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Writing Instructional Strategies

STRATEGY MATERIAL PURPOSE / DESCRIPTION CITATION / FURTHER READ

WRITING PROCESS

POWER

Helps students to : • Plan • Organize • Write • Edit • Revise

Englert, C. S., Raphael, T. E., Anderson, L. M., Anthony, H. M., & Stevens, D. D. (1991). American Educational Research Journal, 23, 337-372. Learning Toolbox. Steppingstone Technology Grant. James Madison University, MSC 1903, Harrisonburg, VA 22807. http://coe.jmu.edu/LearningToolbox/printer/power.pdf

DEFENDS (Argumentative)

Helps students to: • Write a composition defending a position • Provide reasons to back up position

Ellis, E., & Lenz, K. (1987). A Component Analysis of Effective Learning Strategies for LD Students. Learning Disabilities Focus, 2, 94-107. Alley, G.R. (1988). Effects of Generalization Instruction on the Written Language Performance of Adolescents with Learning Disabilities in the Mainstream Classroom. Reading, Writing, and Learning Disabilities, 4, 291-309.

http://cehs.unl.edu/csi/Pdfs/defends.pdf

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Writing Instructional Strategies

STRATEGY MATERIAL PURPOSE / DESCRIPTION CITATION / FURTHER READ

PLANNING

POW

Helps students to: • Pick ideas (i.e., decide what to write about)

• Organize their notes (i.e., brainstorm and

organize possible writing ideas into a writing plan)

• Write and say more (i.e., continue to modify the

plan while writing)

IES Practice Guide: Teaching Elementary School Students to Be Effective Writers, U.S. Department of Education, June 2012. (p.16)

This link provides a power point that explains SRSD and STOP, DARE, PLAN, TREE, POW, and WRITE. Information about teaching the self-regulating strategies for student materials and links to Peabody/ Vanderbilt interactive tutorials are provided.

https://earlychildhoodeducation.usu.edu/files/uploads/UTah_State_SRSD.pptx.pdf

STOP (Argumentative)

Helps students to: • Suspend judgment

• Take sides • Organize ideas • Plan to adjust as they write.

IES Practice Guide: Teaching Elementary School Students to Be Effective Writers, U.S. Department of Education, June 2012. (p.26)

This link provides a power point that explains SRSD and STOP, DARE, PLAN, TREE, POW, and WRITE. Information about teaching the self-regulating strategies for student materials and links to Peabody/ Vanderbilt interactive tutorials are provided.

https://earlychildhoodeducation.usu.edu/files/uploads/UTah_State_SRSD.pptx.pdf

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Writing Instructional Strategies

STRATEGY MATERIAL PURPOSE / DESCRIPTION CITATION / FURTHER READ

WRITING PROCESS

PLAN

Helps students to: • Pay attention to the prompt • List main ideas • Add supporting information • Number major points

This link provides a power point that explains SRSD and STOP, DARE, PLAN, TREE, POW, and WRITE. Information about teaching the self-regulating strategies for student materials and links to Peabody/Vanderbilt interactive tutorials are provided. https://earlychildhoodeducation.usu.edu/files/uploads/UTah_State_SRSD.pptx.pdf

BODY

Helps students to: • Brainstorm/generate ideas for their paper • Review their ideas and place a number by what

will go first, second, third, and so on • Decide which are main ideas and which are

supporting ideas • Create an outline that shows the order of the

main ideas and the supporting details for each main idea

IES Practice Guide: Teaching Elementary School Students to Be Effective Writers, U.S. Department of Education, June 2012. (p.16) http://ies.ed.gov/ncee/wwc/pdf/practice_guides/writing_pg_062612.pdf

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Writing Instructional Strategies

STRATEGY MATERIAL PURPOSE / DESCRIPTION CITATION / FURTHER READ

WRITING PROCESS

RAFT

Helps students to understand:

• Their role as writers

• Their audience

• The varied formats for writing

• Their topics

By using this strategy, teachers encourage students to write creatively, to consider a topic from a different perspective, and to gain practice writing for different audiences. Students learn to respond to a writing prompt that requires them to think about various perspectives (Santa & Havens, 1995)

Mitchell, D. (1996). Writing to learn across the curriculum and the English teacher. English Journal, 85, 93-97.

