Writing tasks
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The document discusses three types of writing tasks: controlled writing which focuses on specific writing aspects, guided writing which provides hints and templates to guide content, and free writing which involves open-ended questions and topics. It also outlines the process for writing, including brainstorming ideas, organizing thoughts, drafting, editing, and finalizing the writing.
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Writing papers
Writing papers develops critical thinking, expression, organization and other skills. They are required in schools, universities, workplaces and more. Papers generally include a cover page, introduction, body with headings from different perspectives, and conclusion. Writers should complete assignments, write for an audience, use proper style, keep journals, summarize, and cite references and inspiration to avoid plagiarism. Common paper types are topic papers, term papers, essays and research papers. Overall, writing papers is a valuable practice that enhances learning.
ESSAY WRITING TIPS FOR UNIVERSITY STUDENTS
Essay writing is a major component of the university academic curriculum for many programs. Follow these tips to improve your academic writing skills to ensure your essay impress everyone.
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The document provides instructions for writing an essay in three stages: planning, writing, and editing. In the planning stage, the document lists steps for choosing a topic, outlining ideas, and writing a thesis statement. In the writing stage, it describes developing paragraphs with topic sentences, clear sentences, and using a dictionary for word choice. Finally, the editing stage involves checking for grammar, spelling, style, and organization to ensure the essay has a clear introduction, body, and conclusion that follows the proper format.
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This document provides guidance on writing essays. It discusses what an essay is, how to outline and structure an essay, and the steps to writing an essay. The key points covered include:
- An essay is a written collection of organized paragraphs that clearly communicates an idea.
- Outlining an essay involves analyzing the topic or question, mind mapping key ideas, developing a case study or main example, and creating a paragraph plan with an introduction, body, and conclusion.
- The steps to writing an essay are to study the topic following an outline or study plan, develop a draft with an introduction, body paragraphs supporting the main idea, and a conclusion. The essay should then be organized, reviewed, and
Academic Writting
This document provides an outline for an academic writing course. It begins with a general description of academic writing and how it differs from other types of writing. It explains that non-native English speakers, students studying abroad, and international organization employees often need academic writing skills. The outline then discusses the writing section of the TOEFL IBT exam in detail over three sentences. It provides strategies for independent writing, such as practicing writing essays in English and increasing vocabulary and sentence structure skills. The document concludes by asking if the audience has any other questions.
Writing an Essay
This document provides a basic guide to writing an essay. It explains that all essays have the same basic format and structure regardless of purpose or topic. The guide then outlines the key steps to writing an essay, including choosing a topic, creating an outline, writing a thesis statement, composing body paragraphs, and drafting an introduction and conclusion. It emphasizes that by following these simple steps, the essay writing process will be straightforward.
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Writing papers
Writing papers develops critical thinking, expression, organization and other skills. They are required in schools, universities, workplaces and more. Papers generally include a cover page, introduction, body with headings from different perspectives, and conclusion. Writers should complete assignments, write for an audience, use proper style, keep journals, summarize, and cite references and inspiration to avoid plagiarism. Common paper types are topic papers, term papers, essays and research papers. Overall, writing papers is a valuable practice that enhances learning.
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Essay writing is a major component of the university academic curriculum for many programs. Follow these tips to improve your academic writing skills to ensure your essay impress everyone.
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The document provides instructions for writing an essay in three stages: planning, writing, and editing. In the planning stage, the document lists steps for choosing a topic, outlining ideas, and writing a thesis statement. In the writing stage, it describes developing paragraphs with topic sentences, clear sentences, and using a dictionary for word choice. Finally, the editing stage involves checking for grammar, spelling, style, and organization to ensure the essay has a clear introduction, body, and conclusion that follows the proper format.
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a book on essential writing techniques such as how to write formal & informal letters.general letters, cultural and business reports with samples.
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How to write an essay, the structure and main sections for writing an academic essaycontains references for courses and tutorial to practice writing an essay
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This document provides guidance on writing essays. It discusses what an essay is, how to outline and structure an essay, and the steps to writing an essay. The key points covered include:
- An essay is a written collection of organized paragraphs that clearly communicates an idea.
