By the time students are in third grade they should have a basic understanding for writing. They should be able to write simple essays that provides examples and supporting details. However, this task may not be easy for all students to achieve. There are many strategies that can be used to help build the writing process. POW + TREE and the STOP and DARE strategies are a few strategies that will help the student organize their thoughts for better writing. POW stands for pick, organize, write and TREE stands for topic sentence, reason, explanation, and ending. POW + TREE is a strategy used that helps a student to remember and organize their persuasive essay (Lienemann, Reid, IRIS Center 2009). This strategy allows students to use self-instruction and self-monitoring to manage their own writing process. POW + TREE helps students to set writing goals and helps them to provide three reasons with supporting evidence. The STOP and DARE is another strategy that helps students plan and …show more content…
When it comes to organizing their thoughts, and putting those thoughts on paper some students tend to struggle. Students can research and tell about the information they want to present but not have the skill to properly organize those skills. Therefore, writing strategies is important to develop conceptual understanding and skills. Writing strategies will help assist the students by putting their own thoughts together on paper using organization and then applying those words into a written essay. After doing research on the writing process I see how important it is for students to have guidance during their writing. While I have found many strategies during this process is beneficial, I feel that I would use POW + TREE strategy in my future classroom. I feel this strategy not only provides a visual for their writing but uses the skill of remembering what they have previously learned to the new skills being
Thinking about a topic to write about is not always easy, and sometimes the process of writing can end up being difficult. Jennifer Jacobson discusses strategies to overcome the struggles that young writers can encounter while writing. I was interested in her book No More “I’m Done!” Fostering Independent Writers in the Primary Grades because I feel like as a future teacher this could be a frequent problem among students. From reading this book, I hoped that I would learn useful strategies that I could use to help students overcome their problems with writing. After reading this book, I do believe that Jacobson has provided me with plenty of methods to use. I was surprised at the depth that she goes into in her text. There is a vast amount
Transitioning from high school to college can be overwhelming. Before English 1301, I thought that I did not have to worry about being prepared for college. I quickly realized that my little background in writing essays was not going to be enough for college. Writing is not just something that I will use in English classes. In college, I will have to use effective writing skills in all my classes to complete research papers, essay tests and communicate to professors. Throughout my education, writing strategies persisted to be something that did not come easy to me. I dreaded writing because I could never find ways to get my thoughts down on paper. Ironically, a class that petrified me due to the amount of writing that was required ended up helping me in so many ways. English 1301 and my professor prepared me so much for college and real life.
Our classrooms will be the same, and the open-mind strategy is a viable option as an organizer for some students. Brainstorming, graphic organizers and a Venn diagram have been used as we have discussed pre-writing strategies and compared different styles of writing and the open-mind portrait is another example of these ideas, just presented in a particular way. We have examined organization on multiple occasions, both in our text book and in classroom discourse, as it relates to pre-writing, and again, the open-mind strategy is an aid to organization of thoughts and ideas. The primary continuum of ideas handout which we read in class correlates with the open-mind strategy as it allows the early grades to organize their thoughts pictorially and can be utilized as a graphic organizer for complex expository writing in the upper grades. If a student were to use the open-mind portrait method, I believe the teacher would see a correlation with an increased score using the 5-point writer’s rubric. Chapter three of our text book described the six plus one traits of the writers’ craft, several of which would be improved with the method described in the article; specifically, the traits of ideas, organization, and word
Strategies and techniques that a person uses are those that allow you to write great papers. There are no rules on how an essay should be written; the only expectations are to get your main point across to your audience. Whether you are writing a persuasive essay, an informal essay, literary essay, argumentative essay, or a compare and contrast essay you name it there is always a purpose. One individual can follow a linear process and can edit it and precede all over with the following steps. Your fellow class mate might have a different way to write or even have similarities within. Writing takes time, patience, and overall practice. Just like how Hairston relates writing to the best athletes. Athletes are not born the best but through practice, time, criticism, and reinforcement it can lead them to become the
Our weekly craft lessons have introduced us to multiple writing strategies. These strategies has helped turn my pape...
As a strong math, science and engineering student, writing has not come easy to me and by taking this class, I was hoping to become a stronger writer. Throughout the semester, organizing ideas in logical ways has become straight forward thanks to the peer discussions and review I have had. Before this class, I struggled to transition between ideas and discuss each idea in a logical sequence and, unfortunately, my language arts and history grades suffered as a result. By exuding effort and receiving guidance, my hope was to improve my writing and prepare myself for the college writing which would be
... more likely the students will write effectively. When they feel in control of their writing they will gain confidence and be proud of their achievements (Gibbons, 2002).
