www.youtube.com/watch?v=mIESu4yXco4 Shelley Stagg Petersen on Staccato & discovery writing: http://www.eric.ed.gov/PDFS/EJ779054.pdf Adora’s video Six Traits: http://www.youtube.com/watch?v=zyZRDL8nm-A HIGH SCHOOL WAC manual: http://www.ncpublicschools.org/docs/curriculum/languagearts/secondary/writing/writinghandbook.pdfWriting Advice: http://www.buzzfeed.com/expresident/writing-advice-from-famous-authors?fb_ref=recbar Sarah Kay TED Spoken Word Poetry: www.youtube.com/watch?v=0snNB1yS3IE&feature=
    • Caitlin Krause caitlin.krause@gmail.comwww.caitlinkrause.tumblr.com/ @CKwriter www.flickr.com/caitlinkrause "All of our wordsare but crumbs that fall down from the feast of the mind." -Khalil Gibran