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- The steps to writing an essay are to study the topic following an outline or study plan, develop a draft with an introduction, body paragraphs supporting the main idea, and a conclusion. The essay should then be organized, reviewed, and
Academic Writting
This document provides an outline for an academic writing course. It begins with a general description of academic writing and how it differs from other types of writing. It explains that non-native English speakers, students studying abroad, and international organization employees often need academic writing skills. The outline then discusses the writing section of the TOEFL IBT exam in detail over three sentences. It provides strategies for independent writing, such as practicing writing essays in English and increasing vocabulary and sentence structure skills. The document concludes by asking if the audience has any other questions.
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Writing for academic purposes
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Developing Essay Writing
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rubrics for writing
This document outlines a grading rubric for written assignments with criteria assessed at four levels: Inadequate, Adequate, Above Average, and Exemplary. The criteria include organization, level of content, development of main points, grammar and mechanics, style, and format. For each criterion, descriptors define the characteristics of work that would meet the standard at each level.
THE PROCESS OF WRITING
The document discusses the writing process, which involves several steps: prewriting, drafting, revising, editing, and publishing. It notes that the process is recursive, as writers may need to revisit earlier steps. Prewriting involves selecting a topic, understanding the assignment, planning with techniques like freewriting, outlining, and taking notes for research projects. During drafting, writers focus on getting ideas down without worrying about perfection. In revision, writers refine their work based on feedback, adding, cutting, and rearranging content. Editing involves proofreading for errors and formatting before publishing the final work.
Referencing techniques
This document provides guidance on referencing work in the Harvard style. It explains that referencing is important to avoid plagiarism and to give credit to the original authors of ideas. It describes referencing in-text with author surnames and years, and providing a full reference list at the end with details of each citation. Examples are given of how to reference different material types like books, journal articles, websites and chapters in edited books.
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Writing for academic purposes
This document provides guidance on writing for academic purposes. It discusses the key differences between writing reports and essays. Reports use a formal structure with sections, numbered paragraphs, headings, and references. Essays have a less formal structure but still require arguments and objective commentary. The document emphasizes tailoring writing to the specified audience and assignment instructions. It also provides tips for planning, organizing, and structuring academic writing.
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English Writing Skills
This document summarizes a presentation on how to write a good essay. The presentation covers introducing essay writing, a step-by-step writing process, and making essays more coherent. It discusses developing an introduction, thesis statement, outline, body, and conclusion. Specific concepts are explained, such as brainstorming, topic sentences, supporting details. Grammar points and sample words/phrases are also provided to help make essays clear and well-written. The presentation aims to equip attendees with the skills and knowledge to write effective essays.
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This document provides guidance on various aspects of academic essay writing. It discusses determining an essay topic and developing a thesis statement. It emphasizes the importance of organization, revising extensively through multiple drafts, and paying attention to transitions between ideas. The document also offers tips for understanding essay topics, dealing with writer's block, planning and outlining essays, developing paragraphs, taking effective notes, and incorporating sources through quotations, paraphrasing, and summarizing.
Check it wreck it
The student was struggling to write a draft comparing two essays as assigned. He had not taken any notes or annotated the assignment sheet or essays. His initial draft was incomplete, repetitive, and only addressed one question. The writing center tutor helped the student understand he needed to fully explore the assignment, take notes, and use his notes to shape a complete draft that answered all parts of the assignment. She showed him strategies like highlighting verbs and key words in the assignment sheet for guidance.
Report writing by s.lakshmanan, psychologist
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• IT HELPS THE MANAGEMENT IN AN ORGANISATION FOR MAKING PLANS AND SOLVING ISSUES IN THE ORGANISATION
Writing
The document discusses tips for effective academic writing. It recommends brainstorming ideas and planning the organization before writing to ensure a clear, well-focused piece. The writing process should involve creative and critical thinking to develop well-written sentences and paragraphs that engage readers. Authors should also edit their work to detect and correct errors, and refine the writing. An academic essay is generally at least 250 words long, shows creativity, and contains 5 paragraphs structured with an introductory paragraph with a controlling thesis statement, followed by paragraphs with a topic sentence, supporting details, and optional concluding sentence.
Textbook Structures
Learn about how the publishers of your history textbook use certain features to make it easier for you to learn and understand information.
