This document provides tips and techniques for teaching writing. It begins with an individual activity where participants free write about the key characteristics of good writing. Then it discusses common responses students have around spelling, punctuation and grammar. The document emphasizes viewing writing as a process and taking the focus off just the writer. It introduces the writing process of planning, organizing, writing, editing and revising. Graphic organizers and outlining are presented as tools to help generate and organize ideas. The importance of drafting and revision in the grading process is discussed. Reverse outlining is presented as a technique for self and peer editing. Finally, it recommends reviewing writing using a text level grammar hierarchy working from the top levels of text and paragraph down to the sentence level.

1. Teaching Writing:
Tips and Techniques
Workshop, MEXTESOL 2016
Monterrey, Nuevo Leon
Laura Sagert laura.sagert@cide.edu
Centro de Investigación y Docencia Económicas, A.C
1

2. Different perspectives2
Image credit: CaseyPenk, Vardion [Public domain], Blank world map south up. Via Wikimedia Commons,
https://upload.wikimedia.org/wikipedia/commons/6/6f/Blank-map-world-south-up.png

3. Writing as…3
Image credit: By Alejandro Escamilla (Unsplash) [CC0 or CC0], via Wikimedia Commons
https://upload.wikimedia.org/wikipedia/commons/0/02/Left-handed_writing_with_wristwatch.jpg

4. Individual activity: Freewrite
In your opinion, what are the key
characteristics of good writing?
Write your ideas down as they come to you.
Don’t stop; don’t edit.
4

5. Pair Work: Discussion
Compare the key characteristics of
good writing you identified with
those identified by the person(s)
sitting next to you.
5

6. If you feel stuck for ideas, use the picture.
Tip 1: Use multiple sources to explore and
generate ideas.
6
Image credit: Louisa Anne, Marchioness of Waterford (1818-1891) [Public domain], undefined.
https://upload.wikimedia.org/wikipedia/commons/a/a6/Louisa_Anne00.jpg

7. Common student responses?7
Image credit: Narek75 (Trabajo propio) [CC BY-SA 4.0
(http://creativecommons.org/licenses/by-sa/4.0)], undefined
https://upload.wikimedia.org/wikipedia/commons/4/41/ATC_Admission_Exam.JPG

8. Common student responses
Spelling
Punctuation
Grammar
Appearance (tidy)
 Why?
8

9. What message are we sending?
What do we teach?
How do we give feedback on
writing?
9

10. Pair Work: Discussion
What do we, as teachers,
focus on when teaching
writing? Why?
What do we emphasize
when grading work or
giving feedback?
To what extent do
students make use of our
feedback?
10
Dombrowski, Quinn. (2007). Via Flickr: Day 318: Blood, Sweat, and Tears: from both
students and teachershttps://www.flickr.com/photos/quinnanya/2021672445/in/photolist-45DAMt-hFgdpb-ryDr5q-hFgwQt-rhbB77-hFg9G1-
87c6AA-87c9my-nGhucM-nEeRru-sgfmk2-878UZe-rATHLx-878VJB-hFdTQd-hFdSFQ-hFgCo2-hFgC1Z-sgfjqv-hFfseD-7D2xBW-hFdU51-hFgtgV-9DSi2b-hFgGhp-
hFeT8B-yGig4-7L63K1-4qxmmE-aieEkY-sKAi4F-sgfguv-8XTZEU-4az6vR-sg7tgm-sg7ssh-rAGgSw-CzgKVv-svpr9L-Cx2pXq-GUTZ7S-sxESN4-HhcGof-GUTQAJ-rAGj1E-
rATHB4-sRgvya-sR6dAy-tKLGqJ-tMMaMS

11. Writing as “right or wrong”?
OR
11

12. Writing as an act of …
thinking
learning
creating
communicating
12

13. The other side of writing…
the reader
13
Image credit: Baraa-kell. Reading. Paris, France. Via Flickr:
https://www.flickr.com/photos/baraapics/9432989091/in/photolist-fnyx1X-o2rN9-5JbkjW-4niRRA-4A156P-oSrSkH-86dvsX-aQHtja-mWcTo-dFpDGt-6xUMDe-
81KR9D-ae5713-8FsWpL-ATb57-7hVMnm-9aFjZn-a9JSNQ-xGoWE-7hVRmq-6DbHyD-63DndZ-7hW5VN-23fTGw-4v5aS-7ibXNR-8nBEqN-8nyJfF-6byfxg-q6MRCZ-
8nBsTS-bkBhB-4Pjy9v-5fdEy2-8nB5eQ-8jSRBS-7hVPHw-NAzBZ-8nBWJy-GyxyiE-c6Bi1o-J83wgp-FFmpx9-Gyx1By-F5KyvG-kQbuFv-FF6XnD-5rFjuB-63Rzo5-ahC42F
Image credit: By Diliff - Own work, CC BY 2.5,
https://commons.wikimedia.org/w/index.php?curid=397272

