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Making Sense of Writing. Part 3. Laura Terrill lterrill@gmail.com lauraterrill.wikispaces.com. Presentation.
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Making Sense of Writing Part 3 Laura Terrill lterrill@gmail.com lauraterrill.wikispaces.com
Presentation “It takes a great deal of effort to overlook a piece’s visual problems and respond to its ideas, organization, voice, word choice, sentence fluency, and conventions. How the paper looks influences our reaction to it, no matter how hard we try to keep it from creeping into our overall assessment.” RuthCulham
A Sampler of Writing Process Strategies as Enhanced by Digital Tools Adapted from Because Digital Writing Matters
Second-Graders Hone Writing Skills With Twitter The AP (3/12) reports, "Twitter, the online social networking service that's become popular with celebrities and politicians, is linking second-grade classes in two Maine towns." The students in "Mrs. White's class in Orono" have "been Twittering for about a month with Mr. Thompson's class in Greene, exchanging messages that can't exceed 140 characters." According to WCSH-TV Portland, ME (3/12, Matuszewski) "The classes started exchanging messages, known as Tweets, mid-February." Students write most of their own messages, but, occasionally, the class will write messages as a group. Through the exercise, students learn "lessons in grammar, spelling, math...online security, and digital citizenship."
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wallwisher.com example provided by Julie Hoyt
Assessment vs. Evaluation Formative vs. Summative
Feedback • The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops of feedback’. • The manner in which feedback is communicated to students greatly affects whether it has a positive or negative effect on student achievement. John Hattie, Measuring the effects of schooling. Australian Journal of Education 1992
Informing Writing – the effectiveness of classroom-based formative writing assessment • Provide feedback that clarifies the goals, responds to student work, beneficial to give feedback to and receive feedback from peers • Use feedback to adjust instruction • Create clear criteria for writing, collaborate to score writing, check for interscorer reliability • Provide additional time for writing practice • Collect multiple samples of student writing • Assess student writing in a variety of genres • Use social media to allow students to publish for a variety of authentic audiences. Meta-analysis by Vanderbilt University as reported in ASCD Education Update, February 2012
Categories of Writing adapted from Strategic Writing, Deborah Dean
Look at My Book — How Kids Can Write & Illustrate Terrific Books Loreen Leedy
Fat Drafting – Build up a text before revising it. Acts of Revision: A Guide for Writers, Wendy Bishop • Mark the “center of gravity sentence” from each paragraph, the sentence that seems “core, crucial, provacative, evocative, and so on”. List these sentences somewhere else and write more about each one. • Expand mindfully. Between each paragraph, write a new paragraph. If the writing is only one paragraph, add a sentence between each sentence. • Put subtitles in the text. Before and after each one add transitional sentences: summarize, forecast, expand, connect, contextualize. • Circle five important or thought provoking words in the text. Freewrite on each one. The same can be done with sentences or quotations. • Consider your draft as if it were a hypertext. With markers indicate where you would create a link—and then write the text of those imagined links. Consider how to insert this information into the text. adapted from Strategic Writing, Deborah Dean
Look at My Book — How Kids Can Write & Illustrate Terrific Books Loreen Leedy
Six Trait Writing Strategic Writing: The Writing Process and Beyond in the Secondary English Classroom, Deborah Dean
Edit #1: Content and Organization Editor’s name: _______________________ Author’s name:__________________ 1. Number each paragraph. Use the numbers to make reference to your comments. 2. Read the draft carefully. 3. Place a check next to each statement you find to be true of this paper: _____ 1. The author followed the directions for the assignment. _____ 2. The author utilized the past tenses. _____ 3. The draft is well organized; it has a presentación, a complicación, and a resolución. Please identify these by writing P, C, and R where they occur. _____ 4. There is a logical ending; the draft does not simply stop. If one of the above is not checked, please give the reason(s): 1. Should the author add anything, such as details? 2. Does any part need to be moved to improve organization? 3. What is this composition about? 4. What is the best part of this composition? Please give at least two suggestions you feel would improve this paper. Peer Evaluation Dr. Deborah Baldini, University of Missouri-St. Louis
Peer Evaluation, cont. Edit #2 Editor’s name: ___________________________ _____ 1. Appropriate word choice (no English or “Spanglish”). _____ 2. Verbs and subjects agree. _____ 3. Correct use of preterite. _____ 4. Nouns and adjectives agree. Please add any constructive comments or final recommendations for revision: Dr. Deborah Baldini, University of Missouri-St. Louis
Fluency, Accuracy, and Complexity in Graded and Ungraded WritingKimberly M. Armstrong — Franklin & Marshall CollegeForeign Language Annals - vol. 43, No. 4, Winter 2010 Findings suggested that grades had little effect on student writing, and therefore more frequent and more varied ungraded writing assignments may be a productive pedagogical tool for improving the form and content of student writing.
Reducing Composition Errors: An ExperimentJohn F. Lalande, II University of MissouriForeign Language Annals - vol. 17, No. 2, Winter 2008reprinted from The Modern Language Journal, 66 (1982) Several implications for the classroom teacher of German and perhaps of other modern foreign languages emerge from this study. These implications are: 1) the development of writing skills of students at the intermediate level of foreign language study can be favorably affected through the use of appropriate techniques; 2) systematic scoring of compositions should be the rule rather than the exception at the intermediate level; 3) since the affective disposition of students is not adversely affected by total correction of written errors, and since students can be made aware of deficiencies in linguistic competence, teachers should consider seriously the adoption of a policy of total correction of written errors; 4) students should receive instructional feedback on their essays…..
Composition Correction Reference Sheet The error chart lists codes for your writing errors. You will use the codes and the samples provided to assess and correct the mistakes that you made in your composition.
Composition Correction Chart Use this chart to keep track of the number and type of errors that you made in each composition. Your goal is to continue to reduce the number of errors that you make in each category.
Closure • ABC….Summarize • Brainstorm round a word • Apple Save
Are you suffering from Creative Tension ?
Laura Terrill World Language / ELL Consultant 8529 Stark Drive Indianapolis, IN 46216 Cell: 314-369-9678 Home: 317-546-2626 Email: lterrill@gmail.com lauraterrill.wikispaces.com
