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E-raamat: Writing in the Content Areas

(National Literacy Consultant, USA)
  • Formaat: 184 pages
  • Ilmumisaeg: 07-Nov-2013
  • Kirjastus: Eye On Education, Inc
  • Keel: eng
  • ISBN-13: 9781317925729
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  • Formaat: 184 pages
  • Ilmumisaeg: 07-Nov-2013
  • Kirjastus: Eye On Education, Inc
  • Keel: eng
  • ISBN-13: 9781317925729
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Do you spend entirely too much time correcting your students' papers? Do your students' essays and term papers take side trips to nowhere? Is their writing riddled with mechanical errors? Do their lab reports and essays lack specificity and clarity?

Writing in the Content Areas, Second Edition is for middle and high school content area teachers who assign essays, term papers, lab reports, and other writing tasks to students. This book provides strategies and tips to help teachers of social studies, science, art, etc. improve the quality of students' writing and apply national and state curriculum standards in your classroom. The strategies in this book can be integrated easily into every teacher's daily plans. They will help your students improve their abilities to - reflect before writing - organize and classify - provide detail without padding - use technical terminology correctly - avoid unnecessary words - spell correctly - take useful notes while they read and during your lectures.

This book will help teachers - get what they want from a writing task - frame their assignments more precisely - correct student papers more quickly and efficiently

The new second edition offers activities and strategies which involve technology (word processing, presentation programming, the Internet, and e-communications), differentiated instruction, and brain-based learning.
Foreword iii
Introduction xi
User's Guide xiii
Part I Steps and Strategies
1(102)
Guiding Principles for Teachers
3(16)
Guiding Principles for All Teachers
3(3)
The Learning Cycle
3(2)
Writing Is Connected to Reading, Speaking, and Listening
5(1)
Students Respect the Rigor of Classes that Demand Writing
5(1)
Explicitly Teach the Form and Tone that You Expect for a Writing Task
5(1)
Guiding Principles for Including Writing in the Content Areas
6(1)
You are Not Teaching Writing: You Are Teaching Your Subject
6(1)
Be Flexible in Your Definition of Writing
6(1)
Content Area Teachers and English Teachers Probably Have Different Expectations
6(1)
Guiding Principles for English Teachers
7(3)
Give Reasons for Language Exchanges
7(3)
Emphasize the Importance of Adjusting the Language for the Audience
10(1)
A Paradigm Shift: The Deficit Model vs. the Resource Model
10(2)
Jumping In
12(1)
Building a Positive Climate for Writing
12(3)
Knocking Down the Stumbling Blocks
15(3)
They Don't Think What They Have to Say Is Important
15(1)
They Don't Know the Basics
16(1)
They Are Afraid to Make Mistakes
17(1)
Summary
18(1)
Framing and Evaluating the Task
19(32)
Chapter Overview
19(1)
Framing the Task
20(11)
Length: Depth and Breadth
21(1)
Downsizing
22(1)
Sharing Office Space
23(1)
Training the Workforce
23(1)
Summary
24(1)
Focus: Controlling Idea
24(1)
Task: Key Words
25(4)
Detail: Specifics
29
Facts and Figures
28(1)
Quotations
29(1)
Visuals: The Picture . . . Statement
29(1)
Language Tone: Style
29(1)
Terminology: Word Bank
30(1)
Challenge: Consider
30(1)
Summary
31(1)
Sample Writing Tasks: Leaky and Airtight
31(8)
Level One Thinking
31(4)
Level Two Thinking
35(1)
Level Two Topics
35(3)
Level Three Topics
38(1)
Connections
39(2)
The Statement of Intent (Prewriting Reflections)