I would explicitly work with her to describe the use and purpose if each step in the strategy. By teaching her each POW component step by step, she will create and outline containing all of the important information she wants to tell. After becoming familiar and successful with the POW strategy, she could step up to the C.SPACE. strategy. Though both of these are very similar, C.SPACE is a more simplified prompt. I would have Jessica start by working with the POW strategy and as she gains success and confidence with this method I would transition her to the C.SPACE strategy. When she move on to this method she will be instructed that each letter of C.SPACE is a reminder to include this information she has learned to write while working with POW. Displaying a C.SPACE poster in the classroom, or having cue cards available for students to work with at their seats would help all students in the class to organize their thoughts and ideas while writing. If Jessica is struggling with a particular aspect of either strategy she could consult with a peer. Jessica could tell a peer her idea and ask them what else they might want to know if they were reading the story. They may help her develop other points of interest to include in her
Encouraging writing, Methuen & Co. Ltd, London, U.K. Ferneaux, C. Process writing, http://www.rdg.ac.uk/AcaDepts/cl/slals/process.htm (26.11.01) Writing Development, http://www.english.uiuc.edu/405/Witt/Writing_Project/writing_development.htm (26.11.01)
Writing is an incredible characteristic in every culture. Anybody can express their feelings through writing, and can learn by visually seeing words on a page. The power of writing is amazing. My area of study is elementary education in the 4th grade setting, and I will be focusing on writing. There are many “best practices,” in the 4th grade setting and Santrock talks about many of them, but the one that stands out the most is free-write. Along with free-write another set of authors, Darch and Simpson, created a program for spelling tests.
During this semester, I have strengthened my writing by trying new writing techniques, learning about purpose, and finding new ways of combating writers block. My first essay in this class was less focused then the essays I wrote later in this class. I was overwhelmed by the length requirement of the essay, and had limited experience with different writing techniques. This semester, however, I have attempted both listing and outlining. I had never used either techniques before, nevertheless, my writing benefited did from these new techniques; however, I believe I had more success with the listing technique. I used listing while writing my classify and divide essay and I believe it helped me to stay on topic and keep my writing organized. I used an outline to help me write my compare and contrast essay, and while it did help with organization, it was more complicated than the listing technique.
During the course of this semester; the variety of writing styles and essays assigned to me in my communication skills class encouraged the development of my writing skills, as well as provided me with more self-assurance in my abilities. My writing, research, and presentation abilities enhanced through practice, determination, and the understanding I gained during this course. With every single writing assignment, I learned new innovative approaches and skills, which enhanced my abilities to improve my thoughts logically, enabling me to write more clearly, and to organize my papers more effectively. At the beginning of this semester; despite the fact that I already knew the terminology MAP: message, audience, purpose; I never really understood the significance of MAP. For this reason, my writing lacked clarity, organization, and my writings appeared less focused on the topics. As a result my research papers and essays did not flow as smoothly from one passage to the next. Furthermore, I was unaccustomed with the precise procedures used when writing an essay. For instance, my previous classes before college, although requiring a reference page, did not require me to include proper citations in my writings. After evaluating the quality of my writing toward the end of the semester, I recognized vast improvements in several areas of my writing. By concentrating on the beginning stages of my writings, I could distinguish ahead of time my audience and my message. As a result, my essays are clear, and I remain on topic. In addition to that using transition phrases efficiently also helps my writing to flow smoothly. The proper use of transitions makes my writings easy to follow from one topic to the next. I also learned that pre-writing...
During this semester, I experienced several ah-ha moments, but I experienced two that allowed me to refine my teaching strategies. My first ah-ha moment occurred after reading chapter three in Digital Writing. In chapter three Hicks states “using collaborative word processors as a tool for drafting, revising, and getting the response to their writing allows students a number of advantages that can move them quickly toward deep revision (p. 46). After reading this chapter, I began reflecting on my teaching practices to determine the level of effectiveness and engagement.
Improving writing skills is critical to the college student’s success across all academic disciplines. Writing has become the key to survival in many fields of study. (Pirš1, Pirš1, & Kesié, 2011) There are several strategies to become an effective college-level writer. An important strategy for a writer is project management. Next, writing with a purpose is an essential step. Another crucial guideline is following the mechanics of writing. Finally, utilizing online resources provides the writer invaluable knowledge and references.
The ability to write well is not a naturally acquired skill; it is usually learned or culturally transmitted as a set of practices in formal instructional settings or other environments. Writing skills must be practiced and learned through experience. Writing also involves composing, which implies the ability either to tell or retell pieces of information in the form of narratives or description, or to transform information into new texts, as in expository or argumentative writing. Perhaps it is best viewed as a continuum of activities that range from the more mechanical or formal aspects of “writing down” on the one end, to the more complex act of composing on the other end (Omaggio Hadley, 1993). It is undoubtedly the act of