Short response writing across the curriculum conference

Bernhardt, University of Delaware We should think less about teaching students to write, and more about how we might use writing in our classrooms in the interest of learning.

Short response writing across the curriculum conference

Many of the activities listed are so common in composition theory and pedagogy that their original source cannot be traced. If you know the origins of these activities, please contact the site manager so permission to publish can be requested and proper credit given to the original creator in our next site revision.

Developing their ability to use writing-to-learn and their confidence and enjoyment in the process and its results should then be one of the highest educational priorities.

short response writing across the curriculum conference

Learning is the quintessential human activity. Language is the most powerful learning tool we have. All students have a right to discover--or, perhaps, rediscover--the joys of learning and we should all recognize that writing-to-learn is one of the best means of helping them to do so.

They use it to find out what students already know, rather than as a way of encouraging them to find out. The process of making the material their own--the process of writing--is demonstrably a process of learning.

It is precisely this process of language selection that makes the activities such valuable learning tools. You will notice that these activities do not include copying or filling in the blanks--activities which research suggests consumes much writing time in our schools and is of limited learning value.

The challenge of expressing ideas in writing places students at the center of their own learning, enabling them to master content and to improve their skill at expressing ideas. In addition, writing activities help students discover connections, discern processes, raise questions and discover solutions.

The means through which this learning is achieved is invaluable; its effects, far-reaching. The list is not exhaustive, by any means, and some of the ideas presented here will trigger others for you. Of course, you will want to vary the activities you have your students do. But whichever ones you select, you will want to spend a few minutes of class time incorporating the writing activity into the lesson, allowing students to see directly or indirectly how the writing seeks to enhance the learning objectives.

After students have written, call on several of them to read, not tell you in other words, what they have written.

Doing so forces them to pay attention to how they have stated their ideas and encourages them to look at their written words. One word of warning is in order, however: Do not make judgmental comments, either good or bad, after students have read.

Remember that you are encouraging them to commit ideas to paper.

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You do not want to make them anxious or resent the activity because the person who read first received a "Great! Experiment with these writing activities. Some of them will work better for your particular discipline than others.

A combination of writing to learn activities used efficiently and effectively, is guaranteed to spark additional interest in your courses.Teacher resources and professional development across the curriculum.

Teacher professional development and classroom resources across the curriculum. MENU.

Writers' Conferences |

Developing Writers: This session concentrates on the "hows" and "whys" that answer that question. The featured teachers talk about the physical set-up of a writing community, the.

3 It’s Always the Write Time for Mini-Lessons in Growing great writing in the primary grades takes time and planning. Planting the learning in your. SOCIAL STUDIES READING AND WRITING ACTIVITIES The Division of Social Sciences has developed this reading and writing activity packet to provide support for social.

Writing Across the Curriculum The UWP also consists of the Writing Across the Curriculum (WAC) Program, which is designed to assist student in acknowledging and applying the differences in writing conventions across the disciplines. • Persistence – the ability to sustain interest in and attention to short- and long-term projects.

writing across the curriculum, and English education that focus on the development of writing, reading, and analysis abilities inside and outside of school. (peer and instructor responses) and out-of-class (writing or learning center. Georgia Milestones Update.

Key Terms: and course. Selected Response Items are multiple choice. Constructed Response Items are short answer. Extended Response Items include a writing prompt.

Grades 3,4,5 Language Arts, Mathematics, Science, Social Studies passages and then answer questions and respond to a writing prompt concerning the.

NEA - Writing as Instructional Practice