Santa, C., & Havens, L. (1995). Creating independence through student-owned strategies: Project CRISS. Dubuque, IA: Kendall Hunt

http://www.adlit.org/strategies/19783/

PLEASE

Helps students to: • Plan and write compositions • Generate and organize ideas in simple paragraph

form

Welch, M., & Jensen, J.B. (1990). http://cehs.unl.edu/csi/Pdfs/please.pdf

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Writing Instructional Strategies

STRATEGY MATERIAL PURPOSE / DESCRIPTION CITATION / FURTHER READ

WRITING PROCESS

SCORE (Research

paper)

Helps students to:

• Select a subject

• Create categories

• Obtain resources

• Read and take notes

• Evenly organize information

By using this strategy, students learn a concrete, sequential structure to develop a topical research paper.

Korinek, L., & Bulls, J.A. (1996, Summer). SCORE A: A student research paper writing strategy. Teaching Exceptional Children,60-63.

http://cehs.unl.edu/csi/Pdfs/scorea.pdf

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Writing Instructional Strategies

STRATEGY MATERIAL PURPOSE / DESCRIPTION CITATION / FURTHER READ

DRAFTING

TREE (Opinion)

Helps students to develop: • Topic – Write a topic sentence expressing an

opinion. • Reason – Give at least 3 reasons to support the

topic sentence. • Explanation – Explain your reasons. • Ending – Formulate a statement to summarize

the topic sentence.

IES Practice Guide: Teaching Elementary School Students to Be Effective Writers, U.S. Department of Education, June 2012. (p.26) https://earlychildhoodeducation.usu.edu/files/uploads/UTah_State_SRSD.pptx.pdf http://kc.vanderbilt.edu/casl/powtree.html

WWW What=2 How=2

(Narrative)

Helps students to identify the parts of a good story: • W- who

• W- when

• W-where

• W- What do the characters do?

• W- What happens then? • H-How does the story end? • H-How does the main character (and other

characters) feel?

National Center on Accelerating Student Learning, U.S. Department of Education’s Office of Special Education Programs (OSEP), Teachers College of Columbia University and Vanderbilt University.

http://kc.vanderbilt.edu/casl/srsd.html

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Writing Instructional Strategies

STRATEGY MATERIAL PURPOSE / DESCRIPTION CITATION / FURTHER READ

DRAFTING

WRITE

Helps students to: • Work from plan to develop thesis • Remember writing goals • Include transition words • Try to use different kinds of sentences • use Exciting words

This link provides a power point that explains SRSD and STOP, DARE, PLAN, TREE, POW, and WRITE. Information about teaching the self-regulating strategies for student materials and links to Peabody/Vanderbilt interactive tutorials are provided. https://earlychildhoodeducation.usu.edu/files/uploads/UTah_State_SRSD.pptx.pdf

SSS SENTENCE

GENERATION

Helps students to: • Say Sentences orally • Select the best sentence • Structure sentences using transition words By using this strategy, students learn to select a sentence, paragraph, or text excerpt and imitate the author’s form. They learn to try out sentences orally before writing them on paper. They learn to try multiple sentences and choose the best one. They learn to use transition words to develop different sentence structures and to practice writing good topic sentences.

IES Practice Guide: Teaching Elementary School Students to Be Effective Writers, U.S. Department of Education, June 2012. (p.16) http://ies.ed.gov/ncee/wwc/pdf/practice_guides/writing_pg_062612.pdf

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Writing Instructional Strategies

STRATEGY MATERIAL PURPOSE / DESCRIPTION CITATION / FURTHER READ

DRAFTING

SENTENCE EXPANDING

Helps students to: • elaborate • describe • increase sentence structure variety To implement the activity: 1. Introduce a short sentence. 2. Model how to add to the sentence using different parts of speech, demonstrate appropriate capitalization and punctuation as the sentence is expanded. 3. Have students provide suggestions for different parts of speech (e.g., subjects and predicates) to add to the short sentences. 4. Have students work independently or in pairs to expand a sentence. 5. Encourage students to share their expanded sentences in small groups, providing feedback to their peers.