14. Communication—
governed by conventions
Clear: topic, purpose, point
Coherent: logical flow of information, “makes sense”
Complete + concrete: well-focused with necessary, but
no extraneous, details
Appropriate: genre, register, tone (audience)
Credible: good, relevant evidence / arguments; appeal
to experts / data (avoid logical fallacies)
Consistent: use of style (citation, spelling, capitalization)
14

15. 15
Image credit: Palma, Esparta (2009) Don’t Worry. Via Flickr: https://www.flickr.com/photos/esparta/4119359261/in/photolist-7h1MZx-54nQnX-867QSg-8jMVMh-7TMBvF-zQktN6-aE8Frt-eYPbfk-9tVyBj-nw9FZT-6J7JTJ-4nck9y-NaSvV-
icpA7V-9pnLpZ-8gRiDP-gcj5w8-fkq123-as33Rg-avUueF-7JUD7T-8PPonW-bPnCyn-8bpvTL-bwKsZy-6W9EXM-DoAQL5-pUJNMc-8ihCDp-4W6G8D-8UGx4o-gYEeVj-9wyTfM-73xtdT-76zcix-9GhvEA-51xPDa-mvw7Za-dqz5y8-66cMEJ-fwxKox-7aYC9j-4r1958-4DtL5p-bGeG7i-CtJrZv-sK6cBM-
gkppe-eBWbNx-2yH86n
W
O
R
R
Y
S
T
R
E
S
S

16. Pair work: Discussion
When YOU write, what do
YOU worry about?
16

17. Tip 2: Take the focus off the writer
and, in part, away from the text
17
Image credit: Niabot (Own work) [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia
Commons

18. Tip 2a: Teach key questions
Simple (all ages): 5 Ws and 1H
????????
18

19. Key questions: 5 Ws and 1H
Who
What
When
Where
Why
How
19

20. Key questions
(primary students through professionals)
What are you writing? (GENRE)
What are you writing about? (TOPIC)
Why are you writing about this topic? (PURPOSE)
Who will read your writing? When? Where? Why?
(TARGET AUDIENCE)
Are you making any assumptions about what your
audience will know? How could you address knowledge
gaps or cultural differences? (CONTEXT, LANGUAGE
AWARENESS)
20

21. Tip 2b:
Explore the rhetorical situation
Look beyond the writer and the task.
Consider the audience and
the communicative context.
21

22. Rhetorical Triangle
(Aristotle, Rhetoric, 4th century B.C)

22
audience
(logos ― intelligence, logical argument)
text
(purpose ― persuasion)
writer
(ethos ― trust)
credibilty)
context
(pathos ― emotion)
genre (type of text) + medium
The term “rhetorical
situation” was first used by
Lloyd Bitzer in “The
Rhetorical Situation”,
Philosophy & Rhetoric1 ,
no 1 (January, 1968): 3

23. Tip 3: Help students overcome the idea that
they will get things “right” at first try
P O W E R
23
Englert, C.S., Raphael, T.E., Anderson, L.M., Anthony, H.M., Fear, K.L., & Gregg, S.L. (1988). “A Case for Writing
Intervention: Strategies for Writing Informational Text”. Learning Disabilities Focus, 3(2), 98-113.
Writing cycle

24. Writing process: mnemonic
PLANNING
ORGANIZATION
WRITING
EDITING(substantive editing /≈ text- and paragraph-level
revision)
REVISING(≈ sentence-level revision + proofreading)
24

25. What have we done so far?25
Where in the cycle would
our activities fit?

26. Exploration of general ideas26
Image credit: Open clip art vectors: electric bulbs via Pixabay https://pixabay.com/en/light-bulb-electric-electric-bulb-146595/

27. PLANNING
Actions
Thinking about the topic
Generating ideas
Sharing information
Drawing on past experiences
Learning something new
(reading, listening, watching
videos)
Conducting research
Techniques
Brainstorming
Freewriting
Notetaking
Drawing /collages
27
Note: This stage involves a range of skills
(reading, writing, listening, thinking,
interpreting, analyzing) and is likely to be
both multilingual and multimodal.

