Collaboration
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Collaboration - or How to Write Together Without Killing Each Other - We present guidelines on how to write together and make it fun instead of torture.
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Long distance writing partners
This document provides information and advice for writers interested in collaborating on writing projects with long-distance partners. It discusses benefits such as sharing ideas, inspiring each other, and bringing different perspectives. It also offers tips for finding partners, agreeing on projects, dividing responsibilities, communicating via email and phone, meeting deadlines, and creating related stories that reuse locations and characters to maintain consistency. The overall message is that writing with partners can help writers stay motivated and improve through feedback and practice.
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What’s in a name
This document discusses the importance of naming places, characters, and books in fiction writing. It provides tips for choosing names such as ensuring they are appropriate for the time period and location in the story. Place names should provide clues about the place while character names should fit their backgrounds. Book titles should intrigue readers with techniques like alliteration or posing a question. The document encourages writers to be creative with names but ensure they are consistent within the fictional world.
Book club roles
This document outlines different roles for members of a book club to take on when meeting to discuss their readings. It describes six roles: Wordsmith, Captain Connector, Genius Guesser, Question Queen/King, Artful Artist, and Transformer. Each role has specific tasks to complete while reading such as identifying important words, finding connections, selecting passages to read aloud, writing discussion questions, drawing a related picture, or preparing a summary and discussing how one's thinking changed. Taking on different roles each meeting is meant to make discussions more engaging and ensure everyone participates.
Making Literature Circles Come Alive
This document discusses literature circles, which are student-led book clubs. It defines literature circles, their benefits, structure using roles, and challenges of implementing them. Challenges include developing an understanding of roles, teaching group work, and keeping students accountable for reading. The document provides strategies for addressing each challenge, such as modeling roles, establishing expectations, and creating time for in-class reading.
Book club roles
The document outlines 6 roles for members of a book club to take on when meeting to discuss their reading. These roles include Wordsmith, Captain Connector, Genius Guesser, Question Queen/King, Artful Artist, and Transformer. Each role has specific tasks to complete related to analyzing, connecting with, questioning, or representing aspects of the reading through words, drawings, or discussing how their thinking changed. Members are meant to take on different roles each time they meet to encourage active participation and engagement with the book from different perspectives.
Intro To Lit Circles
Literature circles involve students reading and discussing sections of a book in small groups. Each student is assigned a different role for each discussion, such as correspondent, word finder, connector, or discussion director. During discussions, students with roles present their contributions, such as interesting passages, unfamiliar words, connections to other topics, or prepared discussion questions. The groups use role assignments, prepared materials, and discussion guides to structure their conversations about the book. After each meeting, students reflect on their participation and the group's discussion.
Literature Circles: An alternative way to use books in the classroom
1. Literature Circles are small peer-led discussion groups where students choose to read the same story, poem or book.
2. During Literature Circles, students are divided into small groups. Each group chooses a text to read within an agreed upon time period. They then meet regularly to discuss what they've read.
3. Students are assigned temporary roles for each discussion such as Discussion Director, Smart Summarizer, Word Wizard, or Artful Artist. They rotate roles with each meeting.
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Long distance writing partners
This document provides information and advice for writers interested in collaborating on writing projects with long-distance partners. It discusses benefits such as sharing ideas, inspiring each other, and bringing different perspectives. It also offers tips for finding partners, agreeing on projects, dividing responsibilities, communicating via email and phone, meeting deadlines, and creating related stories that reuse locations and characters to maintain consistency. The overall message is that writing with partners can help writers stay motivated and improve through feedback and practice.
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What’s in a name
This document discusses the importance of naming places, characters, and books in fiction writing. It provides tips for choosing names such as ensuring they are appropriate for the time period and location in the story. Place names should provide clues about the place while character names should fit their backgrounds. Book titles should intrigue readers with techniques like alliteration or posing a question. The document encourages writers to be creative with names but ensure they are consistent within the fictional world.
Book club roles
This document outlines different roles for members of a book club to take on when meeting to discuss their readings. It describes six roles: Wordsmith, Captain Connector, Genius Guesser, Question Queen/King, Artful Artist, and Transformer. Each role has specific tasks to complete while reading such as identifying important words, finding connections, selecting passages to read aloud, writing discussion questions, drawing a related picture, or preparing a summary and discussing how one's thinking changed. Taking on different roles each meeting is meant to make discussions more engaging and ensure everyone participates.
