Writing is Not Caught Writing must be Taught –

1. Writing is Not CaughtWriting must be Taught – Anita L. Archer, Ph.D. Alaska Staff Development Network March 29, 2018

2. Writing is Not CaughtWriting must be Taught – February 15, 2018 One Sentence at a Time March 6, 2018 Coherent Paragraphs March 29, 2018 Powerful Essays

3. Textbook for Webinar Hochman, J. C. & Wexler, N. (2017) The writing revolution: a guide to advancing thinking through writing in all subjects and grades. Jossey-Bass.

4. Topics for Webinar • Review – Spaced Practice • Review - The Writing Revolution Principles • Review - Sentence Writing Activities • Sentence Expansion – Sentence Summary • Review – Paragraph Writing • Paragraph Writing – Paragraph Summary • Paragraph Revising – Transitions • Multiple Paragraphs • Transition - Multiple Paragraphs • Compositions - Essays • Planning multi-paragraph essay • Drafting multi – paragraph essay • Revising multi – paragraph essay • Editing multi – paragraph essay

5. The Writing Revolution Principles • Explicit instruction on writing Demonstration I do it. Guided Practice We do it. Check Understanding You do it 2. Sentences – building blocksof compositions

6. The Writing Revolution Principles 3. Embed in curriculum content Writing to enhance thinking Writing to enhance learning of content 4. Embed grammar in context of student writing 5. Emphasize planning and revising

7. Review - Sentence Writing Activities

8. Fragment or Sentence A fragment is a group of words that does not form a complete thought. A sentence is a group of words that forms a complete thought.

9. Fragment or Sentence p. 27

10. Fragment or Sentence

11. Fragment or Sentence

12. Sentence – Unscramble p. 31 Statements students composition carefully before writing a should paragraph or an plan the essay Unscrambled Statement

13. Sentence – Unscramble Statements students composition carefully before writing a should paragraph or an plan the essay Unscrambled Statement Before writing a paragraph or an essay, students should carefully plan the composition.

14. Four Basic Sentence Typesp.33Write a sentence using the word that is provided. The sentence must reflect the content of the passage.

15. Four Basic Sentence TypesWrite a sentence using the word that is provided. The sentence must reflect the content of the story.

16. Sentences with Conjunctionsbecause, but, so Careful revising of compositions is critical because ... (Because explains WHY something is true.) Careful revising of compositions is critical, but... (But indicates a change in direction.) Careful revising of compositions is critical, so... (So tells us what happens as a result of something else.)

17. Sentences with Conjunctionsbecause, but, so p. 33 Careful revising of compositions is critical because it involves improving the composition byclarifying or altering the content or structure of the draft. (Because explains WHY something is true.) Careful revising of compositions is critical, butstudents often are unskilled in revising and resistant to taking the time and effort needed for effective revision. (But indicates a change in direction.) Careful revising of compositions is critical, so... (So tells us what happens as a result of something else.)

18. Sentences with Conjunctionsbecause, but, so Careful revising of compositions is critical because it involves improving the composition byclarifying or altering the content or structure of the draft. (Because explains WHY something is true.) Careful revising of compositions is critical, butstudents often are unskilled in revising and resistant to taking the time and effort needed for effective revision. (But indicates a change in direction.) Careful revising of compositions is critical, sosystematic instruction, including demonstration and guided practice, on revision should be provided using “unelaborated paragraphs.” (So tells us what happens as a result of something else.)

19. Sentences with Subordinating Conjunctions p. 43 Provide stem with subordinating conjunctions • before 6. although • after 7. since • if 8. while • when 9. unless • even though 10. whenever

20. Sentences with Subordinating Conjunctions Provide stem with subordinating conjunctions. Before students compose a first draft of a composition, they must ______________________________________________________________________________.

21. Sentences with Subordinating Conjunctions Provide stem with subordinating conjunctions. Before students compose a first draft of a composition, they must carefully plan the composition.

