After reading Chapters 8 and 9, you now have an in-depth look at the three types of writing described in the writing standards (narrative, persuasive/argumentative, and informational). As noted, the standards are written to mirror the same learning progressions within each text type. Given that everyone may not already teach all three types, this a nice feature, allowing teachers to use similar strategies across the three types.
PROMPT (Choose only one and indicate which you've chosen.)
A. Reflect on the writing instruction in your class now that already addresses some of the writing standards. What resources and strategies have you found most successful in your work with adolescent writers? Share those here so that everyone can benefit from each other’s suggestions.
OR
B. What should we expect to see in our students’ writing samples for:
Your response to the prompt is due by Monday evening (2/24). Then, you are expected to revisit this site and respond to at least one of your fellow participant’s comments by Thursday, February 27. If you need help posting your comment, watch this video.
Don’t forget to read chapter 10 in anticipation of next week’s prompt.
PROMPT (Choose only one and indicate which you've chosen.)
A. Reflect on the writing instruction in your class now that already addresses some of the writing standards. What resources and strategies have you found most successful in your work with adolescent writers? Share those here so that everyone can benefit from each other’s suggestions.
OR
B. What should we expect to see in our students’ writing samples for:
- Persuasive/Opinion/Argument Writing
- Informational and Functional/Procedural Writing
Your response to the prompt is due by Monday evening (2/24). Then, you are expected to revisit this site and respond to at least one of your fellow participant’s comments by Thursday, February 27. If you need help posting your comment, watch this video.
Don’t forget to read chapter 10 in anticipation of next week’s prompt.
