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Introduce multi-genre writing in the context of community service.
Use the shared events of students' lives to inspire writing. Debbie Rotkow, a co-director of the Coastal Georgia Writing Projectmakes use of the real-life circumstances of her first grade students to help them compose writing that, in Frank Smith's words, is "natural and purposeful. When Michael rode his bike without training wheels for the first time, this occasion provided a worthwhile topic to write about.
A new baby in a family, a lost tooth, and the death of one student's father were the playful or serious inspirations for student writing. We became a community. Establish an email dialogue between students from different schools who are reading the same book.
When high school teacher Karen Murar and college instructor Elaine Ware, teacher-consultants with the Western Pennsylvania Writing Projectdiscovered students were scheduled to read the August Wilson play Fences at the same time, they set up email communication between students to allow some "teacherless talk" about the text.
Rather than typical teacher-led discussion, the project fostered independent conversation between students. Formal classroom discussion of the play did not occur until students had completed all email correspondence.
Though teachers were not involved in student online dialogues, the conversations evidenced the same reading strategies promoted in teacher-led discussion, including predication, clarification, interpretation, and others.
Back to top 3. Use writing to improve relations among students. Diane Waff, co-director of the Philadelphia Writing Projecttaught in an urban school where boys outnumbered girls four to one in her classroom.
The situation left girls feeling overwhelmed, according to Waff, and their "voices faded into the background, overpowered by more aggressive male voices.
She then introduced literature that considered relationships between the sexes, focusing on themes of romance, love, and marriage. In the beginning there was a great dissonance between male and female responses.
According to Waff, "Girls focused on feelings; boys focused on sex, money, and the fleeting nature of romantic attachment. Help student writers draw rich chunks of writing from endless sprawl.
Jan Matsuoka, a teacher-consultant with the Bay Area Writing Project Californiadescribes a revision conference she held with a third grade English language learner named Sandee, who had written about a recent trip to Los Angeles.
I made a small frame out of a piece of paper and placed it down on one of her drawings — a sketch she had made of a visit with her grandmother. Back to top 5. Work with words relevant to students' lives to help them build vocabulary.
Eileen Simmons, a teacher-consultant with the Oklahoma State University Writing Projectknows that the more relevant new words are to students' lives, the more likely they are to take hold. In her high school classroom, she uses a form of the children's ABC book as a community-building project.
For each letter of the alphabet, the students find an appropriately descriptive word for themselves. Students elaborate on the word by writing sentences and creating an illustration. In the process, they make extensive use of the dictionary and thesaurus. One student describes her personality as sometimes "caustic," illustrating the word with a photograph of a burning car in a war zone.
Her caption explains that she understands the hurt her "burning" sarcastic remarks can generate. Back to top 6. Help students analyze text by asking them to imagine dialogue between authors. John Levine, a teacher-consultant with the Bay Area Writing Project Californiahelps his college freshmen integrate the ideas of several writers into a single analytical essay by asking them to create a dialogue among those writers.
He tells his students, for instance, "imagine you are the moderator of a panel discussion on the topic these writers are discussing.
Consider the three writers and construct a dialogue among the four 'voices' the three essayists plus you. The essay follows from this preparation.
Back to top 7. Spotlight language and use group brainstorming to help students create poetry. The following is a group poem created by second grade students of Michelle Fleer, a teacher-consultant with the Dakota Writing Project South Dakota. Underwater Crabs crawl patiently along the ocean floor searching for prey.
Fish soundlessly weave their way through slippery seaweed Whales whisper to others as they slide through the salty water. And silent waves wash into a dark cave where an octopus is sleeping. Fleer helped her students get started by finding a familiar topic.
In this case her students had been studying sea life. She asked them to brainstorm language related to the sea, allowing them time to list appropriate nouns, verbs, and adjectives.Letter of the persuasion is written to convince others about particular issue or problem. Persuasion is a difficult thing to do but following some key points can help us .
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A persuasive letter is a type of business letter. Make sure your letter is in block format, single-spaced, in Times New Roman or Arial style, and font size Sender’s Address.