Making Literature Circles Come Alive
This document discusses literature circles, which are student-led book clubs. It defines literature circles, their benefits, structure using roles, and challenges of implementing them. Challenges include developing an understanding of roles, teaching group work, and keeping students accountable for reading. The document provides strategies for addressing each challenge, such as modeling roles, establishing expectations, and creating time for in-class reading.
Book club roles
The document outlines 6 roles for members of a book club to take on when meeting to discuss their reading. These roles include Wordsmith, Captain Connector, Genius Guesser, Question Queen/King, Artful Artist, and Transformer. Each role has specific tasks to complete related to analyzing, connecting with, questioning, or representing aspects of the reading through words, drawings, or discussing how their thinking changed. Members are meant to take on different roles each time they meet to encourage active participation and engagement with the book from different perspectives.
Intro To Lit Circles
Literature circles involve students reading and discussing sections of a book in small groups. Each student is assigned a different role for each discussion, such as correspondent, word finder, connector, or discussion director. During discussions, students with roles present their contributions, such as interesting passages, unfamiliar words, connections to other topics, or prepared discussion questions. The groups use role assignments, prepared materials, and discussion guides to structure their conversations about the book. After each meeting, students reflect on their participation and the group's discussion.
Literature Circles: An alternative way to use books in the classroom
1. Literature Circles are small peer-led discussion groups where students choose to read the same story, poem or book.
2. During Literature Circles, students are divided into small groups. Each group chooses a text to read within an agreed upon time period. They then meet regularly to discuss what they've read.
3. Students are assigned temporary roles for each discussion such as Discussion Director, Smart Summarizer, Word Wizard, or Artful Artist. They rotate roles with each meeting.
TCH505 Literature Circles Slideshare
Literature circles involve students choosing a book to read in small groups. Each student is responsible for a role, such as discussion leader, illustrator, or word webs. As a discussion leader, students create questions about the text and lead the group discussion. The illustrator draws pictures related to important parts of the book. Students must complete their roles before each group meeting and read assigned pages. They are expected to have thoughtful discussions and respect each other's opinions. Their completed roles are turned in after each meeting.
Literacy circles roles
The document outlines the roles and responsibilities of 8 different positions for a book club discussion. The Amazing Assembler is responsible for finding connections between the book and their own life or other works. The Discussion Director thinks of questions for the group to discuss the chapter. The Character Cop analyzes a character and provides evidence from the text to support their analysis. The Word Wizard collects interesting or difficult words and looks them up in the dictionary. The Summariser Sergeant summarizes the main events of the chapter. The Literacy Leader leads the discussion and keeps it moving by asking questions.
Literature Circles
The document provides guidance for literature circle roles including discussion director, summarizer, connector, illustrator, and literature enhancer. It outlines the responsibilities for each role such as developing discussion questions, preparing a summary, connecting the reading to other topics, drawing an illustration related to the reading, and focusing on specific elements like vocabulary or passages. It also suggests some extension project ideas that group members could complete like creating an alphabet book, CD cover, or bookmark related to the book.
Literature Circles roles
The document provides guidance for students taking on different roles to collaboratively discuss and understand a text. It outlines the roles of Summariser, Vocabulary Extender, Artful Artist, Clever Connector, Discussion Director, and Character Captain. For each role, it describes the key tasks and provides criteria for success, as well as suggestions to go beyond the basic requirements.
Literature Circles
Literature Circles involve small groups of students meeting to discuss books they have read. Each student is assigned a specific role with responsibilities to help facilitate discussion. Roles include Discussion Director, Character Analyzer, Artful Artist, Text Connector, Summarizer, Word Finder, and Passage Picker. Students must complete their assigned jobs and participate effectively to ensure Literature Circles are successful.
Best literature circle presentation
The document discusses literacy circles and blogging as methods for developing literacy skills. It provides context for literacy in the 21st century and describes how literacy circles and blogging can create deeper understanding of texts by allowing students to discuss and respond to readings. It also outlines various roles students can take on in literacy circles, such as summarizer, questioner, or illustrator.
Literature Circles Roles @ TPS
The document provides guidance for students taking on different roles to engage with and summarize a text. It describes 9 different roles: Summariser, Vocabulary Extender, Artful Artist, Clever Connector, Discussion Director, and Character Captain. Each role has specific tasks to complete like writing a summary, identifying unfamiliar words, creating a visual representation, asking discussion questions, or explaining a character's perspective. The document outlines success criteria and suggestions for going beyond the basic requirements for each role.