22. Appositive p. 46 “An appositive is a second noun, or a phrase or clause equivalent to a noun, that is placed beside another noun to explain it more fully.” An appositive can be added to strengthen a topic sentence, __________________________, or a concluding sentence.

23. Appositive “An appositive is a second noun, or a phrase or clause equivalent to a noun, that is placed beside another noun to explain it more fully.” An appositive can be added to strengthen a topic sentence, a statement of the paragraph’s main idea, or a concluding sentence.

24. Sentence Combining Start: Effective writing instruction should involve teaching. Add: The teaching should be systematic. Add: The teaching should be daily. Add: The teaching will focus on planning and revising. Create:

25. Sentence Combining Start: Effective writing instruction should involve teaching. Add: The teaching should be systematic. Add: The teaching should be daily. Add: The teaching will focus on planning and revising. Create: Effective, daily writing instruction should involve systematic teaching focused on planning and revising.

26. Sentence Expansion p. 56 Example from The Writing Revolution. Start Sentence: Pyramids were built. When: ancient times Where: Egypt Why: protect body of deceased pharaoh Expanded Sentence: In ancient times, pyramids were built in Egypt to protect the body of the deceased pharaoh.

27. Activities for Building SentencesThe Writing Revolution by Judith Hochman and Natalie Wexler 1. Distinguishing between sentences and fragments 2. Unscrambling scrambled sentences 3. Using four sentence types (statements, questions, exclamations, and commands) 4. Develop questions given a picture or text material 5. Use conjunctions because, but, so 6. Use subordinating conjunctions (although, unless) 7. Insert appositives to describe a noun 8. Combine sentences 9. Expand a sentence by adding detailsWhat sentence activities have you found useful?

28. Sentence Expansion Sentence Summary

29. Summary • brief statement • main points of text • concise form • A Summary Sentence is a bare-bones statement of main points.

30. ‘We’re just sick and tired’: Demonstrators in Anchorage protest gun violenceParagraphs from Anchorage Daily News March 25, 2018

31. ‘We’re just sick and tired’: Demonstrators in Anchorage protest gun violenceParagraphs from Anchorage Daily News March 25, 2018 Hundreds of people gathered in downtown Anchorage on Saturday to call for tougher gun control laws and action against gun violence as a part of the national movement galvanized by a mass shooting at a Florida high school in February.

32. Demonstrators of all ages in Anchorage clustered at the west end of the snowy Delaney Park Strip in sunny, 30-degree weather to hear speeches and rallying cries from students leading the protest and calling for gun reform. People then walked the strip's perimeter, holding signs that said things like, "ENOUGH," "NEVER AGAIN," and "NO FEAR IN SCHOOL."

33. JennHoadley, one of the adults who helped organize the event in Anchorage, said there were an estimated 1,500 people in attendance. Students played music — songs like the Black Eyed Peas' "Where is the Love" and John Lennon's "Imagine" — and used megaphones to rally the crowd with chants.

34. These protests — called March for Our Lives — happened all over the country on Saturday. The demonstrations follow the shooting that left 17 people dead at Marjory Stoneman Douglas High School in Parkland, Florida. Those killings have become a flash point in the national conversation about gun control and mass shootings, especially in schools, as students there have loudly demanded change and inspired those elsewhere.

35. Summary Sentence p. 143 who/what: ...................................................................... (did/will do) what: .......................................................... when: ............................................................................. where: ........................................................................... why: .............................................................................. how: ............................................................................. Summary Sentence _____________________________________________ _____________________________________________ _____________________________________________

36. Summary Sentence p. 143 who/what: 1,500 people (did/will do) what: called for gun reform when: Saturday, March 23rd where: Delaney Park Stripe, Anchorage why: bec/ of Florida school shooting how: speeches, chants, signs, music Summary Sentence _____________________________________________ _____________________________________________ _____________________________________________

37. Summary Sentence p. 143 who/what: 1,500 people (did/will do) what: called for gun reform when: on Saturday, March 23rd where: Delany Park Stripe, Anchorage why: because of Florida school shooting how: speeches, chants, signs, music Summary Sentence On Saturday, March 23, 2018, 1,500 people gathered at Delaney Park Stripe in Anchorage to call for gun reform through speeches, chants, signs, and music in response to the Florida school shooting.

