Foreword |
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iii | |
Introduction |
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xi | |
User's Guide |
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xiii | |
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Part I Steps and Strategies |
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1 | (102) |
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Guiding Principles for Teachers |
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3 | (16) |
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Guiding Principles for All Teachers |
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3 | (3) |
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3 | (2) |
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Writing Is Connected to Reading, Speaking, and Listening |
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5 | (1) |
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Students Respect the Rigor of Classes that Demand Writing |
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5 | (1) |
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Explicitly Teach the Form and Tone that You Expect for a Writing Task |
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5 | (1) |
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Guiding Principles for Including Writing in the Content Areas |
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6 | (1) |
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You are Not Teaching Writing: You Are Teaching Your Subject |
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6 | (1) |
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Be Flexible in Your Definition of Writing |
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6 | (1) |
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Content Area Teachers and English Teachers Probably Have Different Expectations |
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6 | (1) |
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Guiding Principles for English Teachers |
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7 | (3) |
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Give Reasons for Language Exchanges |
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7 | (3) |
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Emphasize the Importance of Adjusting the Language for the Audience |
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10 | (1) |
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A Paradigm Shift: The Deficit Model vs. the Resource Model |
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10 | (2) |
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12 | (1) |
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Building a Positive Climate for Writing |
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12 | (3) |
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Knocking Down the Stumbling Blocks |
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15 | (3) |
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They Don't Think What They Have to Say Is Important |
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15 | (1) |
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They Don't Know the Basics |
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16 | (1) |
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They Are Afraid to Make Mistakes |
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17 | (1) |
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18 | (1) |
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Framing and Evaluating the Task |
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19 | (32) |
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19 | (1) |
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20 | (11) |
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Length: Depth and Breadth |
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21 | (1) |
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22 | (1) |
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23 | (1) |
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23 | (1) |
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24 | (1) |
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24 | (1) |
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25 | (4) |
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29 | |
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28 | (1) |
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29 | (1) |
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Visuals: The Picture . . . Statement |
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29 | (1) |
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29 | (1) |
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30 | (1) |
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30 | (1) |
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31 | (1) |
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Sample Writing Tasks: Leaky and Airtight |
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31 | (8) |
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31 | (4) |
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35 | (1) |
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35 | (3) |
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38 | (1) |
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39 | (2) |
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The Statement of Intent (Prewriting Reflections) |
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41 | (1) |
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Evaluating the Writing Task |
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42 | (6) |
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Rubrics and Scoring Guides |
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42 | (3) |
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Holistic Scoring and Group Grading |
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45 | (1) |
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45 | (1) |
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Self-Reflective Assessment |
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46 | (1) |
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47 | (1) |
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Coping with the Paperwork Load |
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48 | (1) |
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Student-Teacher-Task: Good to Go |
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49 | (1) |
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50 | (1) |
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51 | (10) |
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51 | (1) |
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51 | (5) |
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51 | (1) |
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51 | (1) |
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52 | (1) |
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53 | (1) |
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53 | (1) |
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Strategy 2: Provide Detail |
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53 | (1) |
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Prepositions: Words That Give Time and Place |
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54 | (1) |
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Strategy 3: Facts and Figures |
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55 | (1) |
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Strategy 4: Names and Places |
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56 | (1) |
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56 | (2) |
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57 | (1) |
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Summary: Support and Specificity |
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58 | (3) |
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Eight Classroom Practices |
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58 | (3) |
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Short Statements: In Fifty Words or Less |
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61 | (16) |
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61 | (1) |
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61 | (3) |
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62 | (1) |
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Action Words of the Brief Bio |
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62 | (1) |
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Start with Key Words/Phrases |
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63 | (1) |
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63 | (1) |
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63 | (1) |
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64 | (3) |
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Model Place/Event Statements |
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65 | (1) |
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66 | (1) |
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66 | (1) |
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66 | (1) |
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67 | (4) |
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Model Contrast Statements |
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68 | (1) |
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Why Think About Contrasts |
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68 | (1) |
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Setting Up the Contrast Statement |
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68 | (1) |
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69 | (1) |
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69 | (1) |
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69 | (1) |
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69 | (1) |
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Irony and Paradox: Even Though |
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70 | (1) |
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Using the Semicolon to Express Contrast |
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71 | (1) |
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71 | (1) |
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The Cause/Effect Statement |
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72 | (2) |
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73 | (1) |
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Action Words of Cause/Effect |
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73 | (1) |
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73 | (1) |
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74 | (2) |
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74 | (2) |
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76 | (1) |
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Vocabulary: Word for Word |
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77 | (16) |
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77 | (1) |
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Writing Definitions: A Whole Brain Approach |
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77 | (4) |
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Sentence One: Left-Brain (Methodical) Thinking |
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78 | (1) |
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78 | (1) |
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78 | (1) |
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78 | (1) |
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79 | (1) |
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79 | (1) |
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Step 6---Action Statement |
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80 | (1) |
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Sentence Two: Right Brain (Metaphorical) Thinking |
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80 | (1) |
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Components of the Right-Brain (Metaphorical) Sentence |
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81 | (1) |
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81 | (1) |
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Using New Words in a Sentence |
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81 | (1) |
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82 | (7) |
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83 | (1) |
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50 Verbs: World Languages |
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83 | (1) |
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83 | (1) |
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50 Verbs: Religious Studies |
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84 | (1) |
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84 | (1) |
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50 Verbs: Government/Politics/Law |
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85 | (1) |
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85 | (1) |
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86 | (1) |
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86 | (1) |
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86 | (1) |
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87 | (1) |
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50 Verbs: Art/Art History |
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87 | (1) |
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50 Verbs: Music/Music History |
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88 | (1) |
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88 | (1) |
