academic writing_siop 2015 (1)

No More Boring Writing Assignments: Engaging Strategies for

Academic Writing

Carla Huck and Beth Amaral

SIOP Instructional Coaches

Danbury High School

April 2015

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Think, Pair, Share

What are some problems that your students experience with writing?

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Objectives

Content:Participants will utilize four effective strategies for developing academic writing skills through engaging activities.

Language:Participants will be able to scaffold assignments in their classrooms with oral language development as a precursor to writing.

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Gradual Release for Writing

Stage 1: Developing Knowledge of the TopicStage 2: Modeling the Genre (Mentor Texts)Stage 3: Interactive WritingStage 4: Independent Writing

Source: Gibbons, P. Scaffolding EL learners to be successful writers.

Quote: “The idea that ‘you learn to write by writing’ is well and good for English–only students who need only to practice their writing skills to become better writers. However, this maxim is not helpful in describing the task for many English Language Learners. . . In this case, more writing is not the solution. Research suggests that more talking - oral language development - is the prerequisite to developing strong writing skills.”

(Williams, Stathis, and Gotsch, 2009, pg. 21)

Activity #1: Simultaneous Round Table In groups of 4, respond in writing to the

following question:

Describe a successful writing activity that you have done with your students.

Activity #1: Simultaneous Round Table

1. Write a response on your own paper. ( 2-3 minutes)

2. Pass your paper clockwise so each teammate can add to, fortify or ask for clarification for the prior responses.

*Use Sentence Starters for Responding in Discussions for reference.

3. After 3 rotations, teammates either discuss/ debrief each others’ comments (additional 3- 5 minutes) or read them silently to themselves.

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Agreeing● I agree with ....● …...has convinced me that … because ....● I couldn’t have said that better! ..explained ….

perfectly!● ….. has made a good point. I agree that …

Disagreeing● I’d like to respectfully disagree because …..● While I agree with …., I’d like to discuss ….

more.● I don’t share that opinion because ....● That’s interesting, but …

Adding to● In addition to what …. said, ….● Can I add to that? _________.● I would like to piggyback on what …. said by

adding ….● You are right. To continue that thought,...

Clarifying● In other words, you are saying….● I think it means….● I understand the part about…. but I want to

know….● More specifically, it is…. because…

Fortifying● For example,... ● One case that illustrates this is…● In the text it said that… ● Strong supporting evidence is….

Creating● I noticed the pattern of…● That reminds me of …● I think it depends on…● One idea could be...

Sentence Starters for Responding in Discussion

Activity #1: Simultaneous Round Table

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Activity #2: Wallpapering

1. Discuss with a partner:• ADVANTAGES of using the Internet• DISADVANTAGES of using the Internet

2. Write with your partner:• one sentence about the ADVANTAGES of using

the Internet• one sentence about the DISADVANTAGES of

using the Internet

3. Post your papers on the wall.

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Activity #2: Wallpapering

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Activity #2: Wallpapering4. Go around, read and evaluate one another’s

ideas.

5. Write comments on at least three sentences (for example, something you didn’t know, something you hadn’t considered, an idea you agree with).

6. Later, we will discuss your activity as a class.

7. Each writer will have an opportunity to comment.

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Activity #2: Wallpapering

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Activity #3: The Last Word

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Activity #3: The Last Word1. Read the article, “Is Google Making Us Stupid?”

by Nicholas Carr.

2. Underline one sentence about an advantage that is significant to you.

3. Underline one sentence about a disadvantage that is significant to you.

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Activity #3: The Last Word

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Activity #3: The Last Word

4. Form a group of four.

5. In your group, share your significant sentences.

6. Discuss why you have chosen your sentences, and then decide as a group, which two sentences are the most significant and be able to explain your reasoning. Record them on separate sticky notes.

7. Send one group member up to post your sentences on the class t-chart.

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Activity #4: Counter-Argument

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Activity #4: Counter-Argument

Should Tablets Replace Textbooks in K-12 Schools?

1. Decide which side of the debate you support.

2. Form a group with others who take your side.

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Activity #4: Counter-Argument

3. Now, you will discuss the OPPOSITE side of the debate.

4. Individually, write as many sentences as you can that support the OPPOSITE side of the argument.

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Activity #4: Counter-Argument

5. Find a partner from the other group.

6. Share your sentences with your partner.

7. Complete your graphic organizers, and indicate where you need to add details, statistics, and examples to bolster your argument.

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Claim: State your position in relation to the topic. ______________should/should not _________________.

(e.g.: tablets should replace textbooks in schools; the drinking age should not be lowered.)

Data/Evidence:Support your claim with a fact, statistic, quote, percentage, etc. & cite where that information came from.

One reason to (claim) is because (argument). For example, (evidence). Another reason to (claim) is because (argument).

Warrant: Explain why or how the evidence/data supports your claim. Typically 2-3 sentences in length.

For instance, (evidence).

Counterargument:State a logical counterclaim. Use language to show this is a conflicting viewpoint (i.e. although, even though, despite, however, in contrast, etc.)

In contrast, (argument against your claim.)

Rebuttal: Present data and analysis to discredit or prove the counterclaim is weak. Typically 2-3 sentences in length.

However, (evidence to dismiss counter-argument)

Conclusion statement In conclusion, ______. We need to ________ because _______.

Argument Paragraph Planning Template

References

• Gibbons, P. (2009). English learners academic literacies and thinking: Learning in the challenge zone. Portsmouth, NH: Heinemann.

• Gimble, Claire and Bradinova, Marietta, Virginia International University, VA. Presentation at TESOL 2015 in Toronto, CA.

• Williams, Stathis, and Gotsch, “Speaking of Writing,” 2009, Language Magazine pg. 21

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Thank you! Did we meet our objectives?We will follow up with a brief e-mail survey.

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