41(1)
Evaluating the Writing Task
42(6)
Rubrics and Scoring Guides
42(3)
Holistic Scoring and Group Grading
45(1)
Selected-Trait Scoring
45(1)
Self-Reflective Assessment
46(1)
Prescriptive Evaluation
47(1)
Coping with the Paperwork Load
48(1)
Student-Teacher-Task: Good to Go
49(1)
Summary
50(1)
Support: Making the Case
51(10)
Chapter Overview
51(1)
Specifying
51(5)
Strategy 1: Sharpening
51(1)
Example 1
51(1)
Example 2
52(1)
Generality Words
53(1)
Teaching through Visuals
53(1)
Strategy 2: Provide Detail
53(1)
Prepositions: Words That Give Time and Place
54(1)
Strategy 3: Facts and Figures
55(1)
Strategy 4: Names and Places
56(1)
Justifying
56(2)
Regarding Spelling
57(1)
Summary: Support and Specificity
58(3)
Eight Classroom Practices
58(3)
Short Statements: In Fifty Words or Less
61(16)
Chapter Overview
61(1)
The Brief Bio
61(3)
Model Brief Bios
62(1)
Action Words of the Brief Bio
62(1)
Start with Key Words/Phrases
63(1)
Connectors
63(1)
Connotation
63(1)
Places/Events
64(3)
Model Place/Event Statements
65(1)
Action Words of Events
66(1)
Connectors
66(1)
Questions about Events
66(1)
The Contrast Statement
67(4)
Model Contrast Statements
68(1)
Why Think About Contrasts
68(1)
Setting Up the Contrast Statement
68(1)
Action Words of Contrast
69(1)
Types of Contrast
69(1)
The Simple Comparison
69(1)
Concurrence
69(1)
Irony and Paradox: Even Though
70(1)
Using the Semicolon to Express Contrast
71(1)
Giving Examples
71(1)
The Cause/Effect Statement
72(2)
Models
73(1)
Action Words of Cause/Effect
73(1)
Sequence Words
73(1)
Assumptions and Tenets
74(2)
Models
74(2)
Summary
76(1)
Vocabulary: Word for Word
77(16)
Chapter Overview
77(1)
Writing Definitions: A Whole Brain Approach
77(4)
Sentence One: Left-Brain (Methodical) Thinking
78(1)
Step 1---Noun
78(1)
Step 2---Verb
78(1)
Step 3---Realm
78(1)
Step 4---In/Of
79(1)
Step 5---Which
79(1)
Step 6---Action Statement
80(1)
Sentence Two: Right Brain (Metaphorical) Thinking
80(1)
Components of the Right-Brain (Metaphorical) Sentence
81(1)
Summary
81(1)
Using New Words in a Sentence
81(1)
650 Verbs
82(7)
50 Verbs: Math
83(1)
50 Verbs: World Languages
83(1)
50 Verbs: History
83(1)
50 Verbs: Religious Studies
84(1)
50 Verbs: Business
84(1)
50 Verbs: Government/Politics/Law
85(1)
50 Verbs: Chemistry
85(1)
50 Verbs: Earth Science
86(1)
50 Verbs: Biology
86(1)
50 Verbs: Physics
86(1)
50 Verbs: Literature
87(1)
50 Verbs: Art/Art History
87(1)
50 Verbs: Music/Music History
88(1)
Using the 650 Verbs
88(1)
Two Hats
89(2)
Summary
91(2)
Organizers: Frames, Clusters, and Stems
93(10)
Chapter Overview
93(1)
Patterns and Clusters
93(7)
Classifications
94(1)
Classifications
94(1)
Essential Questions
94(1)
Key Words
94(1)
Paragraph Pattern
94(1)
Sentence Stems
94(1)
Comparisons
95(1)
Essential Questions
95(1)
Key Words
95(1)
Paragraph Pattern
95(1)
Sentence Stems
95(1)
Characteristics
96(1)
Essential Questions
96(1)
Key Words
96(1)
Paragraph Pattern
96(1)
Sentence Stems
96(1)
Chronology
96(1)
Essential Questions
97(1)
Key Words
97(1)
Paragraph Pattern
97(1)
Sentence Starters
97(1)
Claims and Cases
97(1)
Essential Questions
97(1)
Key Words
97(1)
Paragraph Pattern
98(1)
Sentence Stems
98(1)
Causes, Consequences, and Conditions
98(1)
Essential Questions
98(1)
Key Words
98(1)
Paragraph Pattern
98(1)
Sentence Stems
99(1)
Criticisms
99(1)
Essential Questions
99(1)
Key Words
99(1)
Paragraph Pattern
99(1)
Sentence Stems
99(1)
4Cs: Sentence Stems
100(1)
Sentence Stems: This/That
100(1)
Paragraph Patterns in the Newspaper
100(1)
Summary
101(2)
Part II: Applications
103(62)
Research Papers and WebQuests
105(18)
About Research Papers
105(1)
What Is a Research Paper?
