ENG - College Writing 4 In this course, students acquire the writing competence necessary for conducting and presenting research. A variety of assignments, beginning with personal reflections, build upon one another, as students develop ideas that respond to, critique, and synthesize the positions of others. Students systematize and organize knowledge in ways that will help them in all of their courses.
I also write--again, not always well. This is not an advertisement for my own stuff, but maybe it is. Go start a darn notebook and share your crazy ideas with your kids once you realize how much fun it is to keep one, how much fun it is to ramble some days, how much fun it is to let your thoughts become decoration on what was once a blank notebook page.
I want more teachers to model their own writing. Compare contrast writing activities share some of my own teacher models in this space below.
I cherish that little composition book. If it was ever lost, I would genuinely weep with sadness. I began requiring journal writing way back in my first year of teaching.
I had taken a methods class at my university that stressed the importance of having students keep journals to record daily responses to topics. I said, "Why not? It was boring, and I was asking them to maintain a classroom tool that I would have thought was pointless to maintain as well.
Since graduating college seven years earlier, I had not kept my own journal; I was asking my students to keep theirs going, but I was not doing it alongside them, nor had I ever shown them any of my journals from college.
I really went the extra mile as I kept it too; I illustrated my daily entries with the " Mr. Stick " character that I had recently begun using in classand I added lots of visuals with glue and scotch tape.
You can click on the image at left to be able to zoom in on the first page of my " Mr. Stick Goes to Washington " journal I kept that summer. When I returned to my classroom in August ofI showed and shared entries from my summer journal every day during that first month of school.
Because I could now explain my own thinking process based on each page I shared, they seemed much more willing to put deeper thought into their journals.
Only a few threw theirs away that June; several years later, after honing my teaching skills just a bit more, I would guess that none of my students felt their journals were worth so little that they considered dropping them in the trash.
Over the next dozen years that followed that trip to D. Will they keep them forever? I doubt it, but they report to me years later that they still have them. That is definitely cool, in my opinion. The big idea here is that students should write every day in some personal place that keeps their writing all together.
The energy my kids give to their writing, well, it simply amazes me. And it amazes them. I have to be doing something right. Here are three papers I can recycle because I took the time to save all my steps of the writing process.
I share mine here, hoping teachers are inspired by my lead to begin doing the same with their own favorite writing assignments. We maintain a positive writing environment in my classroom because--quite frankly--I participate too. Every year, I take several more pieces of personal writing through the writing process, and I save my steps for future use.
Below, I share three papers that I wrote alongside my students in recent years. My students are always impressed to see how much my idea develops and changes as the piece moves from draft to draft. I love that I still own this penny. I amused my students one Wednesday in September with the true tale of how my bank actually made me stand in line for twenty minutes to withdraw a single penny.
At my bank, I have occasionally heard other customers "explode" with anger over little things and threaten to do their banking elsewhere.
As I stood in line, I debated whether I should explode when I finally arrived at the front of the line, or if I should make a funny story out of the experience.Instructional Strategies A concept is defined by Lynn Erickson as "a mental construct that is timeless, universal and abstract.” Concepts, such as intertextuality, ecosystems, prime numbers, and culture, are rich ideas to which facts and examples are attached.
Compare and Contrast Lesson Plans Links verified on 11/15/ Compare and Contrast Guide - student interactive from the Read Write Think site ; Compare and Contrast Lesson Plan - designed for grades K-5 ; Compare and Contrast Map - student interactive from the Read Write Think site ; Comparte and Contrast Unit - [designed for 3rd grade] eighteen page document to print.
Enter two or more letters of your school name or your teacher's last name. This page contains a large collection of compare and contrast graphic organizers, articles, activities, and worksheets. Click on the the core icon below specified worksheets to see connections to the Common Core Standards Initiative.
Read the compare and contrast . Pick two subjects that can be compared and contrasted. The first step to writing a successful compare and contrast essay is to pick two . Descriptive Writing Picture Prompts. Using writing prompts with photos to teach descriptive writing is an effective exercise.
Teach your students to use concrete, or sensory, detail with three thought-provoking photos with writing prompts and notes on using sensory detail.