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Literature circles start to finish
Literature circles involve students choosing their own reading materials and meeting regularly in small groups to discuss what they read. The teacher's role is as a facilitator rather than leader of discussions. Consistent elements of literature circles include student choice of texts, formation of temporary groups, regular group meetings, use of notes to guide discussions, and mini lessons led by the teacher before and after meetings. Assessment is typically through teacher observation and student self-evaluation.
Instructional strategy powerpoint terenzio
Literature circles involve small groups of students gathering to discuss a piece of literature. Students guide the discussion based on their own responses and reactions to what they have read. Literature circles were first created in 1982 but gained popularity after further research established their benefits, which include promoting critical thinking, student choice, and collaboration. They work by having students choose texts and meet regularly in temporary groups to discuss the texts, with discussions guided by student-selected roles and open-ended questions. The teacher facilitates the groups but does not lead instruction, instead observing and providing support.
Literature circles trial
This powerpoint introduces literature circles and provides guidance on implementing them in the classroom. Literature circles involve small groups reading and discussing the same book, with student-led conversations. They promote a love of reading, critical thinking, and collaboration. The presentation outlines how to form groups, select books, establish expectations, and assess student learning during literature circles.
Literature circle
This document outlines the rules and procedures for literature circle groups at St. Adalbert's Grade 7. It discusses the roles that students can take on in their groups, including discussion leader, vocabulary leader, group manager, illustrator, and spokesperson. It provides guidance on how to effectively participate in discussions, ask questions about the text, and prepare for meetings. The goal is for students to work collaboratively to engage with and understand assigned readings.
Literature circles ppt for lit workshop 141210
Literature Circles is a technique that allows students to develop reading comprehension through discussion rather than just measuring comprehension. It involves students forming reading circles based on interests or book selection, where they take on roles like discussion director or word wizard to prepare questions and vocabulary for group discussions. The circles progress from teacher-directed to student-directed as students learn to have meaningful discussions and take responsibility for their own learning.
Literature circles
Literature circles involve students forming discussion groups to reflect on and analyze literature. Each small group has different reading roles to divide responsibilities and encourage participation. The purposes are to develop personal responses to texts, share understandings through peer discussion, and improve comprehension, appreciation of style, and reading strategies. Roles include vocabulary enricher, summarizer, literary luminary, discussion director, and connector to relate the text to personal experiences. [END SUMMARY]
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English Composition Lecture Powerpoint.pptx
Here are a few issues I see with this outline:
- The thesis/main point is not clearly stated. It's unclear if the writer is arguing cellphones do or do not cause problems.
- The subpoints under I and II are not parallel. One includes a cause and effect while the other just states a problem.
- Some points are not fully developed (e.g. "Cellphones cause more people to need glasses" lacks support/explanation).
- Grammar and spelling errors make some points unclear ("cellphones can develop addictions" and "rewire the b").
- No conclusion is included to wrap up the argument.
Overall, this outline would benefit from clarifying the thesis
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The document provides guidance for literature circle roles including discussion director, summarizer, connector, illustrator, and literature enhancer. It outlines the responsibilities for each role such as developing discussion questions, preparing a summary, connecting the reading to other topics, drawing an illustration related to the reading, and focusing on specific elements like vocabulary or passages. It also suggests some extension project ideas that group members could complete like creating an alphabet book, CD cover, or bookmark related to the book.
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The document provides guidance for students taking on different roles to collaboratively discuss and understand a text. It outlines the roles of Summariser, Vocabulary Extender, Artful Artist, Clever Connector, Discussion Director, and Character Captain. For each role, it describes the key tasks and provides criteria for success, as well as suggestions to go beyond the basic requirements.
Literature Circles
Literature Circles involve small groups of students meeting to discuss books they have read. Each student is assigned a specific role with responsibilities to help facilitate discussion. Roles include Discussion Director, Character Analyzer, Artful Artist, Text Connector, Summarizer, Word Finder, and Passage Picker. Students must complete their assigned jobs and participate effectively to ensure Literature Circles are successful.
