This document summarizes key chapters and concepts from the book "Content-Area Writing" by Harvey Daniels, Steven Zemelman and Nancy Steineke. It discusses 10 chapters that cover various writing strategies that can be used across content areas, such as quick writes, public writing projects, and writing for tests and assessments. Specific strategies summarized include writing breaks, exit slips, admit slips, brainstorming, clustering, mapping, written conversations, running a writing workshop, and teacher-student conferences. The document provides examples and explanations of how these different writing strategies can be implemented in the classroom.

1. Content-Area WritingBy: Harvey Daniels, Steven Zemelman and Nancy Steineke AbbieDeBack Megan Jansizewski And Jillian Lukens

2. Chapters Cover. . . Chapter 1- Writing in Content Areas Chapter 2- Writing to Learn Chapter 3- Quick Writes: Easy Writing-to-learn Strategies Chapter 4- Going Deeper with Writing to Learn Chapter 5- Public Writing Chapter 6- Supporting Public Chapter 7- Shorter Public Writing Projects Chapter 8- Running a Writing Workshop Chapter 9- More Ambitious Public Writing Projects Chapter 10- Writing for Tests and Assessments

3. Writing Break Exit Slip Admit Slip Brainstorming Drawing and Illustrating Clustering Mapping Chapter 3

4. Writing Break Self-explanatory Let students think Recall 10-30% of reading, hearing and seeing 20 minute writing breaks Moves the sticking rate from 70 to 90 range. Writing Break

5. Exit Slip Save 1 to 5 minutes at the end of class Ask for response to the days lesson on a notecard Examples After group discussion, ask what they thought was the best question they discussed Admit Slip Bring a short piece of writing to class Note card Reading log Admission ticket Reflect on last class assignment Can use it to start the class Exit Slip & Admit Slip

6. Drawing and Illustrating Quick drawings, sketches, diagrams to illustrate ideas, events, experiences, etc. Visually oriented sort complex ideas Digest a concept Re-creation or re-teaching Brainstorming Coming up with lots of ideas with a short amount of time Inventory of what they know or think, even if it’s not correct Used at beginning to start or middle for a break Brainstorming, Drawing and Illustrating

7. Clustering Process or words and phrases spilled onto a page Self-organizing Allows students to uncover possibilities they may not have thought of using traditional methods Mapping Arrange groups of ideas visually and show relationship among them Simple maps Venn diagrams Flowcharts Concept wheels Represent thoughts that involve Multiple, simultaneous associations rather then linear steps Clustering & Mapping

8. Written conversation Write-Around Carousel Brainstorming Double-Entry Journal Nonstop Write Reflective Write KWL Teacher-Student Correspondence Chapter 4

9. Written Conversation Passing Notes Use it in a classroom by Having students write notes to each other about a book they are reading. Read history in class and have pairs discuss it Write–Around 3-5 students write notes to each other Rich, complex topic assigned by teacher Use McCarthy Era - Watched a film and wrote notes to each other about it. Written conversation & Write-Around

10. Carousel Brainstorming Instead of single response – students can simultaneously share ideas and respond in writing to 3 or 4 prompts. Use for new topic Double Entry Journal Examples Pros and cons lists Plus and minus Woman using tools to compare two guys she’s dating. Carousel Brainstorming & Double Entry Journal

11. Nonstop-Write Timed writing 3-5 minutes Respond to prompt What were you reactions to a film? Describe the process Reflective Write Awareness of ourselves End of task Pause and think about how and what they learned Nonstop-Write and Reflective Write

12. KWL Know, Want to know and Learned Best if students have prior knowledge Examples Global warming, waves, Shakespeare Teacher-Student Correspondence Writing back and fourth with students At least a couple times a year Spend about15 minutes of time each time you do it KWL and Teacher-Student Correspondence

14. Parts

15. Teacher-Student Conferences Chapter 8

16. Why It is Worth It Justify it? Depth – vital part of your job Balance – Between content area teaching and writing Develop writing – Long range plan Time – Yes, but worth every minute Running a Writing Workshop

17. Parts Building engagement Choice Individual goal setting Students working independently in the classroom Brief focused teaching Modeling Teacher-student conferences and observation Conference records Writing folders Sharing results Running a Writing Workshop

18. Teacher-Student Conferences Time, Focus and Data Time Teach one aspect, no full drafts Focus Ask what they need help with Teach students how to review own work and goals Data Sticking notes to jot topics and notes Have students keep records of skills Running a Writing Workshop