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.
In other words, they do not see that a thesis implies a counterthesis and that the presence of opposing voices implies a view of knowledge as dialogic, contingent, ambiguous, and tentative.
Common Traits of an Academic Writing Process as summarized in Bean Usually begins with the perception of a question, an uncertainty, or problem.
Exploration begins through gathering data and informally writing out ideas.
Preparing a first draft, perhaps beginning with an outline, but with low expectations for perfection in order to produce something. Draft reformulated and revised, sometimes dismantling the entire first draft as ideas and structures become clearer.
Creativity gives way to craft - editing begins. Academic writers are, therefore, usually driven by an engagement with the topic and with a sense that they are contributing to an ongoing conversation.
Students who are new to this process are often afraid of it because their expectation is that in order to be good, their writing has to be good immediately. One of the things they need to learn is that writing as a process means work.
How Can We Help Students? Use more non-graded, exploratory writing. Build talk-time into the writing process. Provide several interventions into the process so you can respond to project proposals, thesis statements, or abstracts. Try peer review of drafts.
Hold writing conferences, perhaps in small groups or individually. Ask students to hand in drafts and notes. This also helps curb plagiarism. Hold to high standards for finished products. Common Traits of an Academic Reading Process again, Bean as a primary source Reading strategies are adjusted for different purposes.
Structures of arguments are noticed during reading. The unfamiliar is not unwelcomed. Rhetorical contexts are appreciated. Readers see themselves in conversation with authors. Complex syntax is accessible. Academic readers, therefore, understand that reading is a process often requiring rereading or slow reading and that a difficult passage may become clearer as they continue reading.
Good readers are not necessarily "speed" readers, though often students believe this is the case. Require note-taking as part of a reading assignment, and ask students to use their notes during class discussion.
Do a "what it says" and "what it does" exercise: Make students responsible for texts that will not be covered in class. Awaken interest in upcoming readings.
For example, try an exploratory writing task during class that relates to some problem that students will encounter in the upcoming reading.
Sequence your readings so that students begin to see that all texts represent a certain frame of reference, that no text can provide the "whole truth. Play the "believing and doubting" game: Peter Elbowsuggests that we ask our students to be simultaneously open to and skeptical of texts as they read.
More on Note-taking While Reading Additionally, students can practice the following tips for note taking while reading as a way of integrating reading and writing activities: References Bean, John C. Oxford University Press, Explorations in Learning and Teaching.We’ve all been there.
Your eyes glaze over, and you can’t get past the first paragraph on the page. Or perhaps you can’t will yourself to pick up a book in the first place.
“Okay,” I told my advanced tenth-grade English students when class began, “take out a sheet of paper and a pen. We’re having a test!” I smiled around the classroom at the agape mouths and wide eyes.
Liven up your speaking and listening activities with a great range of ideas, resources and display materials. F or many years reading and writing were (and sometimes still are) taught separately. Though the two have almost always been taught by the same person (the English/Language Arts teacher) during the Language Arts period or block, educators rarely made explicit .
Readers And Writers Quotes. Quotes tagged as "readers-and-writers" (showing of 82) “Those who spend the greater part of their time in reading or writing books are, of course, apt to take rather particular notice of accumulations of books when they come across them.
They will not pass a stall, a shop, or even a bedroom-shelf without. Still, professors who teach writing often find themselves questioning the role of reading in the first-year writing classrooms.
These professors are concerned about the amount of class time they devote to discussing readings as opposed to the amount of class time they devote to teaching writing.