28. What’s
next?
28
Image credit: Higbee, Tristan (2012) “ Day of the dead
Monsters”, Mexico City. Flickr https://www.flickr.com/photos/tristanhigbee/8159315358/in/photolist-dr1Cc1-BM39r-ojiRvs-7vkofn-5jhDNE-2AxwsH-6dcpBd-7nxkuV-
bubaT1-pEQES8-8uThBN-6d8EMX-8uTjUA-rRZRsi-p5pntB-9wgMFF-9wjPLo-bn57Hy-dfPymv-p24bqC-5jhZgU-bpkirT-8BS5yM-bpken6-bjNZnM-o2Suax-xdN5t-qyJctN-6d8qoi-aiLzyo-3cvziP-6daWAk-aDscSy-9hu8Az-9wgNZk-9wjQEj-9wjN9w-g3NR9-9wjNLf-bF6YPi-9wjMHC-9wjPy5-
9wjQ5W-ayPjfz-9wgNUp-9hua1T-9wgQfx-8uQ3kB-9wjQ2A-9wgNYr

29. ORGANIZATION
actions
Putting ideas and
information in an
order that will make
sense to someone
else
Checking for
completeness
techniques

Graphic organizers
Outlines
29

30. Tip 4: Teach and use graphic organizers for
generating and organizing ideas
Relatively open More structured
30
Image source: Project Write MSU Graphic Organizers: https://projectwritemsu.wikispaces.com/file/view/graphic+organizers.pdf

31. Tip 5: Teach outlining
Point form
(Exam or in-class work)
Formal
(Longer assignment)
 Edible fish
 Origin
 Ocean, rivers, lakes
 Domestic vs imported
Purchasing
 Where to buy
 Safety tips
Cooking
 poach
 bake
 fry
31
Image source: Project Write MSU Graphic Organizers: https://projectwritemsu.wikispaces.com/file/view/graphic+organizers.pdf

32. Pair work: Ideas in order
What would you put in an
outline of this session —
so far?
32

33. What’s the next step?33
Hint: So far, we have
information and ideas and a
basic sense of order.

34. WRITING
Exams
This is it.
Don’t plan
on rewriting;
there’s not
enough time
to do so.
Other writing for school and life
Plan on writing more than one
draft.
The first time around, don’t
worry too much. Simply try to
get you ideas into words,
sentences and paragraphs.
34

35. Individual activity: Drafting
Write your own
definition of
“good writing”.
35

36. And now?36

37. Tip 6: Relax
Why?
Clue:
m____________ (7)
d____________ (8)
37
Image credit: Pictureman 2014. Seagull Stretch. CC0 Public Domain, Via Pixabay.
https://pixabay.com/en/stork-stretching-funny-blue-sky-1017653/

38. All writers (teachers too!) benefit from
setting their work aside
Try to leave at least 24 hours between
drafting and revision. (Later today, review and
revise your draft.)
If you can’t do so, get up, stretch, go for a
walk, have snack, play a game, do something
to.….
CREATE MENTAL
DISTANCE
38

39. EDIT
Actions
Check for :
completeness
clarity of ideas
flow of
information
Tools
Reverse outline: key ideas in
each paragraph
Reader : a.k.a. a smart, friendly
person who knows little about
the topic and who will both give
comments and ask questions
Listen!
Peer-editor: classmate
39

40. Tip 7: Include drafting and
revision in your grading
Professional writers know they will need to work
through multiple drafts of a text to get it “right”, or
at least as close to “right” as possible.
Most students are not keen on extra work, and
revision is extra work. You may need a certain
degree of coercive encouragement to help
students understand the role —and value—of this
stage in the writing process.
40

41. Tip 8: If students have difficulties
organizing ideas, include work on 2 (or
more) drafts in the revision stage.
1st step in revision:
Work on the
completeness of
information and ideas
and on the overall flow
of information in the
text.
2nd step in revision:
Work on the aspects
of language usage
that affect the flow of
information from one
sentence to the next.
41