Reading Strategies
This document provides strategies for reading academic texts strategically and actively. It recommends annotating texts by highlighting important parts and writing comments or questions in the margins. This forces deeper reading beyond just the surface. It also suggests thinking about how the text is structured by writing a sentence to identify each paragraph and looking for patterns. Summarizing helps understand the relationship between ideas. Analyzing includes looking closely at any arguments made, the claims, and support. Considering the larger context involves thinking about who else cares about the topic and related ideas, terms, and citations.
English for Young Learners
The document outlines various controlled, guided, and free writing activities for developing writing skills in young English language learners. Controlled activities include straight copying, matching, organizing and copying, delayed copying, copying from a book, and dictation. Guided activities involve fill-in exercises and writing letters, cards, and invitations with some support. Free writing involves pre-writing activities to generate ideas and language followed by various types of free composition such as dialogues, descriptions, letters, and stories with teacher feedback focused on content over accuracy. The document emphasizes making writing enjoyable and gradually increasing student independence.
Writing Session II & Hands to work II
This document outlines the different phases and types of writing activities used in an English as a foreign language (EFL) context. It includes copying, doing exercises, guided writing, and free writing. Copying activities recognize letters and words. Exercises include dictation, completing sentences, and word association. Guided writing provides paragraph structure guidance through descriptions and pictures. Free writing allows more open-ended activities like debates, robot inventions, and weekend stories. The goal is to make writing relevant while adapting activities, providing feedback, and helping students enjoy the process.
The Writing Process
The document outlines the writing process, which includes prewriting, writing, revising, editing, and publishing. It discusses important steps for each part of the process. Prewriting involves coming up with ideas and planning through activities like making an authority list. Writing is the first draft. Revising is improving the draft by re-reading and making changes. Editing ensures proper spelling, punctuation and capitalization. Finally, publishing is presenting the best version of the writing. Following the writing process helps students become better writers.
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THE PROCESS OF WRITING
The document discusses the writing process, which involves several steps: prewriting, drafting, revising, editing, and publishing. It notes that the process is recursive, as writers may need to revisit earlier steps. Prewriting involves selecting a topic, understanding the assignment, planning with techniques like freewriting, outlining, and taking notes for research projects. During drafting, writers focus on getting ideas down without worrying about perfection. In revision, writers refine their work based on feedback, adding, cutting, and rearranging content. Editing involves proofreading for errors and formatting before publishing the final work.
Referencing techniques
This document provides guidance on referencing work in the Harvard style. It explains that referencing is important to avoid plagiarism and to give credit to the original authors of ideas. It describes referencing in-text with author surnames and years, and providing a full reference list at the end with details of each citation. Examples are given of how to reference different material types like books, journal articles, websites and chapters in edited books.
Lee4
This document provides advice on various aspects of academic writing. It discusses including an argument and thesis in essays, using proper organization and structure. Successful writing involves starting early, keeping overall purpose and organization in mind, extensive revision and sentence-level editing, and proofreading. The transition from high school to university writing involves moving from set formulas to developing individual structures and focusing on critical thinking over knowledge demonstration. Other topics covered include dealing with writer's block, outlining and planning essays, writing introductions and conclusions, using topic sentences, critical reading and source use, vocabulary building, research techniques, summarization, documentation formats, and revising and editing.
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This document provides guidance on writing for academic purposes. It discusses the key differences between writing reports and essays. Reports use a formal structure with sections, numbered paragraphs, headings, and references. Essays have a less formal structure but still require arguments and objective commentary. The document emphasizes tailoring writing to the specified audience and assignment instructions. It also provides tips for planning, organizing, and structuring academic writing.
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Academic writing
Academic writing for professional success is a course book prescribed for the ug students of University of Calicut.
Note taking
Taking effective notes involves selectively recording only the most important and relevant information from a source in a structured format. Notes should be concise but allow for review and integration with one's own knowledge. Different organizational methods like outlining, concept maps, charts or abbreviations can help focus on key points and trigger memory later for studying. The goal is to efficiently capture the essence while filtering out unnecessary details.