Best literature circle presentation
The document discusses literacy circles and blogging as methods for developing literacy skills. It provides context for literacy in the 21st century and describes how literacy circles and blogging can create deeper understanding of texts by allowing students to discuss and respond to readings. It also outlines various roles students can take on in literacy circles, such as summarizer, questioner, or illustrator.
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The document provides guidance for students taking on different roles to engage with and summarize a text. It describes 9 different roles: Summariser, Vocabulary Extender, Artful Artist, Clever Connector, Discussion Director, and Character Captain. Each role has specific tasks to complete like writing a summary, identifying unfamiliar words, creating a visual representation, asking discussion questions, or explaining a character's perspective. The document outlines success criteria and suggestions for going beyond the basic requirements for each role.
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The document provides instructions for a group work activity on analyzing a story. It tells the group to present their ideas, reorganize the story details, answer all the discussion questions, and submit their notes. It then lists multiple questions for the group to discuss related to what they learned, the message, characters, feelings and opinions on the story.
Literature circles start to finish
Literature circles involve students choosing their own reading materials and meeting regularly in small groups to discuss what they read. The teacher's role is as a facilitator rather than leader of discussions. Consistent elements of literature circles include student choice of texts, formation of temporary groups, regular group meetings, use of notes to guide discussions, and mini lessons led by the teacher before and after meetings. Assessment is typically through teacher observation and student self-evaluation.
Instructional strategy powerpoint terenzio
Literature circles involve small groups of students gathering to discuss a piece of literature. Students guide the discussion based on their own responses and reactions to what they have read. Literature circles were first created in 1982 but gained popularity after further research established their benefits, which include promoting critical thinking, student choice, and collaboration. They work by having students choose texts and meet regularly in temporary groups to discuss the texts, with discussions guided by student-selected roles and open-ended questions. The teacher facilitates the groups but does not lead instruction, instead observing and providing support.
Literature circles trial
This powerpoint introduces literature circles and provides guidance on implementing them in the classroom. Literature circles involve small groups reading and discussing the same book, with student-led conversations. They promote a love of reading, critical thinking, and collaboration. The presentation outlines how to form groups, select books, establish expectations, and assess student learning during literature circles.
Literature circle
This document outlines the rules and procedures for literature circle groups at St. Adalbert's Grade 7. It discusses the roles that students can take on in their groups, including discussion leader, vocabulary leader, group manager, illustrator, and spokesperson. It provides guidance on how to effectively participate in discussions, ask questions about the text, and prepare for meetings. The goal is for students to work collaboratively to engage with and understand assigned readings.
Literature circles ppt for lit workshop 141210
Literature Circles is a technique that allows students to develop reading comprehension through discussion rather than just measuring comprehension. It involves students forming reading circles based on interests or book selection, where they take on roles like discussion director or word wizard to prepare questions and vocabulary for group discussions. The circles progress from teacher-directed to student-directed as students learn to have meaningful discussions and take responsibility for their own learning.
Literature circles
Literature circles involve students forming discussion groups to reflect on and analyze literature. Each small group has different reading roles to divide responsibilities and encourage participation. The purposes are to develop personal responses to texts, share understandings through peer discussion, and improve comprehension, appreciation of style, and reading strategies. Roles include vocabulary enricher, summarizer, literary luminary, discussion director, and connector to relate the text to personal experiences. [END SUMMARY]
Writing a book review
The instructor provides guidance for writing a book review by listing key elements to include such as introducing the author and main characters, describing the story setting and point of view, and discussing any social classes or prejudice portrayed in the book. The review should also summarize the overall topic or plot of the story.
How to write a belonging creative writing
This document provides guidance on how to write a creative piece about belonging for an exam. It addresses common issues students have like feeling uncreative or not knowing how to structure a story. It recommends drafting the piece in advance rather than improvising. Students should choose 2-3 belonging ideas to focus on, develop a premise for their story, and flesh out their main character and how their sense of belonging will be complicated and then resolved by the end. Examples of premises include a migrant family arriving in a new country or a person struggling to fit in at school. The piece must have a complication and resolution for the character's belonging.
Notice and note book
This document provides strategies for close reading texts called "signposts" for both literature and nonfiction. For literature, it identifies signposts like contrasts & contradictions, aha moments, tough questions, words of the wiser, again & again, and memory moments. For each signpost, it prompts the reader to ask a question to think more deeply about the text. For nonfiction, it identifies signposts like contrasts & contradictions, absolute & extreme language, numbers & stats, quoted words, and word gaps, again prompting the reader to ask questions about the text. The overall goal is to help readers think more critically about what they are reading.
