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The basic writing course at Southern Illinois University Edwardsville is a 4 credit hour class that meets 3 days a week for normal class activities and 1 day a week for a writing lab. The course uses a computer classroom and instructors and teaching assistants receive training. On Fridays, students attend the writing lab where multiple teaching assistants are available to help students work on writing projects and assignments from the basic writing course or other courses.
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The document summarizes the structure of a basic writing course at Southern Illinois University Edwardsville. The course is 4 credit hours, meeting 3 days a week for normal class activities and the 4th day in a writing lab. Instructors and professors receive training while teaching assistants mentor in the weekly lab sessions to aid students as they work on class projects or other writing assignments.
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2. It personalizes learning by having students discuss topics relevant to their own lives and interests.
3. It promotes active and inductive learning through tasks that require students to figure things out and solve problems themselves.
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1. The document outlines a lesson plan for teaching 11-year old students how to write short compositions about their interests in English.
2. The plan includes warm-up, presentation, and review activities to introduce vocabulary for interests. Students then answer questions to write 50-70 word compositions about their interests on their blogs.
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Features
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• Focus on overall development in fluency for students to “read faster-read more-read well” cycle
• Aims to help students reach 250 WPM
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The document provides guidance for conducting a successful writer's workshop that includes mini-lessons, writing time, conferencing, and sharing. It outlines best practices for each part of the workshop: mini-lessons should be focused on student needs and modeled by the teacher; writing time is the core where students write daily and the teacher conferences, models, and provides small group lessons; conferencing works best when the teacher focuses on one writing aspect and sets goals with students; and sharing is most effective when it is voluntary and provides constructive feedback within established classroom norms.
Writers workshop look fors
The document provides guidance for conducting an effective writer's workshop that includes mini-lessons, writing time, conferencing, and sharing. It outlines best practices for each component: mini-lessons should be focused on student needs; writing time is the core where students write daily and teachers conference and model; conferencing works best when brief and focused on one writing aspect; and sharing is most effective when voluntary and provides targeted feedback. The overall goal is to immerse students in the writing process through these structured yet flexible workshop elements.
writing-a-writing-assignment.ppt
This document outlines David Klooster's presentation on writing assignments. It discusses how to structure assignments to fit different stages of the writing process, from introducing core questions to applying disciplinary methods to thesis-driven essays. The presentation provides examples of effective assignment elements and guides for responding to student writing. It also addresses how assignments can be used to avoid grade inflation while still coaching the writing process.
Garfield balanced literacy evans 2013
The document provides guidance for literacy instruction, emphasizing the importance of providing ample time for reading and writing, having a classroom structure that supports literacy learning, and establishing key routines and management. An effective literacy environment incorporates whole-class, small group, and independent activities with a focus on student needs.
Port Huron Writing support 2015-16
This document provides information about writing workshops, conferring with students, and using checklists to guide writing instruction and monitor student progress. It discusses the key components of writing workshops, including mini-lesssons, independent writing time with teacher conferencing, and sharing. The purpose and goals of writing conferences are outlined. Checklists for different grade levels are provided as tools to track student learning. Strategies for effective conferring, such as asking questions, giving feedback, and setting goals, are also presented.
Peer Revision Molly 2006
Peer revision involves students providing feedback on each other's writing drafts to help improve their work. The document discusses how teacher modeling and establishing clear guidelines are important for successful peer revision. Students are more engaged when they work in small groups using worksheets to note what is good in the writing and areas needing improvement. Having students reflect on how peer feedback impacted their revisions helps ensure they are applying the feedback to strengthen their writing.
Writer's Workshop An Introduction
A powerpoint presentation introducing the Writer's Workshop format. This was presented to my school staff as part of professional development.
Writing Workshop Presentation Onilne Version
The document discusses writing workshop, what research says about how writing develops at different ages, and how to structure writing workshop in the classroom. It recommends using a basic framework of a mini-lesson, writing time with teacher conferencing, and sharing time. Sample rubrics and assessments are provided. Advice is given to write with students and use journals to make writing meaningful.
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Sample presentation
- 4. The Writing Lab “ The core tension I identify resides in the potential conflict between having writing centers be the one place on campus where we do remediation head-on, and current writing center philosophy, which encourages us to focus primarily on ‘higher-order’ concerns.” - Heather M. Robinson “ At York, then, it falls to agencies outside the curriculum to provide support for these students. The findings that I present suggest that our writing center does real work as a site of remediation” -Heather M. Robinson