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3 Strategies to Improve Student Writing Instantly

3 Strategies to Improve Student Writing Instantly
Editor's Note: A version of this post first appeared on Techie Teacher and Character Coach. "But Miss Parrish, I can't think of anything to write!" Haven't we all heard similar lines in our classrooms? We see hesitant writers sit with a pencil in their hands and a paper on their desks, almost as if they have been handicapped by the task we asked them to do. How is it that some students have so much to say when talking out loud, but when a pencil is put into their hand they suddenly hesitate, struggle and have nothing to say? How can you help those hesitant writers eliminate the "handicap" or barrier that suddenly appears when asked to write? The answer is to simply have them produce "writing" without technically "writing" at all. Strategies That Work 1. Have your student stand up while you sit in his or her seat. 2. Identify a way that your students can audio record themselves "speaking" their essay rather than "writing" it. 3. Communication Before Craft

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20 Strategies for Writing in Plain Language By Mark Nichol The increasing popularity of plain language, the concept of writing clear, simple prose, is making it easier for people to understand legal documents and government forms. It’s also recommended for any print or online publications intended to provide information or explain a process — and writers should consider its utility for any content context. Here are the main ideas behind plain language. 1. Identify and understand your readers and their needs: Who are they, and what is their likely reading level?

How to Write a Short Story (with Sample Stories) Edit Article Three Parts:Sample Short StoriesWriting a Short StoryEditing a Short StoryCommunity Q&A For many writers, the short story is the perfect medium. Making An Outline /** * Simple encryption to hide email addresses from crawlers in webpages. * This code is Free Software provided under an MIT License. * Written by Diego Doval: bnaeQ0bvPXOnZQYgaZqp1ZQO * */ CRLS Research Guide Making An Outline Tip Sheet 14 10 prevalent myths about English teaching – part 1 Images: @jasonramasami I have recently been putting the finishing touches to the first draft of my forthcoming book, Making Every English Lesson Count. The book will look at how the six principles that Shaun Allison and I explored in Making Every Lesson Count – challenge, explanation, modelling, practice, feedback and questioning – can improve the teaching of English. It will also challenge some of the myths I have heard (and have believed) about English teaching.

RESOURCES - Maths worksheets to engage learners following a sports-related vocation Skip to main content Maths worksheets to engage learners following a sports-related vocation - Central College Nottingham Summary This zip file contains sample maths worksheets devised by Central College Nottingham as part of their OTLA project. Topics covered are: fractions, decimals, Resource Type: How to - Teaching, learning and assessment, Learning material Audience: Practitioners, Learning support workers 8 Writing Strategies for People Who Say They Can't Write If you want to launch and grow a business, chances are you're going to have to put words on the page. Probably many words on many pages. Which means there's no room for saying you "hate writing" or "can't write." In many cases, the more important the writing task, the more the would-be writer freezes up.

Schools BoomWriter lets you easily incorporate and experience the benefits of technology as your students are engaged in the following (or similar) standards-based learning activities: Grade 3 CCSS.ELA-Literacy.W.3.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Using BoomWriter’s feature allowing teachers to create their own story start, students collaboratively create imagined multi-paragraph personal narratives using a teacher generated prompt (e.g. “When I woke up on Saturday morning, I had no idea I was in for the craziest day of my entire life…”).

Persuasion Map Helps Students Formulate Persuasive Essays Developing persuasive writing skills is a process that students start in elementary school and continue to develop through high school and beyond. Read Write Think offers a good interactive guide that can help students craft a good persuasive essay. The Persuasion Map asks students to start with a thesis statement before walking them through developing support for that thesis. Students can print their persuasion maps or email them to you. Applications for Education Using Read Write Think's Persuasion Map won't replace the need for your instruction, but it could be helpful to students who need a little assistance after your lesson.

GCSE English Revision Postcard 25: Information Retrieval Revision – Foundation Paper Once upon a time, or, as they say in Korea, “When tigers used to smoke,” in the days of Key Stage 3 and wayyyyyy before that too, students did get taught how “to do” information retrieval. What is “information retrieval”? It’s nothing to do with MI5, MI6 or the CIA. As we all know, it’s just plain old reading comprehension, checking to see we’ve understood a text and can summarise, synthesise and soliloquise the information communicated there ourselves.

READING - Embedding English: Using your glossary more effectively to develop vocabulary skills Many teachers I meet are using glossaries as a repository for key vocabulary on their courses. It can be helpful to make explicit links between the language in the glossary and your delivery during the course and here are some quick activities to do this: In class, focus on the most difficult words from the glossary – the ones that are jargon, culturally loaded or conceptually complex – and try to explain, exemplify and check them with your groupChoose 7/8 words from the relevant unit in the glossary and get students to test each other – one student explains the word and gives an example and the other checks in the glossary/dictionary. This works well as a revision exercise at the end of a unitMatch up exercises – students match the word to the definition on a card. Try to use the curriculum context in the definition.

39 Steps for Writing Plain English by William Lutz William D. Lutz, author of Doublespeak Defined and The New Doublspeak Scheduled speaker at our international conference, Nov. 3-6, 2005, in Washington, D.C. The Writing Process Know your reader, and write with your reader's viewpoint in mind. Organize your text: in a logical sequence, with informative headings, and with a table of contents for long documents Use short sentences Say only what you have to say, avoiding too many messages in a single sentence, and omitting surplus words. Literacy And Language Center, San Francisco, CA We use commas, semicolons, and periods more often than any other punctuation marks in the English language. In spite of their being vital to clear communication, we have trouble with them all too often. Let's borrow a few ideas from the story of Cinderella to help us remember how to use them. Periods Periods don't give us much trouble in sentences. They are like the conclusion of most fairytales: The end. Semicolons and Commas are more like Cinderella's two stepsisters:

Writing the Essay Intro and Conclusion Your essay lacks only two paragraphs now: the introduction and the conclusion. These paragraphs will give the reader a point of entry to and a point of exit from your essay. Introduction The introduction should be designed to attract the reader's attention and give her an idea of the essay's focus. Begin with an attention grabber. The attention grabber you use is up to you, but here are some ideas:Startling information This information must be true and verifiable, and it doesn't need to be totally new to your readers. Back to school Part 3: Literacy This series of #backtoschool blogs summarises much of my thinking as it’s developed over the past few years and is aimed at new or recently qualified teachers. Each area has been distilled to 5 ‘top tips’ which I hope prove useful to anyone embarking on a career in teaching. That said, I’ll be delighted if they serve as handy reminders for colleagues somewhat longer in the tooth. It’s all very well establishing all those routines and relationships, but sooner or later you’ll have to teach them something. And whatever you teach, you’ll also be teaching literacy. Every time you open your mouth you’re modelling how to speak; every time you ask students to write something down you’re teaching them something about how to write, and every time you stick some reading material in front of a class you’re giving them important messages about what to think about reading.

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