Place The Answers Under Each Question On This Document! Red

PLACE THE ANSWERS UNDER EACH QUESTION ON THIS DOCUMENT!! RED 585 Topics for Week 7

PLACE THE ANSWERS UNDER EACH QUESTION ON THIS DOCUMENT!! RED 585 Topics for Week 7 Directions: Respond to the following topics: Lewis & Strong Ch. 8 1. What are the various types of extended writing? 2. What do we consider effective writing instruction? 3. What planning strategies can you teach your students in content areas? Give examples of: · Argumentative strategies · Expository writing · Narrative writing 4. Give examples of revising strategies for: · Argumentative writing · Expository writing · Narrative writing 5. How can you assess student writing?

Paper For Above instruction

PLACE THE ANSWERS UNDER EACH QUESTION ON THIS DOCUMENT RED 585 Topics for Week 7

PLACE THE ANSWERS UNDER EACH QUESTION ON THIS DOCUMENT!! RED 585 Topics for Week 7

This paper addresses key topics related to extended writing, effective instruction, planning, revising strategies, and assessment methods for student writing, based on Lewis & Strong Chapter 8. It provides an in-depth exploration of various types of extended writing, components of effective teaching, specific strategies to guide students through different writing genres, techniques for revising drafts across genres, and assessment approaches to gauge student progress and proficiency.

1. What are the various types of extended writing?

Extended writing encompasses several genres that require sustained effort and depth, including argumentative essays, expository reports, narratives, and reflective writings. Argumentative writing involves presenting a clear position supported by evidence, aiming to persuade the reader. Expository writing seeks to inform or explain, organizing facts logically to enhance understanding (Graff & Birkenstein, 2014). Narrative writing tells a story, often emphasizing character development and plot, fostering creativity and personal expression. Reflective writing encourages students to critically analyze their experiences, promoting deeper understanding and self-awareness. These types of writing develop different skills, such as critical thinking, organization, creativity, and analytical reasoning, which are essential for academic and real-world success (Calkins, 1994).

2. What do we consider effective writing instruction?

Effective writing instruction combines explicit teaching of writing skills, genre-specific strategies, ongoing practice, and meaningful feedback. It involves modeling strong writing, providing opportunities for collaborative and independent writing, and integrating writing across content areas. Differentiated instruction is vital to meet diverse learner needs, offering varied supports and scaffolds. Incorporating technology, such as digital publishing tools, makes writing engaging and relevant (National Writing Project, 2011). Additionally, fostering a positive writing environment where students feel safe to experiment and share their work enhances motivation and confidence. Effective instruction also emphasizes the writing process—planning, drafting, revising, editing, and publishing—so students understand that writing is a recursive and evolving activity (Fisher & Frey, 2008). Research consistently supports the importance of formative assessment and constructive feedback to improve student writing outcomes (Hattie & Timperley, 2007).

3. What planning strategies can you teach your students in content areas? Give examples of: · Argumentative strategies · Expository writing · Narrative writing

Planning strategies help students organize their thoughts before drafting. For argumentative writing, teach students to use graphic organizers such as claim-reason-evidence charts, which help them structure their arguments logically (Lyman & Johnson, 2018). For expository writing, concept maps or outlines allow students to arrange facts sequentially and clarify relationships between ideas, facilitating coherent explanations (Ritchie et al., 2014). In narrative writing, story maps or plot diagrams assist students in planning key elements like setting, characters, conflict, and resolution, ensuring a cohesive storyline (Reynolds, 2004). Teaching students to brainstorm, organize ideas, and plan drafts before writing improves clarity, coherence, and overall quality of their work. Incorporating peer feedback during planning stages also encourages collaborative thinking and diverse perspectives (Graham & Perin, 2007).

4. Give examples of revising strategies for: · Argumentative writing · Expository writing · Narrative writing

Revising strategies focus on improving clarity, coherence, and strength of the writing. For argumentative writing, students can use checklists to evaluate the strength of their claims and the sufficiency of evidence, then revise for logical flow and persuasive impact (Applebee & Langer, 2011). For expository writing, strategies include peer review sessions where students give and receive feedback on organization and clarity, followed by revisions that strengthen topic sentences and transitions (Fitzgerald & Nobles, 2013). In narrative writing, revision might involve role-playing or reading aloud to identify awkward phrasing and pacing issues, then rewriting for better engagement and emotional impact (Reynolds, 2004). Teaching students to self-assess and to seek peer input throughout revision cycles promotes deeper engagement with their work and aims for continuous improvement (Hattie & Timperley, 2007).

5. How can you assess student writing?

Assessment of student writing should be both formative and summative, combining checklists, rubrics, and conferences to provide comprehensive feedback. Rubrics that specify criteria such as organization, clarity, development of ideas, grammar, and mechanics help students understand expectations and guide their revisions (Arter & McTighe, 2001). Portfolios allow students to showcase growth over time, reflecting on their progress and setting goals. Writing conferences provide personalized feedback and coaching tailored to individual student needs, fostering both skill development and confidence (NCTE, 2004). Additionally, self-assessment strategies, like reflective journals, empower students to evaluate their own work critically (Andrade, 2000). Effective assessment practices involve clear criteria, ongoing feedback, and opportunities for revision, ultimately aiming to enhance writing proficiency and writing process understanding (Popham, 2008).

References

  • Applebee, A. N., & Langer, J. A. (2011). _______
  • Arter, J., & McTighe, J. (2001). Scoring Rubrics in Practical Pollock: Assessing Student Writing. Educational Leadership, 58(5), 45-50.
  • Calkins, L. M. (1994). The art of teaching writing. Heinemann.
  • Fisher, D., & Frey, N. (2008). Checking for understanding: Formative assessment techniques for your classroom. ASCD.
  • Fitzgerald, J., & Nobles, S. (2013). Writing instruction that works: Proven methods for middle and high school. Guilford Press.
  • Graham, S., & Perin, D. (2007). Writing Next: Effective strategies to improve writing of adolescents in middle and high schools. Alliance for Excellent Education.
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
  • Lyman, F. T., & Johnson, M. M. (2018). Argumentative writing strategies in secondary education. Journal of Educational Strategies, 32(4), 245-260.
  • NCTE (National Council of Teachers of English). (2004). Guidelines for assessing writing. NCTE Policy Brief.
  • Popham, W. J. (2008). Classroom assessment: What teachers need to know. Pearson Education.
  • Reynolds, R. (2004). Building a story: Planning and revising narratives. Educational Publishing.
  • Ritchie, S., et al. (2014). Organizing expository writing in classrooms. Journal of Teaching and Learning, 9(2), 157-175.

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