Feedback on assignments
An important stage in your learning. Feedback provides you will information about your progress, your successes (or if you need to do more) and how to use this feedback to enhance your future learning. The document discusses getting feedback from students on assignments through questions on a front sheet to understand the assignment experience. It also discusses getting detailed feedback from tutors, including overall comments, what was done well, and areas for improvement. The feedback aims to pass on guidance to help students move forward and achieve learning outcomes and criteria.
English Writing Skills
This document summarizes a presentation on how to write a good essay. The presentation covers introducing essay writing, a step-by-step writing process, and making essays more coherent. It discusses developing an introduction, thesis statement, outline, body, and conclusion. Specific concepts are explained, such as brainstorming, topic sentences, supporting details. Grammar points and sample words/phrases are also provided to help make essays clear and well-written. The presentation aims to equip attendees with the skills and knowledge to write effective essays.
Academic writing
This document provides guidance on various aspects of academic essay writing. It discusses determining an essay topic and developing a thesis statement. It emphasizes the importance of organization, revising extensively through multiple drafts, and paying attention to transitions between ideas. The document also offers tips for understanding essay topics, dealing with writer's block, planning and outlining essays, developing paragraphs, taking effective notes, and incorporating sources through quotations, paraphrasing, and summarizing.
Check it wreck it
The student was struggling to write a draft comparing two essays as assigned. He had not taken any notes or annotated the assignment sheet or essays. His initial draft was incomplete, repetitive, and only addressed one question. The writing center tutor helped the student understand he needed to fully explore the assignment, take notes, and use his notes to shape a complete draft that answered all parts of the assignment. She showed him strategies like highlighting verbs and key words in the assignment sheet for guidance.
Report writing by s.lakshmanan, psychologist
• IT IS THE STUDY OF FACTS AND INFORMATION
• IT IS FORMED IN A STRUCTURED FORMAT
• BASED ON OBSERVATION AND ANALYSIS
• IT HELPS THE MANAGEMENT IN AN ORGANISATION FOR MAKING PLANS AND SOLVING ISSUES IN THE ORGANISATION
Writing
The document discusses tips for effective academic writing. It recommends brainstorming ideas and planning the organization before writing to ensure a clear, well-focused piece. The writing process should involve creative and critical thinking to develop well-written sentences and paragraphs that engage readers. Authors should also edit their work to detect and correct errors, and refine the writing. An academic essay is generally at least 250 words long, shows creativity, and contains 5 paragraphs structured with an introductory paragraph with a controlling thesis statement, followed by paragraphs with a topic sentence, supporting details, and optional concluding sentence.
Textbook Structures
Learn about how the publishers of your history textbook use certain features to make it easier for you to learn and understand information.
Reading Strategies
This document provides strategies for reading academic texts strategically and actively. It recommends annotating texts by highlighting important parts and writing comments or questions in the margins. This forces deeper reading beyond just the surface. It also suggests thinking about how the text is structured by writing a sentence to identify each paragraph and looking for patterns. Summarizing helps understand the relationship between ideas. Analyzing includes looking closely at any arguments made, the claims, and support. Considering the larger context involves thinking about who else cares about the topic and related ideas, terms, and citations.
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The document outlines various controlled, guided, and free writing activities for developing writing skills in young English language learners. Controlled activities include straight copying, matching, organizing and copying, delayed copying, copying from a book, and dictation. Guided activities involve fill-in exercises and writing letters, cards, and invitations with some support. Free writing involves pre-writing activities to generate ideas and language followed by various types of free composition such as dialogues, descriptions, letters, and stories with teacher feedback focused on content over accuracy. The document emphasizes making writing enjoyable and gradually increasing student independence.
Writing Session II & Hands to work II
This document outlines the different phases and types of writing activities used in an English as a foreign language (EFL) context. It includes copying, doing exercises, guided writing, and free writing. Copying activities recognize letters and words. Exercises include dictation, completing sentences, and word association. Guided writing provides paragraph structure guidance through descriptions and pictures. Free writing allows more open-ended activities like debates, robot inventions, and weekend stories. The goal is to make writing relevant while adapting activities, providing feedback, and helping students enjoy the process.
The Writing Process
The document outlines the writing process, which includes prewriting, writing, revising, editing, and publishing. It discusses important steps for each part of the process. Prewriting involves coming up with ideas and planning through activities like making an authority list. Writing is the first draft. Revising is improving the draft by re-reading and making changes. Editing ensures proper spelling, punctuation and capitalization. Finally, publishing is presenting the best version of the writing. Following the writing process helps students become better writers.
