Writing Across the Curriculum

Writing Across the Curriculum

• Chapter 9

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Frame of Mind

• Why emphasize writing to learn in content areas?
• Why integrate writing and reading?
• How might teachers create occasions for students to write to read and to read to write?
• How can teachers use exploratory writing activities to motivate students to read and write?

Frame of Mind

• How can teachers use journals to connect writing and reading?
• How can teachers develop essay writing through RAFT activities?
• Why and how do teachers guide the writing process?

Key Terms

• Academic journals
• Admit slips
• Audience
• Biopoems
• Double-entry journals
• Exit slips
• Freewriting

• Historical character writing
• Learning logs
• RAFT writing assignments
• Sketch books
• Unsent letters

Reading and Writing Processes

• Composing
• Exploring
• Motivating
• Clarifying

Writing to Learn Activities

• Unsent Letters
• Biopoems
• Dialogues
• Admit Slips and Exit Slips
• Microthemes
• POVGs

Biopoem Example

• Line 1: First name
• Line 2: Four traits that describe character
• Line 3: Relative of __________
• Line 4: Who feels __________ (three items)
• Line 5: Who needs __________(three items)
• Line 6: Who gives ___________(three items)
• Line 7: Last name

Admit Slips and Exit Slips

• What’s confusing you about __________?
• What problems did you have with your text assignment?
• What would you like to get off your chest?
• What do you like (dislike) about _________?

Journal Writing

• Response journals
• Historical character journals
• Sketchbooks in art
• Math journals
• Freewriting response journals
• Double-entry journals (DEJs)
• Learning logs

Double-Entry Journal Sample

• “What is the solar system?”
• It is nine planets, along with asteroid belts, starts, black holes, and so on.

• “What does it mean to you?”
• The solar system is a mystery to me. I know the planets and stuff, but how did it come into being? Galileo had something to do with the solar system, but I’m not sure exactly what. I would like to find out more about it.

Essays are effective writing-to-learn tools when…

• content exploration and synthesis, not form and organization, become the primary motives for the writing assignment.
• writing involves reading more than a single text source.
• students engage in the writing process.

RAFT Writing Assignments

• Role
• Audience
• Form
• Topic

Stages in the Writing Process

• Discovery
• Exploring and generating ideas
• Finding a topic
• Making plans (Audience? Form? Voice?)
• Getting started

Stages in the Writing Process

• Drafting
• Getting ideas down on paper
• Sticking to the task
• Developing fluency and coherence

Stages in the Writing Process

• Revising
• Revising for meaning
• Responding to the writing
• Organizing for clarity
• Editing and proofreading for the conventions of writing, word choice, and syntax
• Polishing

Evaluating a Writing Activity

• Accurate content in support of a position statement.
• A logical and coherent set of ideas in support of a position statement.
• A convincing and persuasive position statement aimed at a specific audience.

Directory: faculty
faculty -> Man's greatest fear is to be forgotten; to leave a legacy is to say, ‘Don't forget me.’
faculty -> Winter 2012 Rev
faculty -> Running head: all caps short title 50 characters or less
faculty -> Curriculum Vitae Kelly Oliver September 2015 Address
faculty -> Curriculum Vitae October 2010
faculty -> Chris Freeman cv september 2015
faculty -> Mari Boor Tonn Rhetoric and Communication Studies University of Richmond
faculty -> Curriculum Vitae Joseph
faculty -> Corporate Strategy Group Project

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