Implementing Your LDC Module: Writing Tips and Techniques
Check on Tech
• Audio Wizard
• Elluminate tools– Hand raise– Microphone– Smiley face– Checkmark– Chat box– Polling
IU 13 LDC Webinar 2
Virtual Meeting NormsPlease…
• participate by using the microphone, answering poll questions, collaborating in breakout rooms and using the chat window.
• raise your hand to indicate that you’d like to use the microphone when it is time for questions.
• release the microphone when you are finished.
• use the door to indicate that you are away from your computer if you need to step out.
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Goals for This Afternoon…
• Offer instructional strategies to support students throughout the writing process.
• Discuss practical ways to address common instructional challenges with four of the LDC mini-tasks: o Academic Integrityo Controlling Ideao Developmento Revision
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Common Core Standards: Beginning with the End in Mind
To be college and career ready writers…[students] must…Consider task, purpose, and audienceDeliberately choose words, information,
structures and formatsUse technology strategicallyGather information, evaluate sources, cite
materialProduce high-quality writing in one sitting
or over several draftsDevote significant time and effort to
writing by producing numerous pieces over the course of a given year
~CCSS, pg. 63
CCR Standard #10: Range of Writing
Students must…
Write routinely over extended time frames (time for research, reflection, revision) and shorter time frames (a single sitting or a day or two) for a range
of tasks, purposes, and audiences.
Types of Writing
GradeTo
PersuadeTo
ExplainTo Convey Experience
4 30% 35% 35%
8 35% 35% 30%
12 40% 40% 20%
~CCSS, pg. 5
8
What Skills?
Skills Cluster 3: Transition to Writing1. Bridging Ability to begin linking reading results to writing
task.
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What Instruction?
IU 13 LDC Webinar
LDC Sample Module: The Cold War, p. 8http://www.literacydesigncollaborative.org/resources/sample-modules/history-social-studies/
Instructional Strategy in Action: Philosophical Chairs https://www.teachingchannel.org/videos/reading-like-a-historian-taking-positions?fd=1
Check This Out!
10
What Skills?Skills Cluster 4: Writing Process
1. Controlling idea Ability to establish a controlling idea and consolidate information relevant to task.
2. Planning Ability to develop a line of thought and text structure appropriate to an informational/explanatory task.
3. Development Ability to construct an initial draft with an emerging line of thought and structure.
4. Revision Ability to refine texts, including line of thought, language usage, and tone as appropriate to audience and purpose.
5. Editing Ability to proofread and format a piece to make it more effective.
6. Completion Ability to submit final piece that meets expectations.
IU 13 LDC Webinar
What Instruction?The Writing Process
Prewriting(Invention)
Drafting
RevisingEditing
Publishing
For more information about the writing process visit:
http://owl.english.purdue.edu/owl/section/1/1
/
Survey Says…
To what extent do you reinforce the writing
process with assignments you give to
your students?
A. AlwaysB. SometimesC. Rarely
Prewriting(Invention)
Drafting
RevisingEditing
Publishing
Academic Integrity: Why Cite?
Argumentation
and Informational/Explana
tory
Not Yet
Approaches Expectations
Meets Expectations
Advanced
Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.
Demonstrates an uneven command of standards English conventions and cohesion. Accuracy and/or appropriateness of language and tone is uneven. Inconsistently cites sources.
Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using appropriate format with only minor errors.
Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using appropriate format.
Academic Integrity: PA Common Core Expectations
1.4 Writing
Grade 6 Grade 7 Grade 8 Grade 9-10 Grade 11-12
Credibility,
Reliability, and Validity
of Source
s
…quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
…quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
…quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
…integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
…integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Why Cite?• Help students understand the
concepts of academic integrity and plagiarism
• Collaborate with colleagues and share the load
• Consult with your school librarian
For more information about evaluating sources visit:http://owl.english.purdue.edu/owl/resource/588/02/
The Relationship between Note-taking and Academic Integrity
• Note-taker should have place to indicate source used and pg. #’s.
• As students take notes, if they quote the information, it should be in quotes in their notes.
Cryobiology sample module w/ writer’s notebook can be found at: http://www.literacydesigncollaborative.org/resources/sample-modules/science-technical-subjects/
Controlling Idea:Argumentation: ClaimInformational/Explanatory: Thesis/HypothesisNarrative: Theme
Instructional Strategies:• Show students strong examples of introductions and have them identify the claim and consider
the following:o Does the claim clearly articulate the writer’s stance on the issue? If it does, what is the writer’s
stance?
• Once students have written a draft of their claims, have them swap with a partner to get feedback, make adjustments, and then submit to you for feedback before they continue writing.
You can find additional tips and examples for writing thesis statements at:http://owl.english.purdue.edu/owl/resource/545/1/
Controlling Idea: What Instruction?
IU 13 LDC WebinarThe Cold War, p. 8
Development
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The Revision Process
Additional Instructional Ideas:1) Model your process of revision in your own handwriting, or use track changes feature in Word.2) Have students show the “Before” and “After” revisions of their work to the rest of the class and
talk about their process.
R A D and R
Replace…• words that are
not specific• words that are
overused.• sentences that
are unclear.
Add…• new information• evidence/detail• descriptive
adjectives and adverbs
• rhetorical or literary devices
Delete…• unrelated ideas• sentences that
sound good but create unity problems.
• unwanted repetition.
• unnecessary details.
Reorder…• to make better
sense or to flow better.
• so details support main ideas.
• to make sure strength of argument builds from weakest to strongest.
Gallagher, K. (2011). Write like this. Portland, Maine: Stenhouse Publishers. Print.
The Writing Process: The Trouble with Oz
Gallagher, K. (2011). Write like this. Portland, Maine: Stenhouse Publishers. Print.
“We can’t simply present our students with beautiful, polished drafts and ask them to replicate them…I am the best writer in my classroom. You are the best writer in your classroom. Our students don’t need the best writer in their classrooms to assign writing; they need the best writer in their classrooms to sit smack dab in the middle of those rooms and model the wrestling match we go through to produce worthwhile writing.”
~K. Gallagher, p. 225
Upcoming Webinars
• November 8th – (3:00 – 3:45) Helping Students Organize an Argumentative Essay
• November 29th – (3:00 – 3:45) Writing: Providing Feedback to Students
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Contact Us!Barbara Smith- LDC Site LeadEmail: [email protected] Phone: (717) 606-1374Cell Phone: (717) 644-1144Skype: barbaraa_smith_iuTwitter: @BarbSmith2 Kelly Galbraith- LDC ConsultantEmail: [email protected] Phone: (717) 606-1667Cell Phone: (717) 419-4069Skype: kelly.galbraith.iuTwitter: @galbraith_kelly Marisa Stoner-LDC Program AssistantEmail: [email protected] Phone: (717) 606-1939
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