1 / 14

Writing It Down, Writing It Up

Writing It Down, Writing It Up. Nancy Robb Singer Connecting Science and Literacy UM-St. Louis October 1, 2005. Common Ground. When you think about science writing, what kinds of writing come to mind?. Process Writing. A metaphorical simulation with Play-Doh Source: Rosemary Faucette

yannis
Download Presentation

Writing It Down, Writing It Up

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Writing It Down, Writing It Up Nancy Robb Singer Connecting Science and Literacy UM-St. Louis October 1, 2005

  2. Common Ground When you think about science writing, what kinds of writing come to mind?

  3. Process Writing A metaphorical simulation with Play-Doh Source: Rosemary Faucette Fayetteville, Arkansas

  4. Scientific and Writing Processes

  5. Process Is Key Process is the operative word. We don’t “write up” science at the end of the process, but rather write all along the way.

  6. A Sample Mini-Lesson:Honing the Lead By making our own thinking transparent, we elevate our students’ knowledge of the process and give them language and strategies to attach to their own writer’s craft.

  7. Examples of Leads—Stephen R. Swinburne Question: Do you know that emperor penguins lay eggs when it’s 80 degrees below zero? Unusual image: “The wind blew so hard it lifted the butterfly high above the waves.” Action: “The pack of wolves woke, stretched and set off at a trot.” First Person: “On a frosty winter morning in Vermont, I find a set of tracks at the base of a rugged wall of rock.” Source: Robb, Laura. (2004). Nonfiction writing from the inside out. New York: Scholastic, Inc., p. 123.

  8. Guided Writing We cannot lead students down the path of great inquiry science and then dismiss them to “go forth and write.” We must guide the process for them.

  9. Providing Feedback • PQP—praise, question, polish • Post-it notes and oral feedback • 1, 2, 3 stop

  10. 5 Ways to Destroy a Writer’s Voice Mark up papers correcting [only] writing convention errors. Rewrite large sections of the piece Demand the first draft be a perfect piece Take large amounts of points off for incorrect use of writing conventions. Always choose the writing genre and topic. Source: Robb, Laura. (2004). Nonfiction writing from the inside out. New York: Scholastic, Inc., p. 123.

  11. What Research Tell Us

  12. What Does Science Writing Look Like? Agree Neutral Disagree

  13. Exit Slips 2 Stars + a Wish

  14. References Harvey, Stephanie. (1988). Nonfiction matters: reading, writing, and research in grades 3-8. York, ME: Stenhouse Publishers. Hoyt, Linda. (2002). Make it real: Strategies for success with informational texts. Portsmouth, NH: Heineman. Macrorie, Ken. (1988). The I-search paper. Portsmouth, NH: Boynton/Cook Publishers. National Writing Project & Nagin, Carl. (2003). Because writing matters: Improving student writing in our schools. San Francisco, CA: Jossey-Bass. Portalupi, JoAnn & Fletcher, Ralph. (2001). Non-fiction craft lessons: Teaching information writing K-8. Portland, ME: Stenhouse Publishers. Robb, Laura. (2004). Nonfiction writing from the inside out. New York: Scholastic, Inc. Saul, Wendy, et. al. (2002). Science workshop: Reading, writing, and thinking like a scientist. Portsmouth, NH: Heineman.

More Related