IES Practice Guide: Teaching Elementary School Students to Be Effective Writers, U.S. Department of Education, June 2012. (p.31) http://ies.ed.gov/ncee/wwc/pdf/practice_guides/writing_pg_062612.pdf

SENTENCE COMBINING

Helps students to: • write complex yet concise sentences • express important points and ideas • express ideas in an interesting way

To implement the activity: 1. Choose sentences for combining. 2. Model how to combine the sentences using several examples; with older students, introduce moving, deleting, and adding words or parts. 3. Have students rate the quality of the new sentence, provide alternatives to the new sentence, and discuss which sentences sound better and why. 4. Encourage students to work in pairs to combine sentences, creating several new possibilities and rating the quality of their new sentences.

IES Practice Guide: Teaching Elementary School Students to Be Effective Writers, U.S. Department of Education, June 2012. (p.31) http://ies.ed.gov/ncee/wwc/pdf/practice_guides/writing_pg_062612.pdf

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Writing Instructional Strategies

STRATEGY MATERIAL PURPOSE / DESCRIPTION CITATION / FURTHER READ

DRAFTING

SENTENCE FRAMING

Helps student to develop sentence writing skills. To implement the activity: 1. Develop a sentence frame for students to use. 2. Model the use of the sentence frame. 3. Have students use the sentence frame to construct their own sentences. 4. Have students share their sentences with peers and discuss their word choices. 5. Slowly fade the use of the sentence frame during instruction until students can write sentences independently.

IES Practice Guide: Teaching Elementary School Students to Be Effective Writers, U.S. Department of Education, June 2012. (p.31) http://ies.ed.gov/ncee/wwc/pdf/practice_guides/writing_pg_062612.pdf

SPACE (Narrative)

Helps students to make a writing plan by considering:

• Setting • Purpose • Action • Conclusion • Emotions

This strategy is the second step of a three-step writing strategy. It is designed to help students make a writing plan and think about the details that should be included in stories. Models, demonstrations, and guided practice should be included when teaching student this strategy.

Harris, K.R., & Graham, S. (1992). Helping young writers master the craft: Strategy instruction and self-regulation in the writing process. Cambridge, MA: Brookline Books, pg. 76. http://cehs.unl.edu/csi/Pdfs/space.pdf

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Writing Instructional Strategies

STRATEGY MATERIAL PURPOSE / DESCRIPTION CITATION / FURTHER READ

REVISING & EDITING

DARE (Argumentative)

Helps students to: • Develop the thesis. • Add ideas to support the thesis. • Reject arguments on the other side. • End with a strong conclusion.

IES Practice Guide: Teaching Elementary School Students to Be Effective Writers, U.S. Department of Education, June 2012.

This link provides a power point that explains SRSD and STOP, DARE, PLAN, TREE, POW, and WRITE. Information about teaching the self-regulating strategies for student materials and links to Peabody/ Vanderbilt interactive tutorials are provided.

https://earlychildhoodeducation.usu.edu/files/uploads/UTah_State_SRSD.pptx.pdf

CHECKLIST

FOR WRITING

SELF-CHECK

Helps students to: • Self-evaluate

- Are the ideas clear? - Is there a clear beginning, middle, and end? - Does the writing connect with the reader? - Are sentence types varied?

• Self-monitor writing - Did I meet the goals I developed for my

writing? If not, what changes should I make to meet my goals?

- Did I correctly use strategies that were appropriate for this task? If not, what should I change?

IES Practice Guide: Teaching Elementary School Students to Be Effective Writers, U.S. Department of Education, June 2012. (p.16) http://ies.ed.gov/ncee/wwc/pdf/practice_guides/writing_pg_062612.pdf

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Writing Instructional Strategies

STRATEGY MATERIAL PURPOSE / DESCRIPTION CITATION / FURTHER READ

REVISING & EDITING

COPS

Helps students to edit through answering questions:

• Did I Capitalize the first word in sentences and

proper names? • How is the Overall appearance of my paper? • Did I use commas and end-of-sentence

punctuation? • Did I Spell each word correctly?

