10/25/2012 - Implementing Your LDC Module: Writing Tips and Techniques

Viewed by: Kevin Carroll and Doug Dandridge

Here are 3 handouts from the training

Purpose: This webinar built a justification for writing tasks in the classroom and covered various tips and techniques to keep in mind when creating an LDC module incorporating writing tasks.

Points to Consider:
  • As you get older, more writing is devoted to argumentative task/projects.
  • When bridging, students need the ability to verbalize, or talk about their research/reading before engaging in the writing task.
  • Even though it is cyclical, students may go back in forth in the writing process during each writing project they complete.

What are the benefits/challenges of the writing process:
  • Benefits - Students have a finished, polished project when completed that allows time for revision and edits.
  • Challenges - If the process is overused, then students may get bored or used to the process. Balance the times that it is needed vs. times when a impromptu writing assignment may be needed.

  • Formal citations should be given as early as 7th grade - "need a standard format for citations". This is a skill that we need to be teaching in MS.
  • Librarians are essential from teaching these skills. Utilize these resources.
  • Make sure you are teaching good note-taking and teaching students it is important to attribute as you go.
  • Students struggle with writing - Teachers can really help this by giving good feedback. If you are reading a paper and asking yourself a lot of questions about what you are reading, this is a good indication that the student has not thought out their idea well enough.
  • Revision is not necessarily about fixing spelling and grammar, it is about refining and developing the thoughts more completely.
  • Consider showing before and after work to reinforce the idea that we do not just arrive at a completed piece of writing - it is a process!!
  • Another Kelly Gallagher technique is STAR - substitute, take out, add, reorder
  • This is the concept of guide on the side rather than sage on the stage. When done well it will require more planning by teachers, but less work when it comes to the instruction. Students take over the ownership of the project during class time.
  • Students love to revise teacher writing - we need to model the "messiness" of writing. It is not a linear process.