1.3 | Writing

Writing

“Good writing is supposed to evoke sensation in the reader – not the fact that it is raining, but the feeling of being rained upon.” ― E. L. Doctorow 

Are My Students Writing Everyday?

No matter the content area, writing is essential because it

  • deepens learning
  • helps process ideas and thoughts
  • is a primary communication tool utilized around the world

Writing helps students develop complex problem-solving skills, critical thinking skills, and creativity.  These skills are the most highly valued skills students will need to succeed in the workforce.

RCSS Cross-Curricular Writing Expectations

  1. Students will write in each class daily (total of 40-60 minutes each day).
  2. Subject-area content writing (ex. C.E.R.) will promote critical thinking and reflection.
  3. Students will write in complete sentences.
  4. Students will refer to writing exemplars to enhance their writing.

How Do I Get My Students to Write Everyday?

  1. Plan for writing. Add writing activities to your lesson plan.
  2. Utilize writing prompts that are standards-driven. Teacher’s Editions serve as excellent resources for prompts.
  3. Utilize the quick-write strategies below:

 

This Table Demonstrates Writing at the Start, Middle and End of a Lesson
Start of the Lesson  During the Lesson  End of the Lesson 

“Tell me everything you know about _______” prompts

 To prepare for discussion with groups, describe how . . .

What did you find most confusing about today’s lesson and why?

Word association prompts

Express agreement or disagreement with specific statements related to what they are learning

What did you find satisfying, surprising, and/or challenging about today’s learning?

Consider similarities and differences between concepts

To think of similar or contrasting examples in relation to what they are learning

Write a summary

Prompts or stimulus material that connects to students’ lives or taps into personal experiences

 Record key observations of a demonstration or experiment 

Jot down new thinking or knowledge

Thought-provoking quotes, images or videos

Make predictions about reading or what they will learn

Compare what they knew or understood at the start of class to their understanding at the end of class

To Grade or Not To Grade? That is the Reflection.

How often do you ask students to write in class or for homework? Do you require students to write in complete sentences? Finding ways for your students to use writing as a tool for thinking critically about your content area can impact both literacy and content mastery. But who has time to "grade" all of that writing? It is not necessary to grade every writing exercise. It is okay for students to use writing as an ungraded way to think.

When you do grade the assignment, provide feedback on the content of the response rather than correcting and editing for grammatical accuracy. For longer writing assignments or projects, take the students through the writing process Links to an external site. and provide rubrics and exemplars at the beginning of the project so that students know where they are going. Get students engaged in providing peer editing using the peer feedback tools within Canvas. Taking time to intentionally and purposefully walk your students through the writing process will make grading easier and more enjoyable. When possible, stagger due dates for larger writing projects so that every class period is not due on the same day.

Remember: If every cross-curricular content teacher required students to write every week about subject-area content, the impact on learning would be significant. Expect students to write in cursive using complete sentences. For more ideas, check out the Additional Resources below.

   

Additional Resources

cursive course card.png    CER Poster.png      RACE Poster.png

References