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WordPress Shortcode. Published in: Technology. Full Name Comment goes here. Are you sure you want to Yes No. Be the first to like this. No Downloads. Views Total views. Actions Shares. Embeds 0 No embeds. No notes for slide. Several admitted that they had never before had this level of intellectual conversation with an adult family member. Back to top Suzanne Linebarger, a co-director of the Northern California Writing Project, recognized that one element lacking from many of her students' stories was tension. One day, in front of the class, she demonstrated tension with a rubber band.
Looped over her finger, the rubber band merely dangled. It's the tension, the potential energy, that rivets your attention. It's the same in writing. The initial prompt read, "Think of a friend who is special to you. Write about something your friend has done for you, you have done for your friend, or you have done together.
Students talked about times they had let their friends down or times their friends had let them down, and how they had managed to stay friends in spite of their problems. In other words, we talked about some tense situations that found their way into their writing. Back to top Ray Skjelbred, middle school teacher at Marin Country Day School, wants his seventh grade students to listen to language. He wants to begin to train their ears by asking them to make lists of wonderful sounding words.
They may use their own words, borrow from other contributors, add other words as necessary, and change word forms. Among the words on one student's list: tumble, detergent, sift, bubble, syllable, creep, erupt, and volcano. The student writes: Kathleen O'Shaughnessy, co-director of the National Writing Project of Acadiana Louisiana , asks her middle school students to respond to each others' writing on Post-it Notes. Students attach their comments to a piece of writing under consideration. It started out kinda slow, but you could tell there was something exciting coming up.
But then it moved real fast and stopped all of a sudden. I almost needed to read it again the way you ride a roller coaster over again because it goes too fast. Says O'Shaughnessy, "This response is certainly more useful to the writer than the usual 'I think you could, like, add some more details, you know? Back to top Anna Collins Trest, director of the South Mississippi Writing Project, finds she can lead upper elementary school students to better understand the concept of "reflection" if she anchors the discussion in the concrete and helps students establish categories for their reflective responses.
Back to top Nancy Lilly, co-director of the Greater New Orleans Writing Project, wanted her fourth and fifth grade students to breathe life into their nonfiction writing. She decided to use mirrors to teach the reflective process. As the students gazed at their own reflections, she asked this question: "What can you think about while looking in the mirror at your own reflection? Chancer cautions that these questions should not be considered a "reflection checklist," rather they are questions that seem to be addressed frequently when writers tell the story of a particular piece.
She thought the student who wrote this paragraph could do better: The jaguar is the biggest and strongest cat in the rainforest. The jaguar's jaw is strong enough to crush a turtle's shell.
Jaguars also have very powerful legs for leaping from branch to branch to chase prey. Trest talked with students about the categories and invited them to give personal examples of each. Building on an idea from Stephanie Harvey Nonfiction Matters, Stenhouse, Lilly introduced the concept of "nouns as stuff" and verbs as "what stuff does.
The jungle cat pounces, crushing the turtle with his teeth, devouring the reptile with pleasure. Then she asked them to look in the mirrors again, reflect on their images, and write. For a final exam, Sarah Lorenz, a teacher-consultant with the Eastern Michigan Writing Project, asks her high school students to make a written argument for the grade they think they should receive.
What did I learn or what did I expect the reader to learn? Drawing on work they have done over the semester, students make a case for how much they have learned in the writing class. They can't just say something was helpful — they have to tell me why they thought it was important, how their thinking changed, or how they applied this learning to everyday life. One of his strategies has been to take his seventh-graders on a "preposition walk" around the school campus.
They can't simply say they have improved as writers — they have to give examples and even quote their own writing. Back to top Jean Hicks, director, and Tim Johnson, a co-director, both of the Louisville Writing Project Kentucky , have developed a way to help high school students create brief, effective dramas about issues in their lives. Walking in pairs, they tell each other what they are doing: "Students soon discover that everything they do contains prepositional phrases. The class, working in groups, decides on a theme such as jealousy, sibling rivalry, competition, or teen drinking.source site
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I walk among my students prompting answers," Ireland explains. Each group develops a scene illustrating an aspect of this chosen theme. Back to top Kim Stafford, director of the Oregon Writing Project at Lewis and Clark College, wants his students to discard old notions that sentences should be a certain length. Considering the theme of sibling rivalry, for instance, students identify possible scenes with topics such as "I Had It First" competing for family resources and "Calling in the Troops" tattling. He explains to his students that a writer's command of long and short sentences makes for a "more pliable" writing repertoire.
Students then set up the circumstances and characters. He describes the exercise he uses to help students experiment with sentence length. Hicks and Johnson give each of the "characters" a different color packet of Post-it Notes.
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Back to top Joni Chancer, teacher-consultant of the South Coast Writing Project California , has paid a lot of attention to the type of questions she wants her upper elementary students to consider as they re-examine their writing, reflecting on pieces they may make part of their portfolios. Each student develops and posts dialogue for his or her character. Just use 'and' when you have to, or a dash, or make a list, and keep it going.
Here are some of the questions: Why did I write this piece? Who is the audience and how did it affect this piece? As the scene emerges, Post-its can be added, moved, and deleted. They remind students of the conventions of drama such as conflict and resolution. Back to top Romana Hillebrand, a teacher-consultant with the Northwest Inland Writing Project Idaho , asks her university students to find a literary or historical reference or a personal narrative that can provide a fresh way into and out of their writing, surrounding it much like a window frame surrounds a glass pane.
Hillebrand provides this example: A student in her research class wrote a paper on the relationship between humans and plants, beginning with a reference to the nursery rhyme, "Ring around the rosy, a pocket full of posies. The student finished the paper with the sentence, "Without plants, life on Earth would cease to exist as we know it; ashes, ashes we all fall down. She brings to class two pieces of wire, the last inch of each exposed. She tells her college students, "We need to join these pieces of wire together right now if we are to be able to watch our favorite TV show.
