Implementing Your LDC Module: Writing Tips and Techniques

Check on Tech

• Audio Wizard

• Elluminate tools– Hand raise– Microphone– Smiley face– Checkmark– Chat box– Polling

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Virtual Meeting NormsPlease…

• participate by using the microphone, answering poll questions, collaborating in breakout rooms and using the chat window.

• raise your hand to indicate that you’d like to use the microphone when it is time for questions.

• release the microphone when you are finished.

• use the door to indicate that you are away from your computer if you need to step out.

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Goals for This Afternoon…

• Offer instructional strategies to support students throughout the writing process.

• Discuss practical ways to address common instructional challenges with four of the LDC mini-tasks: o Academic Integrityo Controlling Ideao Developmento Revision

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Common Core Standards: Beginning with the End in Mind

To be college and career ready writers…[students] must…Consider task, purpose, and audienceDeliberately choose words, information,

structures and formatsUse technology strategicallyGather information, evaluate sources, cite

materialProduce high-quality writing in one sitting

or over several draftsDevote significant time and effort to

writing by producing numerous pieces over the course of a given year

~CCSS, pg. 63

CCR Standard #10: Range of Writing

Students must…

Write routinely over extended time frames (time for research, reflection, revision) and shorter time frames (a single sitting or a day or two) for a range

of tasks, purposes, and audiences.

Types of Writing

GradeTo

PersuadeTo

ExplainTo Convey Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

~CCSS, pg. 5

8

What Skills?

Skills Cluster 3: Transition to Writing1. Bridging Ability to begin linking reading results to writing

task.

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What Instruction?

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LDC Sample Module: The Cold War, p. 8http://www.literacydesigncollaborative.org/resources/sample-modules/history-social-studies/

Instructional Strategy in Action: Philosophical Chairs https://www.teachingchannel.org/videos/reading-like-a-historian-taking-positions?fd=1

Check This Out!

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What Skills?Skills Cluster 4: Writing Process

1. Controlling idea Ability to establish a controlling idea and consolidate information relevant to task.

2. Planning Ability to develop a line of thought and text structure appropriate to an informational/explanatory task.

3. Development Ability to construct an initial draft with an emerging line of thought and structure.

4. Revision Ability to refine texts, including line of thought, language usage, and tone as appropriate to audience and purpose.

5. Editing Ability to proofread and format a piece to make it more effective.

6. Completion Ability to submit final piece that meets expectations.

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What Instruction?The Writing Process

Prewriting(Invention)

Drafting

RevisingEditing

Publishing

For more information about the writing process visit:

http://owl.english.purdue.edu/owl/section/1/1

/

Survey Says…

To what extent do you reinforce the writing

process with assignments you give to

your students?

A. AlwaysB. SometimesC. Rarely

Prewriting(Invention)

Drafting

RevisingEditing

Publishing

Academic Integrity: Why Cite?

Argumentation

and Informational/Explana

tory

Not Yet

Approaches Expectations

Meets Expectations

Advanced

Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.

Demonstrates an uneven command of standards English conventions and cohesion. Accuracy and/or appropriateness of language and tone is uneven. Inconsistently cites sources.

Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using appropriate format with only minor errors.

Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using appropriate format.

Academic Integrity: PA Common Core Expectations

1.4 Writing

Grade 6 Grade 7 Grade 8 Grade 9-10 Grade 11-12

Credibility,

Reliability, and Validity

of Source

s

…quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

…quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

…quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

…integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

…integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Why Cite?• Help students understand the

concepts of academic integrity and plagiarism

• Collaborate with colleagues and share the load

• Consult with your school librarian

For more information about evaluating sources visit:http://owl.english.purdue.edu/owl/resource/588/02/

The Relationship between Note-taking and Academic Integrity

• Note-taker should have place to indicate source used and pg. #’s.

• As students take notes, if they quote the information, it should be in quotes in their notes.

Cryobiology sample module w/ writer’s notebook can be found at: http://www.literacydesigncollaborative.org/resources/sample-modules/science-technical-subjects/

Controlling Idea:Argumentation: ClaimInformational/Explanatory: Thesis/HypothesisNarrative: Theme

Instructional Strategies:• Show students strong examples of introductions and have them identify the claim and consider

the following:o Does the claim clearly articulate the writer’s stance on the issue? If it does, what is the writer’s

stance?

• Once students have written a draft of their claims, have them swap with a partner to get feedback, make adjustments, and then submit to you for feedback before they continue writing.

You can find additional tips and examples for writing thesis statements at:http://owl.english.purdue.edu/owl/resource/545/1/

Controlling Idea: What Instruction?

IU 13 LDC WebinarThe Cold War, p. 8

Development

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The Revision Process

Additional Instructional Ideas:1) Model your process of revision in your own handwriting, or use track changes feature in Word.2) Have students show the “Before” and “After” revisions of their work to the rest of the class and

talk about their process.

R A D and R

Replace…• words that are

not specific• words that are

overused.• sentences that

are unclear.

Add…• new information• evidence/detail• descriptive

adjectives and adverbs

• rhetorical or literary devices

Delete…• unrelated ideas• sentences that

sound good but create unity problems.

• unwanted repetition.

• unnecessary details.

Reorder…• to make better

sense or to flow better.

• so details support main ideas.

• to make sure strength of argument builds from weakest to strongest.

Gallagher, K. (2011). Write like this. Portland, Maine: Stenhouse Publishers. Print.

The Writing Process: The Trouble with Oz

Gallagher, K. (2011). Write like this. Portland, Maine: Stenhouse Publishers. Print.

“We can’t simply present our students with beautiful, polished drafts and ask them to replicate them…I am the best writer in my classroom. You are the best writer in your classroom. Our students don’t need the best writer in their classrooms to assign writing; they need the best writer in their classrooms to sit smack dab in the middle of those rooms and model the wrestling match we go through to produce worthwhile writing.”

~K. Gallagher, p. 225

Upcoming Webinars

• November 8th – (3:00 – 3:45) Helping Students Organize an Argumentative Essay

• November 29th – (3:00 – 3:45) Writing: Providing Feedback to Students

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Contact Us!Barbara Smith- LDC Site LeadEmail: barbaraa_smith@iu13.org Phone: (717) 606-1374Cell Phone: (717) 644-1144Skype: barbaraa_smith_iuTwitter: @BarbSmith2 Kelly Galbraith- LDC ConsultantEmail: kelly_galbraith@iu13.org Phone: (717) 606-1667Cell Phone: (717) 419-4069Skype: kelly.galbraith.iuTwitter: @galbraith_kelly Marisa Stoner-LDC Program AssistantEmail: marisa_stoner@iu13.org Phone: (717) 606-1939

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