Writing assessment
This document outlines approaches to writing assessment in schools. It discusses the purpose of writing assessment, which is to identify skills that need improvement, monitor student progress, and guide instruction. It also covers types of writing like informative, expressive, and persuasive pieces. Assessment methods discussed include process writing, rubrics to evaluate content, clarity, and mechanics, self-assessment using tools like checklists, peer assessment through activities like conferencing, and portfolio assessment to track growth over time. The document emphasizes using a variety of informal and formal assessments to obtain a well-rounded picture of students' abilities and inform instruction.
Writing assessment
The document discusses various aspects of writing assessment, including evaluating more than just mechanics and grammar, capturing the writing process, and using assessments to help teachers identify areas where students struggle. It also covers purposes and genres of writing, the writing process, writing across curriculums, and methods for assessing student writing including holistic scoring, primary traits, analytic scoring, writing conferences, checklists, summaries, dialogue journals, learning logs, and surveys.
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Planning the writing process
This document provides information and guidance on academic writing. It discusses the audience for academic writing being scholars in one's field. It also outlines two key processes for academic writing - writing as a process of drafting and revising, and using a formal register. The document describes two models for writing as either a linear or recursive process and provides guidance on organizing an academic paper, purpose and audience, characteristics of formal vs informal writing, and resources to support academic vocabulary.
Authentic assessment let's do it!
1. Authentic assessment is a holistic approach to evaluation that considers a student's knowledge, skills, and attitudes through engaging tasks that demonstrate real-world application. It differs from traditional assessment by measuring meaningful tasks instead of just testing memorization.
2. Authentic assessment allows students to perform tasks that genuinely engage them and are valid measures of learning. Some common forms of authentic assessment include portfolios, rubrics, observations, interviews, and projects.
3. When developing rubrics to guide authentic assessment, teachers should clearly define purposes and criteria based on standards, describe different performance levels, and ensure the rubrics can provide observable and meaningful feedback.
Techniques in using controlled writing
Controlled writing involves supplying students with some or all of the content and form of their writing to focus on specific writing elements. It is useful at all levels as it allows students to practice getting words on paper and concentrating on one or two writing problems at a time. Common controlled writing tasks include completing an outline, manipulating a paragraph, following a model, or continuing a passage. Controlled writing provides ample practice with correct grammar forms compared to free writing and allows students to monitor their own progress within the given parameters.
Types of Authentic Assessment
This document describes different types of authentic assessment including oral interviews, story or text retelling, writing samples, projects and exhibitions, experiments and demonstrations, constructed response items, teacher observations, and portfolios. Each type is described and their advantages are listed. The types of authentic assessment provide ways to evaluate students' comprehension, writing, thinking skills, and learning through informal and formal methods involving oral, written, and hands-on work.
Authentic Assessment
The document discusses authentic assessment and compares it to traditional assessment. It defines authentic assessment as evaluating students' ability to perform real-world tasks that demonstrate their knowledge and skills. Some key differences between authentic and traditional assessments highlighted include authentic assessments involving tasks for students to perform while being evaluated using rubrics, and authentic assessments driving the curriculum design rather than just assessing knowledge acquisition. The document also provides guidance on creating authentic assessments, such as identifying standards, selecting authentic tasks, criteria, and using rubrics.
Assessment Of Student Learning
The document provides an overview of student assessment for a high school. It discusses what assessment is, the assessment process, importance of assessment, functions of assessment, methods of assessment, criteria for choosing assessment methods, and who should be involved in assessment. It also summarizes different types of assessments including informal assessment, formal assessment, portfolios, rubrics, and concept mapping.
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This document discusses the reasons for and benefits of writing. It outlines the main steps in the writing process as prewriting, drafting, editing/revising, and presenting. The benefits of using the writing process in classrooms include creating a final product, teaching purposeful communication and research skills, and allowing for student collaboration and feedback. However, some drawbacks are that it takes time, may lose student interest, requires teaching writing stages, and restricts spontaneity.
