Transcript Writing to Learn - Tennessee State University

Writing Across the
Curriculum
Chapter 9
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Frame of Mind
 Why emphasize writing to learn in content areas?
 Why integrate writing and reading?
 How might teachers create occasions for students to
write to read and to read to write?
 How can teachers use exploratory writing activities to
motivate students to read and write?
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Frame of Mind
 How can teachers use journals to connect
writing and reading?
 How can teachers develop essay writing
through RAFT activities?
 Why and how do teachers guide the writing
process?
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Key Terms
 Academic journals
 Historical character
 Admit slips
 Audience

 Biopoems
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 Double-entry journals
 Exit slips
 Freewriting


writing
Learning logs
RAFT writing
assignments
Sketch books
Unsent letters
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Reading and Writing Processes
 Composing
 Exploring
 Motivating
 Clarifying
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Writing to Learn Activities
 Unsent Letters
 Biopoems
 Dialogues
 Admit Slips and Exit Slips
 Microthemes
 POVGs
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Biopoem Example
Line 1: First name
Line 2: Four traits that describe character
Line 3: Relative of __________
Line 4: Who feels __________ (three items)
Line 5: Who needs __________(three items)
Line 6: Who gives ___________(three items)
Line 7: Last name
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Admit Slips and Exit Slips
What’s confusing you about __________?
What problems did you have with your text
assignment?
What would you like to get off your chest?
What do you like (dislike) about _________?
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Journal Writing
 Response journals
 Historical character journals
 Sketchbooks in art
 Math journals
 Freewriting response journals
 Double-entry journals (DEJs)
 Learning logs
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Double-Entry Journal Sample
“What is the solar
system?”
“What does it mean to
you?”
It is nine planets, along
with asteroid belts,
starts, black holes, and
so on.
The solar system is a
mystery to me. I know
the planets and stuff,
but how did it come into
being? Galileo had
something to do with
the solar system, but
I’m not sure exactly
what. I would like to find
out more about it.
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Essays are effective writing-to-learn
tools when…
 content exploration and synthesis, not form
and organization, become the primary
motives for the writing assignment.
 writing involves reading more than a single
text source.
 students engage in the writing process.
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RAFT Writing Assignments
Role
Audience
Form
Topic
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Stages in the Writing Process
 Discovery

Exploring and generating ideas

Finding a topic

Making plans (Audience? Form? Voice?)

Getting started
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Stages in the Writing Process
 Drafting

Getting ideas down on paper

Sticking to the task

Developing fluency and coherence
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Stages in the Writing Process
 Revising



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
Revising for meaning
Responding to the writing
Organizing for clarity
Editing and proofreading for the conventions
of writing, word choice, and syntax
Polishing
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Evaluating a Writing Activity
 Accurate content in support of a position
statement.
 A logical and coherent set of ideas in
support of a position statement.
 A convincing and persuasive position
statement aimed at a specific audience.
Copyright © Allyn & Bacon 2011