42. Tip 9: Teach and use reverse
outlines
What is a reverse outline?
 An outline prepared from a text.
1. Read the complete text through.
2. Work with one paragraph at a
time. Write notes on the main idea
and supporting information in
each section of the text.
3. Check for completeness/gaps +
weak arguments (logical fallacies).
4. Solve the problems.
Why use one?
 Focus on identifying:
o key ideas
o supporting details
o sequence
o gaps (missing information and
ideas /points the target audience
might not understand)
Useful for self-editing, peer review,
teacher-led feedback and critical
reading
42

43. Reverse outlines are just like outlines, but done
“backwards”: text >ideas vs. ideas >text
Point form
Quick review
Formal
detailed (re)reading assignment
 Edible fish
 Origin
 Ocean, rivers, lakes
 Domestic vs imported
Purchasing
 Where to buy
 Safety tips
Cooking
 poach
 bake
 fry
43
Image source: Project Write MSU Graphic Organizers: https://projectwritemsu.wikispaces.com/file/view/graphic+organizers.pdf

44. Tip 10: Review using the text-level
grammar hierarchy

44
text (written)
paragraph
sentence
clause
phrase
word

45. Work from the top down. Question the text:
purpose? clarity? completeness? effectiveness?
flow?

45
text (written)
paragraph
sentence
clause
phrase
word

46. Tip 11: Teach chains of meaning
(thematic progression)
46
Photo credit: Anita Pratanti, 2010 Flickr. CC-BY 2.0
https://www.flickr.com/photos/pratanti/5359581911/in/photolist-9aBfYF-2F2CU8-e3RrX8-b2YCA-4vEWny-25BYRZ-6Zda2e-gBizo5-gBiyn6-gBi64C-bugLdB-6Vt37b-gBj7Y6-84KU2N-aqeyZb-beamwi-6TQj3f-gBizXR-
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4cupHN-2B2RM-84j92e-f4RXQ-8DHBu1

47. Flow of information from one sentence to
another and one paragraph to the next
47
•Given
New
•Given
New
•Given
New

48. Simple exercise on thematic
progression
Your ideasPeter went to the park last Sunday. He
had an ice cream cone and fed the
ducks while he was there. There were
many people at the park so the birds
did not come too close to the edge of
the pond. Peter didn’t stay at the park
for long because the crowds made
him unhappy.
How
could we
improve
the flow of
this text?
48

49. Simple exercise on thematic
progression
ORIGINAL
Peter went to the park last
Sunday. He had an ice cream
cone and fed the ducks while
he was there. There were many
people at the park so the birds
did not come too close to the
edge of the pond. Peter didn’t
stay at the park for long
because the crowds made him
unhappy.
REVISED
Peter went to the park last Sunday.
While he was there, he had an ice
cream cone and fed the ducks. The
birds did not come too close to the
edge of the pond, because there
were many people at the park.
Because the crowds made him
unhappy, Peter didn’t stay at the
park for long.
49

50. Tip 11: Teach students how to identify key flow-
related language points
Modifying order within a
sentence
MODIFIERS
dependent clauses (full
and reduced)
relative
subordinate
prepositional phrases of
place and time
PASSIVE VOICE
Linking and creating coherence
PRONOUNS + SYNONYMS
Note: Repetition is better than confusion.
**DEMONSTRATIVE + CLASSIFYING
NOUN**
(e.g., this issue, this situation, these factors)
LINKING WORDS AND EXPRESSIONS
(e.g., however, in addition, despite, therefore)
50

51. Tip 12:
Do not rely on linking words
Caution: In and of themselves, linking words
do not create a logical relationship between
ideas.
• Peter went to the park to buy an ice cream. However, he
decided to feed the ducks. (Did he not buy ice cream?)
• Peter went to the park to buy an ice cream. Therefore, he
decided to feed the ducks. (Is this really a reason or logical consequence?)
• Peter went to the park to buy an ice cream. Likewise, he
decided to feed the ducks. (Are these really two actions that occurred “in the
same way”?)
51

52. And the next step is…?52

53. Going back, perhaps several
times
P O W
text
plan
organize
write
edit
revise
53

54. Editing + proofreading
What’s on your checklist?
54

55. Editing + proofreading: common
elements Choose when to focus on these points.
Mechanics
 spelling (and typos)
most appropriate
variety for target
audience
 punctuation
commas (Oxford or
not)!!
 capitalization
 layout and spacing
 citation formatting
 (APA, MLA, Chicago,
Vancouver, etc.)
Language (common errors)
transfer errors: missing subjects,
modifier between the verb and its
objects, non-idiomatic wording
subject–verb agreement
noun–pronoun agreement
word form and choice
verb tenses
misplaced, dangling, and squinting
modifiers
homophones, etc.
55