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89 | (2) |
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91 | (2) |
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Organizers: Frames, Clusters, and Stems |
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93 | (10) |
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93 | (1) |
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93 | (7) |
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94 | (1) |
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94 | (1) |
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94 | (1) |
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94 | (1) |
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94 | (1) |
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94 | (1) |
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95 | (1) |
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95 | (1) |
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95 | (1) |
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95 | (1) |
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95 | (1) |
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96 | (1) |
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96 | (1) |
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96 | (1) |
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96 | (1) |
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96 | (1) |
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96 | (1) |
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97 | (1) |
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97 | (1) |
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97 | (1) |
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97 | (1) |
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97 | (1) |
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97 | (1) |
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97 | (1) |
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98 | (1) |
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98 | (1) |
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Causes, Consequences, and Conditions |
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98 | (1) |
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98 | (1) |
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98 | (1) |
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98 | (1) |
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99 | (1) |
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99 | (1) |
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99 | (1) |
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99 | (1) |
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99 | (1) |
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99 | (1) |
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100 | (1) |
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Sentence Stems: This/That |
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100 | (1) |
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Paragraph Patterns in the Newspaper |
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100 | (1) |
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101 | (2) |
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103 | (62) |
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Research Papers and WebQuests |
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105 | (18) |
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105 | (1) |
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What Is a Research Paper? |
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105 | (1) |
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106 | (2) |
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Science Research vs. Humanities Research |
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108 | (1) |
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108 | (1) |
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109 | (1) |
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Equipping Students with Skills for College Writing |
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110 | (1) |
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Redundancy vs. Rhetorical Repetition |
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110 | (1) |
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111 | (1) |
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Developing the Formal Academic Voice |
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112 | (3) |
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115 | (4) |
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Learning Curve 1: Organization of the Works Cited Page |
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116 | (1) |
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Learning Curve 2: Punctuation of the Works Cited Page |
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117 | (1) |
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Learning Curve 3: What Goes with What? |
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117 | (1) |
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118 | (1) |
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Five Ways to Eliminate Plagiarism |
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119 | (1) |
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119 | (1) |
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WebQuests: Information Adventures |
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120 | (1) |
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120 | (1) |
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121 | (1) |
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121 | (1) |
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121 | (1) |
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121 | (2) |
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Notebooks and Journals: I Write, Therefore I Think |
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123 | (18) |
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123 | (1) |
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The Across-the-Board Journal |
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123 | (9) |
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124 | (1) |
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124 | (1) |
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125 | (1) |
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125 | (1) |
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125 | (1) |
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126 | (1) |
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127 | (1) |
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127 | (1) |
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128 | (1) |
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128 | (1) |
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128 | (1) |
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Interdisciplinary Language |
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129 | (1) |
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129 | (1) |
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129 | (1) |
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130 | (1) |
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130 | (1) |
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130 | (1) |
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131 | (1) |
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131 | (1) |
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132 | (1) |
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132 | (2) |
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134 | (1) |
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134 | (1) |
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134 | (2) |
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20 Roots for Briefcase Words |
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135 | (1) |
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136 | (2) |
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Other Journal Applications |
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138 | (1) |
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Writing Your Way into Knowing |
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138 | (1) |
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Reflection/Metacognition/Thinking about Thinking |
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138 | (1) |
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Journal Writing for In-class Response |
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139 | (1) |
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139 | (2) |
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Note-Taking: For Future Reference |
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141 | (16) |
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141 | (1) |
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142 | (1) |
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143 | (1) |
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Taking Notes from Lecture |
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143 | (2) |
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144 | (1) |
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144 | (1) |
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145 | (1) |
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145 | (1) |
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Skills of the Lecturer: Stand and Deliver |
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145 | (2) |
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Taking Notes While Doing Research |
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147 | (2) |
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Taking Notes on Index Cards |
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147 | (1) |
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147 | (1) |
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Taking Notes from Reading |
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148 | (1) |
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148 | (1) |
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Trouble-Shooting for Students Who Take Too Many or Too Few Notes |
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149 | (1) |
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149 | (7) |
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Five Models for Note-taking |
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151 | (1) |
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151 | (1) |
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152 | (1) |
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Set-up III: Guided Review |
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153 | (1) |
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153 | (1) |
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154 | (1) |
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154 | (2) |
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156 | (1) |
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157 | (8) |
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157 | (1) |
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158 | (1) |
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Curriculum-based Instruction |
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159 | (3) |
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Lessons 1-10: Addressing the Task |
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160 | (1) |
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Lessons 11-20: Development |
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160 | (1) |
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Lessons 21-30: Organization |
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161 | (1) |
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161 | (1) |
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Lessons 41-50: GSPC (Grammar, Spelling, Punctuation Capitalization) |
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161 | (1) |
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Project-based Writing Centers |
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162 | (1) |
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Prescriptive-based Instruction |
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163 | (1) |
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163 | (1) |
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164 | (1) |
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164 | (1) |
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Appendix: A Workshop for Teachers |
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165 | |
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165 | (1) |
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165 | (1) |
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Writing to Make Connections |
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166 | (1) |
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Writing to Understand and Clarify |
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166 | (1) |
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Writing to Organize and Remember |
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167 | (1) |
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Writing to Make an Argument |
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168 | (1) |
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Writing to Try Out New Language |
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168 | (1) |
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Writing for Assessment: Framing the Task, Scoring the Task |
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169 | (1) |
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169 | |