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Beyond the Five Paragraph Essay Dianna Baycich Ohio Literacy Resource Center

Beyond the Five Paragraph Essay Dianna Baycich Ohio Literacy Resource Center

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Beyond the Five Paragraph Essay

Dianna Baycich

Ohio Literacy Resource Center

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ObjectivesTWBAT:

•Engage their students in a writing activity that will build students’ comfort and fluency with the writing process.

•Discuss the research this activity is based on.

http://lincs.ed.gov

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A Model of Writing

PlanningText

production

Evaluation Revision

Self regulation

Goals Content Organize

informal

formal

self

teacher

other students

to remember

to learn

to share

to assess

others outsidethe classroom

Audience

Form Purpose

Making Decisions aboutClassroom Writing Activities

Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools

Knew/New/Q

K = I know it

N = It’s new information

Q = I have a question about it

Instructional Shifts

1. Building knowledge through content-rich nonfiction.

2. Reading, writing and speaking grounded in evidence from text, both literary and informational.

3. Regular practice with complex text and its academic language.

Affecting change in literacy practices: Impact of two dimensions of

instruction

Purcell-Gates, V., Degener, S., Jacobson, E., Soler, M.

Authenticity

Those literacy activities and purposes used by people in their lives

Participants

22 states

83 adult literacy classes

159 adult literacy students

Scaffolding Instruction

Writing Territories band in the basement Satan’s cat close enough to pet the big kitties Italy with my mom a night in the castle Baby Tirebiter The Pensic War or all men look good in tunics

Narrowing a Topic

Italy with my mom

Italy with my mom

RomeFlorenceVeniceFoodSightseeingTraveling in Italy

Italy with my mom

RomeFlorenceVeniceFoodSightseeingTraveling in Italy

Rome

Rome

FoodCathedralsVaticanRuins

Rome

FoodCathedralsVaticanRuins

Vatican

Vatican

Sistine ChapelSt. Peter BasilicaSt. Peter SquareGeneral audienceSwiss Guard

Vatican

Sistine ChapelSt. Peter BasilicaSt. Peter SquareGeneral audienceSwiss Guard

informal

formal

self

teacher

other students

to remember

to learn

to share

to assess

others outsidethe classroom

Audience

Form Purpose

Making Decisions aboutClassroom Writing Activities

3 2 1Development

Writer consistently develops the ideas into a complete, well-developed whole.

Writer partially develops the ideas, but the response is not a complete, well-developed whole.

Writer tries to develop the ideas, but the response is not a well-developed whole and is not complete.

Writer has not developed the ideas into a complete whole.

Organization

Writer purposefully orders ideas.

Writer purposefully orders ideas.

Writer orders ideas, but there are some interruptions in the flow of the piece.

Writer shows little purposefully ordering of ideas.

Attention toAudience

Writer fully anticipates and answers the audience's needs (audience may include self).

Writer somewhat anticipates and answers the audience's needs (audience may include self).

Writer attempts to anticipate and answer the audience's needs (audience may include self).

Writer has not anticipated and answered the audience's needs (audience may include self).

Language

Writer consistently uses language choices to enhance the text and in a manner appropriate to the literary form.

Writer frequently uses language choices to enhance the text and in a manner appropriate to the literary form.

Writer sometimes uses language choices to enhance thetext and in a manner appropriate to the literary form.

Writer seldom, if ever, uses language choices to enhance the text and in a manner appropriate to the literary form.

Reactions Revision Tactics

This doesn’t sound right. Say more about this.

This is not what I wanted to say Leave this part out.

People may not understand this part. Leave this part the same.

This is not useful to my paper. Change the wording.

People won’t buy this part. Cross out and say this a different way.

People won’t be interested in this part

This part is good.