Writing
The document discusses the writing process, including defining writing, describing the characteristics of good writing, different types of writing, common difficulties with writing, and outlining the stages of the writing process from prewriting to publishing. It also provides background on writing systems and lists references used.
How To Teach Writing
This document discusses the reasons for and benefits of writing. It outlines the main steps in the writing process as prewriting, drafting, editing/revising, and presenting. The writing process involves planning, organizing ideas, writing a draft, getting feedback, and creating a final version. While the writing process takes more time than other approaches, it teaches students to plan, research, collaborate, and improve their writing with feedback.
Advice on Academic Writing
The document provides advice on various aspects of academic writing such as understanding essay topics, organizing an essay, using thesis statements, writing introductions and conclusions, researching using the internet, and revising. It discusses challenges like writer's block and offers tips for overcoming it. Various types of academic writing are also explained, including book reviews, comparative essays, and academic proposals. General guidelines are presented for writing clearly and effectively at the college level.
Assessing writing.pptx
The document discusses various types and levels of writing performance, including imitative, intensive, responsive, and extensive writing. It also discusses micro- and macro-skills of writing. Various assessment tasks are proposed to evaluate skills at different levels, such as spelling tests, dictation, picture-cued tasks, and paragraph construction. Scoring methods like holistic, primary trait, and analytic scoring are covered for assessing responsive and extensive writing.
Steps in the Writing Process
This document provides guidance on the academic writing process. It outlines the key stages of writing an essay, which include understanding the requirements, selecting relevant sources, taking notes, creating an outline, and structuring the essay with an introduction, body, and conclusion. Various terms used in essay titles are defined, such as analyze, describe, examine, and suggest. The importance of effective note-taking and combining sources is discussed. Outlines are recommended for planning essays and ensuring they answer the question. A sample outline template is provided.
Assessing writing
The document discusses assessing writing skills. It describes three genres of writing and identifies two categories of writing skills: micro skills and macro skills. It then outlines four types of writing performance: imitative and intensive (controlled) writing, and responsive and extensive writing. It provides examples of tasks to assess each type and discusses issues in assessing responsive and extensive writing, noting different scoring methods.
assesing reading
Reading, the most essential skill for success in all educational contexts, remains a skill of paramount importance as we create assessments of general language ability.
K and 1 one developmental scoring rubric final
This document provides a developmental scoring guide for story writing to help teachers track student growth in writing skills from scribbles to full texts. It includes codes and exemplars to assess writing samples in areas like ideas, organization, style, and conventions. Scores range from 0-3 based on how well students incorporate story elements, use language and writing conventions in their developing narratives.
Dysgraphia Speech Therapy
Dysgraphia is a learning disability that affects writing abilities. It can cause difficulties with spelling, handwriting, and putting thoughts on paper. There are several types of dysgraphia including dyslexic dysgraphia, motor dysgraphia, spatial dysgraphia, phonological dysgraphia, and semantic/syntactic dysgraphia. Interventions for dysgraphia focus on building automaticity, using research-based strategies, and implementing classroom techniques like teaching the writing process in steps and providing structured practice and feedback.
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Write On! Using Writing to Improve Student Learning
Write On! Using Writing to Improve Student Learning
The Mechanics of Writing in Academic Writing .pptx
The Mechanics of Writing in Academic Writing .pptx
Writing tasks
- 2. TYPES OF WRITING TASKS Controlled writing Guided Writing Free Writing
- 3. CONTROLLED WRITING Focus on only one aspect of writing – what/how Substitution tables Cloze tests Fill in the blanks
- 4. GUIDED WRITING oFocus on the Content for Writing oHints oGrids oColumns oTables oInterpreting Diagrams , Maps and Diagrams oFilling of Mind Maps
- 5. FREE WRITING Open –ended Questions Topics for Essays and Articles Theses Journals
- 6. HOW TO BEGIN? Collect the ideas- brain storming association , discussion spidergrams, Organizing the ideas – note-making graphical presentation Drafting - attempting the draft using the ideas Editing- syntactic editing syntax and punctuation semantic editing choice of words thematic editing coherence and cohesion avoiding fallacies and cliches Reformulating - writing the final draft
- 7. Good luck M. Raghuram ELT research scholar dcembnr@gmail.com