56. Pair Work: Discussion
So what?
Look at your initial notes and
outlines. and think about the ideas
we’ve covered.
What, if any, are the implications for
your own teaching practice?
56

57. SUMMING UP57
Image credit: CaseyPenk, Vardion [Public domain], Blank world map south up. Via Wikimedia Commons,
https://upload.wikimedia.org/wikipedia/commons/6/6f/Blank-map-world-south-up.png

58. Consider your teaching context: value
communication, both local and intercultural
Rhetorical situation
P O W E R
text
plan
organize
writeedit
revise
58

59. Writing is thinking.
Writing is communication.
Practical tips and techniques
 Get students used to analyzing the rhetorical
situation when they read and listen to texts. (5ws + 1
H, rhetorical situation)
 Work on audience awareness; doing so involves
identifying the target audience and identifying gaps
between what the writer and reader know. (Sample
activities: 1 picture, 2 audiences; give direction to
someone who is not familiar with the area)
 Teach students how to generate and organize ideas.
Include both individual and pair/ group work at
these stages. (Brainstorming, shared notes, guided
discussion (probing questions), graphic organizers,
outlines)
 Have students submit lists of sources and then
outlines before working on a first draft. Give
feedback on completeness and organization. Warn
students if they seem to be trying to do too much …
or too little.
 Teach organizational patterns.
 Have students prepare drafts. Give feedback on
content and/or organize opportunities for structured
peer-review.
 Teach “flow”.
 Encourage (grade) revision.
 Use a rubric for grading; make sure students
understand what you will focus on.
 Discuss (and practice) the difference between
writing for exams and other types of writing. Analyze
the rhetorical situation of exams!
59

60. RECOMMENDED RESOURCES
Image credit: CaseyPenk, Vardion [Public domain], Blank world map south up. Via Wikimedia Commons, https://upload.wikimedia.org/wikipedia/commons/6/6f/Blank-map-world-south-up.png
60

61. NCTE Guideline:
Professional Knowledge for the Teaching of
Writing
Verbatim:
 Writing grows out of many purposes.
 Writing is embedded in complex social relationships and their appropriate languages.
 Composing occurs in different modalities and technologies.
 Conventions of finished and edited texts are an important dimension of the relationship between
writers and readers.
 Everyone has the capacity to write; writing can be taught; and teachers can help students become
better writers.
 Writing is a process.
 Writing is a tool for thinking.
 Writing has a complex relationship to talk.
 Writing and reading are related.
 Assessment of writing involves complex, informed, human judgement.
 Link: http://www.ncte.org/positions/statements/writingbeliefs
61

62. Websites for teachers
 NCTE: National Council of Teachers of English: http://www.ncte.org/
 ReadWriteThink: http://www.readwritethink.org/
 NWP: National Writing Project:
http://www.nwp.org/cs/public/print/resource_topic/teaching_writing
 Purdue OWL Teacher and Tutor Resources:
https://owl.english.purdue.edu/owl/section/3/
 CCCC: Conference on College Composition and Communication
http://www.ncte.org/cccc
 CGC: Consortium on Graduate Communication
https://gradconsortium.wordpress.com/
 INWAC: International Network of Writing-across-the Curriculum Programs /WAC
Clearinghouse http://wac.colostate.edu/
62

63. Websites for work on key language for
academic writing and on flow
You can find a huge range of resources on the pages of university writing centres. There are far too
many resources to list here; do a Web search for “university writing centre” and explore the wealth of
information freely available to you and your students. Here are a few examples worth having a look at:
Useful words or function-oriented phrases
 Morely, John (2016) Academic Phrasebank. University of Manchester.
http://www.phrasebank.manchester.ac.uk/
 Vocabulary Exercises for the Academic Word List. English Vocabulary Exercises .com
http://www.englishvocabularyexercises.com/AWL/
Overview of English for Academic Purposes (EAP)
 —What is Academic English? A Preparatory Guide for International Students. University of
Cambridge. http://www.langcen.cam.ac.uk/elo/academic/index.html
 Gillet, Andy (2015). Using English for Academic Purposes: A Guide for Studies in Higher Education
(UEfAP).
Flow
 Short video from UNC-Chapel Hill http://writingcenter.unc.edu/handouts/flow/
 Overview from Gillet, Andy (2015). Using English for Academic Purposes: A Guide for Studies in
Higher Education (UEfAP). http://www.uefap.com/writing/parag/par_flow.htm
63

