This document outlines strategies for engaging students in academic writing assignments. It discusses using a gradual release model with four stages: developing topic knowledge, modeling genres, interactive writing, and independent writing. One strategy presented is "simultaneous round table," where students write responses to a question and pass their paper to add comments. Another strategy is "wallpapering," where students write pros and cons of a topic and post them for comments. The document aims to help participants develop writing skills through engaging oral language activities before writing independently.

1. No More Boring Writing Assignments:
Engaging Strategies for
Academic Writing
Carla Huck and Beth Amaral
SIOP Instructional Coaches
Danbury High School
April 2015

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3. Think, Pair, Share
What are some problems that your
students experience with writing?
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4. Objectives
Content:
Participants will utilize four effective strategies for
developing academic writing skills through engaging
activities.
Language:
Participants will be able to scaffold assignments in
their classrooms with oral language development as a
precursor to writing.
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5. Gradual Release for Writing
Stage 1: Developing Knowledge of the Topic
Stage 2: Modeling the Genre (Mentor Texts)
Stage 3: Interactive Writing
Stage 4: Independent Writing
Source: Gibbons, P. Scaffolding EL learners to be successful
writers.

6. Quote:
“The idea that ‘you learn to write by writing’ is well
and good for English–only students who need only
to practice their writing skills to become better
writers. However, this maxim is not helpful in
describing the task for many English Language
Learners. . . In this case, more writing is not the
solution. Research suggests that more talking - oral
language development - is the prerequisite to
developing strong writing skills.”
(Williams, Stathis, and Gotsch, 2009, pg. 21)

7. Activity #1: Simultaneous Round Table
In groups of 4, respond in writing to the
following question:
Describe a successful writing activity that you have
done with your students.

8. Activity #1: Simultaneous Round Table
1. Write a response on your own paper. ( 2-3
minutes)
2. Pass your paper clockwise so each teammate can
add to, fortify or ask for clarification for the prior
responses.
*Use Sentence Starters for Responding in
Discussions for reference.
3. After 3 rotations, teammates either discuss/
debrief each others’ comments (additional 3- 5
minutes) or read them silently to themselves.
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9. 9
Agreeing
● I agree with ....
● …...has convinced me that … because ....
● I couldn’t have said that better! ..explained ….
perfectly!
● ….. has made a good point. I agree that …
Disagreeing
● I’d like to respectfully disagree because …..
● While I agree with …., I’d like to discuss ….
more.
● I don’t share that opinion because ....
● That’s interesting, but …
Adding to
● In addition to what …. said, ….
● Can I add to that? _________.
● I would like to piggyback on what …. said by
adding ….
● You are right. To continue that thought,...
Clarifying
● In other words, you are saying….
● I think it means….
● I understand the part about…. but I want to
know….
● More specifically, it is…. because…
Fortifying
● For example,...
● One case that illustrates this is…
● In the text it said that…
● Strong supporting evidence is….
Creating
● I noticed the pattern of…
● That reminds me of …
● I think it depends on…
● One idea could be...
Sentence Starters for Responding in Discussion

10. Activity #1: Simultaneous Round Table
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11. Activity #2: Wallpapering
1. Discuss with a partner:
•ADVANTAGES of using the Internet
•DISADVANTAGES of using the Internet
2. Write with your partner:
•one sentence about the ADVANTAGES of using
the Internet
•one sentence about the DISADVANTAGES of
using the Internet
3. Post your papers on the wall.
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12. Activity #2: Wallpapering
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13. Activity #2: Wallpapering
4. Go around, read and evaluate one another’s
ideas.
5. Write comments on at least three sentences (for
example, something you didn’t know, something
you hadn’t considered, an idea you agree with).
6. Later, we will discuss your activity as a class.
7. Each writer will have an opportunity to comment.
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14. Activity #2: Wallpapering
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15. Activity #3: The Last Word
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16. Activity #3: The Last Word
1. Read the article, “Is Google Making Us Stupid?”
by Nicholas Carr.
2. Underline one sentence about an advantage that
is significant to you.
3. Underline one sentence about a disadvantage
that is significant to you.
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17. Activity #3: The Last Word
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18. Activity #3: The Last Word
4. Form a group of four.
5. In your group, share your significant sentences.
6. Discuss why you have chosen your sentences,
and then decide as a group, which two sentences
are the most significant and be able to explain
your reasoning. Record them on separate sticky
notes.
7. Send one group member up to post your
sentences on the class t-chart.
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19. Activity #4: Counter-Argument
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20. Activity #4: Counter-Argument
Should Tablets Replace Textbooks in K-12 Schools?
1. Decide which side of the debate you support.
2. Form a group with others who take your side.
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21. Activity #4: Counter-Argument
3. Now, you will discuss the OPPOSITE side of the
debate.
4. Individually, write as many sentences as you can
that support the OPPOSITE side of the argument.
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22. Activity #4: Counter-Argument
5. Find a partner from the other group.
6. Share your sentences with your partner.
7. Complete your graphic organizers, and indicate
where you need to add details, statistics, and
examples to bolster your argument.
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23. 23
Claim: State your position in relation to the
topic. ______________should/should not _________________.
(e.g.: tablets should replace textbooks in schools; the drinking age should not be lowered.)
Data/Evidence:
Support your claim with a fact, statistic,
quote, percentage, etc. & cite where that
information came from.
One reason to (claim) is because (argument). For example, (evidence).
Another reason to (claim) is because (argument).
Warrant: Explain why or how the
evidence/data supports your claim. Typically
2-3 sentences in length.
For instance, (evidence).
Counterargument:
State a logical counterclaim. Use language to
show this is a conflicting viewpoint (i.e.
although, even though, despite, however, in
contrast, etc.)
In contrast, (argument against your claim.)
Rebuttal: Present data and analysis to
discredit or prove the counterclaim is weak.
Typically 2-3 sentences in length.
However, (evidence to dismiss counter-argument)
Conclusion statement In conclusion, ______.
We need to ________ because _______.
Argument Paragraph Planning Template

24. References
• Gibbons, P. (2009). English learners academic literacies
and thinking: Learning in the challenge zone.
Portsmouth, NH: Heinemann.
• Gimble, Claire and Bradinova, Marietta, Virginia
International University, VA. Presentation at TESOL
2015 in Toronto, CA.
• Williams, Stathis, and Gotsch, “Speaking of Writing,”
2009, Language Magazine pg. 21
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25. Thank you!
Did we meet our objectives?
We will follow up with a brief
e-mail survey.
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