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This power point was used to introduce secondary school teachers to the writing-to-learn strategy.
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Teaching writing Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging for teachers. Writing is not easy particularly when compared with speaking, where reformulations, body language, clues from listeners can do much to compensate for a lack of precision or inaccuracies when communicating messages. Time is also a factor – writing may be relegated to homework tasks as there is often a feeling that writing in class uses up time which can be more usefully spent on other activities. However, as this workshop aims to show, developing good writing skills is conducive to the development of other language skills including communication skills.
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In these slides by Chad Eller, you will learn to reposition your role as an error-corrector to one of “fellow traveler” alongside your students’ ideas. In a refreshing and informed look at giving student feedback on writing, Chad uses examples from his own reflections on grading to help faculty to avoid common pitfalls. Instead of focusing on all issues in a student’s paper, the presentation shows how responding as a reader helps to focus globally on students’ ideas, prioritizing key points and rhetorical fit. The talk also emphasizes how staying positive ultimately helps student learning in the context of writing several drafts of a paper, in addition to supporting faculty labor and morale. Other complex questions surface in the discussion, such as whether to have several rubrics for each draft of a paper, and how learning about our English language learner students’ native languages can give instructors useful insights into issues of language interference.
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Write to Learn
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HIGH SEPTEMBER 21 ST -22 ND , 2010 JESSICA CROOKER – LITERACY COACH Write to Learn
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