We could use some tape, but that would probably be a mistake as the puppy could easily eat through the connection. By splicing the wires in this way, we are creating a fire hazard. If we simply splice them together with a comma, the equivalent of a piece of tape, we create a weak connection, or a comma splice error. All of these show relationships between sentences in a way that the comma, a device for taping clauses together in a slapdash manner, does not. What then would be the grammatical equivalent of the electrical connector?
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Back to top In addition to his work as a high school teacher of writing, Dan Holt, a co-director with the Third Coast Writing Project Michigan , spent 20 years coaching football. While doing the latter, he learned quite a bit about doing the former. Here is some of what he found out: The writing teacher can't stay on the sidelines. Like the coach, the writing teacher should praise strong performance rather than focus on the negative. Statements such as "Wow, that was a killer block," or "That paragraph was tight" will turn "butterball" ninth-grade boys into varsity linemen and insecure adolescents into aspiring poets.
Holt explains for a freshman quarterback, audibles on-field commands are best used with care until a player has reached a higher skill level. In writing class, a student who has never written a poem needs to start with small verse forms such as a chinquapin or haiku. Practice and routine are important both for football players and for writing students, but football players and writers also need the "adrenaline rush" of the big game and the final draft. Back to top High school teacher Jon Appleby noticed that when yearbooks fell into students' hands "my curriculum got dropped in a heartbeat for spirited words scribbled over photos.
Then design small descriptive writing assignments using the photographs of events such as the prom and homecoming. Afterwards, ask students to choose quotes from things they have read that represent what they feel and think and put them on the walls. Recognize achievements and individuals the way that yearbook writers direct attention to each other.
Ask students to write down memories and simply, joyfully share them. As yearbook writing usually does, insist on a sense of tomorrow. Sometimes she encourages these students to draft writing in their native Creole. The additional challenge becomes to re-draft this writing, rendered in patois, into Standard English.
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She finds that narratives involving immigrant Caribbean natives in unfamiliar situations — buying a refrigerator, for instance — lead to inspired writing. In addition, some students expressed their thoughts more proficiently in Standard English after drafting in their vernaculars. Back to top Jim Wilcox, teacher-consultant with the Oklahoma Writing Project, requires his college students to volunteer at a local facility that serves the community, any place from the Special Olympics to a burn unit.
Wilcox says, "Besides improving their researching skills, students learn that their community is indeed full of problems and frustrations. They also learn that their own talents and time are valuable assets in solving some of the world's problems — one life at a time. Halloween is a favorite among students of all ages. Tell me everthing there is to know about your monster. While all of the writing prompts are easy to incorporate independently, some of the prompts can be used in collaboration with a story or novel that you are reading in class.
If you could create your very own monster, what would it look like? Write a poem about your favorite part of Halloween, telling why it is special to you. Start from the minute he or she puts on his or her costume and finish when he or she gets home and put on normal clothes again. Write a story about a kid who goes trick-or-treating. If we had a Halloween party in class, what would you want to see? Do you have any favorite Halloween writing prompts? Have fun with these Halloween themed writing prompts.
If you could design a haunted house, what would you name it? Describe, in detail, 3 of the best rooms in your haunted house. Writing flash fiction is a terribly satisfying way to spend an hour or two. You will find two sizes of the ebook for download, both with ample room for notes. Just a little cheesy fanfic I made Fun fact: this was the second fanfic I ever made and I made it a few months back. I had trouble publishing this chapter on the main story, after several days of messing around with the editor, I decided "Screw it, I'll try thi Comment below on what you thought about it and if I should get more of my fanfics uploaded.
I have already made one, hence the number 2 on the end there. This was created for MGS Raiden, my first ever follower who asked for more! Not until after this quiz though, the quiz is awesomer. There is a good amount of orginal content, as not to bore anyone with a copy-paste of the Dark Souls plot line. I do not own Harry Potter or the characters, it all belongs to the amazing and wonderful J. This is an easier way to learn about dogs, as this is like a wiki. Okay, before we begin, some ideas from this story come from an awesome person on here on Quotev named Mirror Wave Check Mirror's page out if you hav Just go to each chapter and it'll have all the information you want.
Just because I'm wearing glasses, doesn't mean that I'm a nerdy boy. She has to take care or her brothers and sisters and watch out for her twin, finds love, and also learn how to be an adult and take responsibilities into her own hands. Well Ii am editing it so I can send it over to get published. I'm pretty sure i'm the first people to make this kind of stuff On Q , so credit to me!
So I debated this guy on a quiz about religion and I decided to put this in a book. I have a lot of people waiting for them and well, considering me editing the last part, I decided while you wait to give you guys previews of some of my favorite or best parts of the book. I might add more debates if I have them on Quotev or another site where I can just copy and paste them. Teachers will find our lesson plans spark their classroom's imagination into artistic storytelling and writing.
In this lesson, reading and writing are intertwined as students determine a character's traits from the character's actions. Our lesson plans are all purposefully themed so children can think outside the box when applying creative writing concepts. Reading extends into creative writing as students imagine what a character might do next. Help your second graders hook their readers as they practice writing new and improved introductions to well-loved fictional stories in this fun writing lesson.
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Give your students an introduction to types of story hooks as they compose original story beginnings the help of a word bank. Your students will learn academic vocabulary and add their own conclusion to a short story. Used 1. Please provide a valid price range. Item location see all Item location. Ireland Only. European Union. Show only see all Show only. Free postage. Completed listings. Sold listings. More refinements