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This document provides guidance for teachers on launching notebook writing with students. It discusses including storytelling to spark interest, considering notebook design features, and strategies for getting students writing such as writing about their name, creating lists of favorite and least favorite topics, or thinking through questions. It emphasizes building writing fluency through daily pages, writing related to literature, observations using senses and figurative language, and continuing other students' writing. The teacher should set clear expectations around regular writing both in and out of class while allowing students freedom in their topics.
Jd quick writes
This document discusses quick writes, a writing strategy that can be used with students of any grade. Quick writes involve short, non-stop writing sessions of 5-15 minutes on a provided topic or prompt. They provide opportunities for students to practice writing freely without censorship in order to associate writing with meaning and enjoyment. The document recommends doing quick writes daily and providing topics related to students' lives. It also discusses re-reading quick writes to improve writing skills and sharing writing with partners without judgment.
The Book and Beyond
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This document provides guidance on writing and publishing a book. It covers determining your book's message, audience, and differentiation before writing; structuring the content through outlining; the writing process; getting feedback on a first draft; and working with different types of editors. The key points are outlining the book structure, leaving space for experimentation while writing, getting feedback, and understanding that different editors provide support at various stages from development to proofreading.
English Composition Lecture Powerpoint.pptx
Here are a few issues I see with this outline:
- The thesis/main point is not clearly stated. It's unclear if the writer is arguing cellphones do or do not cause problems.
- The subpoints under I and II are not parallel. One includes a cause and effect while the other just states a problem.
- Some points are not fully developed (e.g. "Cellphones cause more people to need glasses" lacks support/explanation).
- Grammar and spelling errors make some points unclear ("cellphones can develop addictions" and "rewire the b").
- No conclusion is included to wrap up the argument.
Overall, this outline would benefit from clarifying the thesis
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Collaboration
- 1. Collaboration Writing Together without killing each other Larry K. & Lorna Collins
- 2. Advantages: • More ideas • Greater variety • Different POV • Different voices - different characters • Fresh approaches
- 3. Disadvantages • Incompatible styles • Different goals • Different focus • Different writing standards • Unequal loads
- 4. Know Your Own Style • Formal? • Informal? • Risqué / Erotic? • Inspirational? • Lots of detail? • Short and crisp?
- 5. Know Your Own Voice • What is your rhythm? • How do you structure sentences? • How do you express emotions? • Do you use lots of adjectives / adverbs? • Do you write only complete sentences? • Do you write dialogue?
- 6. Know What You Do Well • Identify your individual strengths • Are you accurate? • Are you funny? • Are you sensitive? • Are you a researcher? • Can you edit well?
- 7. Know Your Weaknesses • What don’t you do well? • Do you have trouble spelling? • Do you make punctuation mistakes? • Do you have trouble with tenses? • Do you leave words or ideas out? • Do you put too many words in?
- 8. Choose a collaborator who … • Complements you • Shares your values, approach and work ethic • Is strong where you are weak • Is weak where you are strong • Is flexible • Knows how to compromise • You like – and who likes you!
- 9. Outline your story • Establish the overall arc of the plot before starting • Establish the personalities and arcs of the characters – even though they may change • Know the beginning and end of each chapter before writing it
- 10. Divide the work • Decide who is responsible for what part • Who will do the research? • Will you write together, simultaneously, sequentially or separately? • Will you divide up the characters? • Will you write separate chapters?
- 11. Don't fall in love with your words • Editing may require cutting – even your favorite “stuff” • “Wow” words and phrases may interrupt the flow • Your best thoughts may not be right for the current work
- 12. Learn to rewrite • Make changes together • Negotiate changes • If there is a dispute over the “best” word or sentence, learn to scrap both and come up with another choice • Edit, edit, edit
- 13. Get another opinion • Read aloud to each other so you can hear the words and the rhythm • Join a critique group • Give the work to friends to preview • Find a good editor and listen!
- 14. Know when to take a break • When discussions are at an impasse • When you are too tired • When you’re hungry • When you’re ready to murder • When your relationship is suffering • When it’s not fun
- 15. Share • Share the responsibility of getting the work done • Share the ownership of the project • Share the fun of discovery • Share the positive feedback • Share the high of publishing