38. Review Paragraph Writing What are the four types of paragraphs?

39. Types of ParagraphsOne type of paragraph at a time! Informative • Explains or informs Narrative • relates a process or event in chronological order • uses signal words (first, next, then, later) Opinion or Argumentative • Opinion – attempts to change reader’s thinking, often without evidence or opposing views • Argumentative – attempts to persuade using logic, evidence, and reason Descriptive • describes something, drawing on 5 senses

40. Characteristics of a Paragraph Structure • Sequenced to ensure clarity for the reader Coherence • Sentences are logically connected Unity • Every sentence supports a main idea What are the steps in the writing process?

41. Writing Process

42. Single-Paragraph Outline p. 247 T.S.___________________________________________________________________________1. ......................................................................... 2. ......................................................................... 3. ......................................................................... 4. .......................................................................... C.S.___________________________________________________________________________

43. Steps for developing a single paragraph outline. (page 102 of The Writing Revolution) • Identify the topic, audience, and purpose. TAP • Brainstorm or relate details. • Generate a complete topic sentence. • Select, categorize, and sequence details. • Write notes for the detail sentences on the dotted lines. • Generate a complete concluding sentence.

44. Brainstorm or relate details. • March for Our Lives • tougher gun control • common sense gun control • national movement • following school shooting at Florida HS • Delaney Park Stripe – walked around • speeches • signs with messages • music

45. Generate a complete topic sentence.(page 93) 1. Statement: On Saturday, March 23, 2018, 1,500 protesting Alaskans gathered to call for gun law reform. 2. Appositive: On March 23, 2018, 1,500 Alaskans gathered in Anchorage, the largest city in Alaska, to call for new gun usage laws. 3. Subordinating Conjunction: While 200,000 or more protesters gathered in Washington DC for the March for Our Lives, 1,500 Alaskans in Anchorage joined the national protest calling for common sense gun control measures. Which topic sentence is your favorite?

46. Single-Paragraph Outline p. 247 T.S. While 200,000 or more protesters gathered in Washington DC for the March for Our Lives,1,500 Alaskans in Anchorage joined the national protest, calling for common sense gun control measures. 1........................................................................................ 2....................................................................................... 3. ..................................................................................... C.S.__________________________________________ ______________________________________________ ______________________________________________

47. Select, categorize, and sequence details. • March for Our Lives • 1,500 protesters • tougher gun control • common sense gun control • national movement • 1.following school shooting at Florida HS • 2. Anchorage/Delaney Park Stripe – walked around • speeches • signs with messages/chanting • music 3

48. Write notes for the detail sentences on the dotted lines. T.S. While 200,000 or more protesters gathered in Washington DC for the March for Our Lives,1,500 Alaskans in Anchorage joined the national protest, calling for common sense gun control measures. 1. Florida school shooting/17dead 2. Anchorage/ Delaney Park Stripe/walked around 3. speeches/signs/chants/music C.S.______________________________________ _________________________________________

49. Write notes for the detail sentences on the dotted lines. T.S. While 200,000 or more protesters gathered in Washington DC for the March for Our Lives,1,500 Alaskans in Anchorage joined the national protest, calling for common sense gun control measures. 1. Florida school shooting/17dead 2. Anchorage/Delaney Park Stripe/walked around 3. speeches/signs/chants/music C.S.Alaskan voices joined those of other Americans with a unified message: Enough is Enough.

50. Preparing for Writing Draft Have students verbally retell the paragraph using the plan.