105(1)
Analysis or Argument
106(2)
Science Research vs. Humanities Research
108(1)
Style Guides
108(1)
Formal Voice
109(1)
Equipping Students with Skills for College Writing
110(1)
Redundancy vs. Rhetorical Repetition
110(1)
The Challenges
111(1)
Developing the Formal Academic Voice
112(3)
Skill-Builders
115(4)
Learning Curve 1: Organization of the Works Cited Page
116(1)
Learning Curve 2: Punctuation of the Works Cited Page
117(1)
Learning Curve 3: What Goes with What?
117(1)
Learning Curve 4: Titles
118(1)
Five Ways to Eliminate Plagiarism
119(1)
RxResearch
119(1)
WebQuests: Information Adventures
120(1)
Introduction
120(1)
The Task
121(1)
Processes and Resources
121(1)
Conclusion
121(1)
Summary
121(2)
Notebooks and Journals: I Write, Therefore I Think
123(18)
Chapter Overview
123(1)
The Across-the-Board Journal
123(9)
Rules of Engagement
124(1)
Logistics: Q & A
124(1)
Journal Prompts
125(1)
Structural Prompts
125(1)
Wrap-ups
125(1)
Key Term
126(1)
Before/After
127(1)
Tying the Threads
127(1)
Triangulation
128(1)
I Think Of
128(1)
Current Issues
128(1)
Interdisciplinary Language
129(1)
Literary Terms
129(1)
Biological Terms
129(1)
Social Studies Terms
130(1)
Mathematical Terms
130(1)
Other Structural Prompts
130(1)
Thematic Prompts
131(1)
Quotations
131(1)
Other Thematic Prompts
132(1)
100 Toolbox Words
132(2)
The Toolbox Word List
134(1)
Adding to the Toolbox
134(1)
100 Briefcase Words
134(2)
20 Roots for Briefcase Words
135(1)
Other Journal Prompts
136(2)
Other Journal Applications
138(1)
Writing Your Way into Knowing
138(1)
Reflection/Metacognition/Thinking about Thinking
138(1)
Journal Writing for In-class Response
139(1)
Summary
139(2)
Note-Taking: For Future Reference
141(16)
Chapter Overview
141(1)
Paper Management
142(1)
Note-taking vs. Copying
143(1)
Taking Notes from Lecture
143(2)
Before the Lecture
144(1)
During the Lecture
144(1)
Parting Shots
145(1)
After the Lecture
145(1)
Skills of the Lecturer: Stand and Deliver
145(2)
Taking Notes While Doing Research
147(2)
Taking Notes on Index Cards
147(1)
Notecard Tips
147(1)
Taking Notes from Reading
148(1)
Why Take Notes?
148(1)
Trouble-Shooting for Students Who Take Too Many or Too Few Notes
149(1)
Model Notes
149(7)
Five Models for Note-taking
151(1)
Set-up I: Known/New Next
151(1)
Set-up II: The Big T
152(1)
Set-up III: Guided Review
153(1)
Set-up IV: Phrase/Theme
153(1)
Set-up V:
154(1)
Follow-up
154(2)
Summary
156(1)
Writing Centers
157(8)
Chapter Overview
157(1)
Tutorials
158(1)
Curriculum-based Instruction
159(3)
Lessons 1-10: Addressing the Task
160(1)
Lessons 11-20: Development
160(1)
Lessons 21-30: Organization
161(1)
Lessons 31-40: Language
161(1)
Lessons 41-50: GSPC (Grammar, Spelling, Punctuation Capitalization)
161(1)
Project-based Writing Centers
162(1)
Prescriptive-based Instruction
163(1)
Push-In Instruction
163(1)
Combinations
164(1)
Conclusion
164(1)
Appendix: A Workshop for Teachers
165
Why?
165(1)
What and How?
165(1)
Writing to Make Connections
166(1)
Writing to Understand and Clarify
166(1)
Writing to Organize and Remember
167(1)
Writing to Make an Argument
168(1)
Writing to Try Out New Language
168(1)
Writing for Assessment: Framing the Task, Scoring the Task
169(1)
Practice and Persistence
169
Amy Benjamin