The Error Monitoring Strategy, The University of Kansas Center for Research on Learning, http://www.kucrl.org/sim/strategies/error.shtml IES Practice Guide: Teaching Elementary School Students to Be Effective Writers, U.S. Department of Education, June 2012. (p.16) http://ies.ed.gov/ncee/wwc/pdf/practice_guides/writing_pg_062612.pdf

WRITER

Helps students to edit using the steps: • Write on every other line

• Read the paper for meaning

• Interrogate yourself using COPS

• Take the paper to someone to proofread again

• Execute a final copy

• Reread your paper a final time

Schumaker, J.B., Nolan, S.M., & Deshler, D.D. (1985). The error monitoring strategy. In Ellis, E.S., & Lenz, B.K. (1987). A component analysis of effective learning strategies for LD students. Learning Disabilities Focus, 2, 94-107. http://cehs.unl.edu/csi/Pdfs/writer.pdf

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Writing Instructional Strategies

STRATEGY MATERIAL PURPOSE / DESCRIPTION CITATION / FURTHER READ

REVISING & EDITING

PEER EDITING

Helps students to peer edit by: • Placing a question mark (?) by anything they do

not understand in their writing partner’s paper. • Placing a carat (^) anywhere it would be useful

to have the author include more information.

IES Practice Guide: Teaching Elementary School Students to Be Effective Writers, U.S. Department of Education, June 2012. (p.16) http://ies.ed.gov/ncee/wwc/pdf/practice_guides/writing_pg_062612.pdf

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Writing Instructional Strategies

STRATEGY MATERIAL PURPOSE / DESCRIPTION CITATION / FURTHER READ

STRENGTHEN WRITING (SHARING WITH PEERS)

AUTHOR’S CHAIR

Helps students provide appropriate verbal feedback to peers about their writing. To implement the activity: During the “Author’s Chair” activity, one student, sitting in a special chair, reads his or her work to peers as they sit on the rug. The teacher then models (using suggested “Author’s Chair”) and facilitates giving kind verbal comments.

IES Practice Guide: Teaching Elementary School Students to Be Effective Writers, U.S. Department of Education, June 2012. (p.38) (p.16)

http://ies.ed.gov/ncee/wwc/pdf/practice_guides/writing_pg_062612.pdf

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Writing Instructional Strategies

STRATEGY MATERIAL PURPOSE / DESCRIPTION CITATION / FURTHER READ

ADDITIONAL RESOURCES

Improving Writing

Performance: A Strategy for

Writing Persuasive

Essays

Modules from IRIS website

This professional development module highlights the differences between students who write well and those who struggle. Elements of the writing process are discussed, as are the prerequisite skills students need to write good papers. The module outlines and describes the process for teaching students the POW+TREE strategy, a writing strategy to help students produce better persuasive essays.

http://iris.peabody.vanderbilt.edu/module/pow/

Writing Process

Adolescent Literacy website

Adolescent Literacy.org is a resource for parents and educators, grades 4-12. Learn how to model a range of prewriting techniques and introduce several mnemonics to help students organize their writing.”A chart that lists the Planning Mnemonics, what they stand for, what type of writing and credits for RAFT, STOP, DARE, STOP, LIST, W4H2.

http://www.adlit.org/article/36070/%20-%20mnemonics/

Writing Next: Effective

Strategies to Improve

Writing of Adolescents in Middle & High Schools

Center on Instruction website

This synopsis provides the findings reported in “Writing Next”; it identifies 11 instructional strategies, listed in decreasing order of effect size. This resource can facilitate the strengthening of writing instruction for implementation of the College & Career Ready Standards.

http://www.centeroninstruction.org/synopsis-of-writing-next-effective-strategies-to-improve-writing-of-adolescents-in-middle--high-schools

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Writing Instructional Strategies

STRATEGY MATERIAL PURPOSE / DESCRIPTION CITATION / FURTHER READ

ADDITIONAL RESOURCES

Cognitive Strategy

Instruction:

Writing

University of Nebraska-Lincoln Cognitive Strategy

Instruction website

The Cognitive Strategy Instruction website contains a variety of writing strategies for spelling, written composition, and proofreading.

http://cehs.unl.edu/csi/writing.shtml