Writing Instructional Strategies STRATEGY MATERIAL PURPOSE / DESCRIPTION CITATION / FURTHER READ WRITING PROCESS POWER Helps students to : Plan Organize Write Edit Revise Englert, C. S., Raphael, T. E., Anderson, L. M., Anthony, H. M., & Stevens, D. D. (1991). American Educational Research Journal, 23, 337-372. Learning Toolbox. Steppingstone Technology Grant. James Madison University, MSC 1903, Harrisonburg, VA 22807. DEFENDS (Argumentative) Helps students to: a composition defending a position Provide reasons to back up position Ellis, E., & Lenz, K. (1987). A Component Analysis of Effective Learning Strategies for LD Students. Learning Disabilities Focus, 2, 94-107. Alley, G.R. (1988). Effects of Generalization Instruction on the Written Language Performance of Adolescents with Learning Disabilities in the Mainstream Classroom. Reading, Writing, and Learning Disabilities, 4, 291-309. Writing Instructional Strategies
STRATEGY MATERIAL PURPOSE / DESCRIPTION CITATION / FURTHER READ PLANNING POW Helps students to: Pick ideas (i.e., decide what to write about) Organize their notes (i.e., brainstorm and organize possible writing ideas into a writing plan) Write and say more (i.e., continue to modify the plan while writing) IES Practice Teaching Elementary School Students to Be Effective Writers, U.S. Department of Education, June 2012. (p.16) This link provides a point that explains SRSD and STOP, DARE, PLAN, TREE, POW, and WRITE. Information about teaching the self-regulating strategies for student materials and links to Peabody/ Vanderbilt interactive tutorials are provided. STOP (Argumentative) Helps students to: Suspend judgment Take sides Organize Plan to adjust as they write. IES Practice Guide: Teaching Elementary School Students to Be Effective Writers, U.S. Department of Education, June 2012. (p.26) This link provides a power point that explains SRSD and STOP, DARE, PLAN, TREE, POW, and WRITE. Information about teaching the self-regulating strategies for student materials
SENTENCE COMBINING Helps students to: write complex yet concise sentences express important points and ideas express ideas in an interesting way To implement the activity: 1. Choose sentences for combining. 2. Model how to combine the sentences using several examples; with older students, introduce moving, deleting, and adding words or parts. 3. Have students rate the quality of the new sentence, provide alternatives to the new sentence, and discuss which sentences sound better and why. 4. Encourage students to work in pairs to combine sentences, creating several new possibilities and rating the quality of their new sentences. IES Practice Guide: Teaching Elementary School Students to Be Effective Writers, U.S. Department of Education, June 2012. (p.31) SENTENCE FRAMING Helps student to develop sentence writing skills. To implement the activity: 1. Develop a sentence frame for students to use. 2. the use of the sentence frame. 3. Have students use the sentence frame to construct their own sentences. 4. Have students share their sentences with peers and discuss their word choices. IES Practice Guide: Teaching Elementary School Students to Be Effective Writers, U.S. Department of Education, June 2012. (p.31)
COPS How is the Overall appearance of my paper? Did I use commas and end-of-sentence punctuation? Did I Spell each word correctly? IES Practice Guide: Teaching Elementary School Students to Be Effective Writers, U.S. Department of Education, June 2012. (p.16) WRITER Helps students to edit using the steps: Write on every other line Read the paper for meaning Interrogate yourself using COPS Take the paper to someone to proofread again Execute a final copy Reread your paper a final time Schumaker, J.B., S.M., & Deshler, D.D. (1985). The error monitoring strategy. In Ellis, E.S., & Lenz, B.K. (1987). A component analysis of effective learning strategies for LD students. Learning Disabilities Focus, 2,
Improving Writing Performance: A Strategy for Writing Persuasive Essays Modules from IRIS website This professional development module highlights the differences between students who write well and those who struggle. Elements of the writing process are discussed, as are the prerequisite skills students need to write good papers. The module outlines and describes the process for teaching students the POW+TREE strategy, a writing strategy to help students produce better persuasive essays. Writing Process Adolescent Literacy website Adolescent Literacy.org is a resource for parents and educators, grades 4-12. Learn how to model a range of prewriting techniques and introduce several mnemonics to help students organize their writing.”A chart that lists the Planning Mnemonics, what they stand for, what type of writing and credits for RAFT, STOP, DARE, STOP, LIST, W4H2. Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle & High Schools Center on Instruction website This synopsis provides the findings reported in “Writing Next”; it identifies 11 instructional strategies, listed in decreasing order of effect size. This resource can facilitate the strengthening of writing instruction for implementation of the College & Career Ready Standards.