64. Books for teachers (and older students)
 Bean, J.C. (2011) Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical
Thinking, and Active Learning in the Classroom. 2nd ed. San Francisco: Jossey-Bass/Wiley
& Sons.
 Caplan, N. (2012) Grammar Choices for Graduate and Professional Writers. , Ann Arbor,
Michigan: University of Michigan Press.
 Elbow, Peter (1998) Writing with Power: Techniques for Mastering the Writing Process
2nd ed. New York: Oxford University Press
 Graff, G. and C. Birkenstein (2014). They Say, I Say: The Moves That Matter in Academic
Writing 3rd ed. New York: W.W. Norton& Company.
 Moffett, Helen (Ed.) (2014) English for Academic Purposes. Cape Town: Oxford
University Press Southern Africa.
 Sowton, C. (2016) 50 Steps to Improving your Grammar. Reading, UK: Garnet Education
 Zinsser, W. (1988) Writing to Learn. New York: Harper& Row.
 Write Source Handbooks (these are available for levels from primary through college-
prep): http://www.thewritesource.com/#k8. The site offers both topics and models for
different types (and levels ) of K-12 student writing.
64

65. Websites for students
 BBC Bitesize: http://www.bbc.co.uk/education Student-oriented guides and writing-related activities
at different levels. The content area activities are also helpful resources for the research/planning
stage of writing.
 Newsela: https://newsela.com/ This site is 100% reading-oriented, but it does a very good job of
illustrating how the same text can be written at different levels of complexity.
Drafting and collaboration
 GoogleDocs: Because it can be used on different platforms (Mac, PC, Chromebooks, etc.) this online
tool is useful for both writing and peer-editing/collaboration.
 Evernote: https://evernote.com/ Save and share notes online.
 Mindmup: https://www.mindmup.com/#m:new. Free online mind-mapping tool.
Self-editing
 Grammark. http://grammark.org/dist/#/ Copy-paste tool for error-identification and self-editing. It
will not identify sentence fragments, comma splices, tense shifts, or subject-verb agreement errors.
 Grammarly. https://www.grammarly.com Free Chrome plugin. Claims to be “the world’s most
accurate grammar checker.”
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66. Websites for working with words
Visual dictionaries
 Shahi: http://blachan.com/shahi/
 Merriam-Webster Visual Dictionary Online: http://www.visualdictionaryonline.com/
Mapping of related words
 Lexipedia: http://blachan.com/shahi/
 Snappy words: http://www.snappywords.com/?lookup=witch
Text analysis (simple)
 VocabGrabber: Thinkmap Visual Thesaurus:
https://www.visualthesaurus.com/vocabgrabber/
 Lingro Web Viewer: http://lingro.com/
 Lextutor VocabProfile: http://www.lextutor.ca/vp/
 Wordcounter: http://www.wordcounter.com/
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67. Sites for working with graphic organizers
 The Use of Graphic Organizers to Enhance Thinking Skills in the Learning of Economics
 http://www.edb.gov.hk/attachment/en/curriculum-development/kla/pshe/references-and-
resources/economics/use_of_graphic_organizers.pdf
 Project Write
 https://projectwritemsu.wikispaces.com/file/view/graphic+organizers.pdf
 Florida Orchestra Association: 46 Graphic Organizers
 http://www.myfoa.org/docs/mentoring/lessonplans/46GraphicOrganizers.pdf
 Laura Candler’s Graphic Organizers for Reading. 2012. Brigantine Media
 http://www.cusd187.org/file/1343191475327/1303566524397/5367354998616386134.pdf
 Your University Learning Skills Services Note-taking worksheet for course readings
 http://lss.info.yorku.ca/files/2013/08/LSS-Reading-Wksheet.TakingNotes-on-Rdgs.pdf
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68. http://lss.info.yorku.ca/files/2013/08/LSS-Reading-Wksheet.TakingNotes-on-Rdgs.pdf
68

69. laura.sagert@cide.edu
69
Thank you!
Link to full presentation:
http://es.slideshare.net/La
uraSagert