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Lori Mayo
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First Steps A Shared Path Different Audiences Different Purposes
Usage and Mechanics Providing Feedback on Student Writing Learning from Professional Writers Writing in the 21st Century
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Re: [Teacher-talkhswriters] Workshop 5

From: Mary Lou Jacklin <maryloujacklin_at_hotmail.com>
Date: Tue, 22 Feb 2011 13:11:08 +0000

I just had this conversation with my students last week! We discussed how texting has flowed into their essays and other writing and ways they can prevent using "text talk" in their work. I have a phrase that I use frequently to help with this and slang..."English as it should be witten, not as it might be spoken" I guess I can also add not as you might text it!!

> From: SReid-Taylor_at_efcts.us
> To: teacher-talkhswriters_at_learner.org
> Date: Sun, 20 Feb 2011 14:01:19 -0500
> Subject: [Teacher-talkhswriters] Workshop 5
>
> We have class discussions about grammar in perspective, and how "texting" has changed writing grammar usage.
>
>
> Stephanie M. Reid-Taylor
> OGT Math Intervention Instructor
> Eastland Career & Technical High School
> 4465 South Hamilton Road
> Groveport, Ohio 43125
> (614) 836-5725 extension 1372
> sreid-taylor_at_efcts.us
> ________________________________________
> From: teacher-talkhswriters-bounces_at_learner.org [teacher-talkhswriters-bounces_at_learner.org] On Behalf Of teacher-talkhswriters-request_at_learner.org [teacher-talkhswriters-request_at_learner.org]
> Sent: Sunday, February 20, 2011 12:00 PM
> To: teacher-talkhswriters_at_learner.org
> Subject: Teacher-talkhswriters Digest, Vol 10, Issue 20
>
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> Today's Topics:
>
> 1. Re: Workshop 5 (Durham, Carolyn)
> 2. Re: from LInda W. Workshop 5 (Durham, Carolyn)
>
>
> ----------------------------------------------------------------------
>
> Message: 1
> Date: Sat, 19 Feb 2011 17:45:09 -0600
> From: "Durham, Carolyn" <CDURHAM1_at_houstonisd.org>
> To: Discussion list for DEVELOPING WRITERS
> <teacher-talkhswriters_at_learner.org>
> Subject: Re: [Teacher-talkhswriters] Workshop 5
> Message-ID:
> <B7CC92F9D372F64EADA00158E82872880142917B3BBC_at_HMWEXMB05.AD.HISD.ORG>
> Content-Type: text/plain; charset="Windows-1252"
>
> Hi Linda,
>
> Sounds like a great lesson with a lot of forethought prior to the presentation
> of the possessives and apostrophes. Have you considered a brief skit where the
> possesives and apostrophes are the main characteres and they discuss their
> ownership of various nouns? Just extending an idea to involve the students in
> role-play.
>
> Respectfully,
> Carolyn Durham
>
> ________________________________
> From: teacher-talkhswriters-bounces_at_learner.org [teacher-talkhswriters-bounces_at_learner.org] On Behalf Of Linda McBride [Linda.McBride_at_mywccc.org]
> Sent: Tuesday, February 15, 2011 2:32 PM
> To: Discussion list for DEVELOPING WRITERS
> Subject: Re: [Teacher-talkhswriters] Workshop 5
>
>
> I may try to do something like this as well. Good practical stuff.
>
> ________________________________
> From: teacher-talkhswriters-bounces_at_learner.org [teacher-talkhswriters-bounces_at_learner.org] on behalf of Pamela Chaney [pjchaney726_at_gmail.com]
> Sent: Monday, February 14, 2011 6:44 PM
> To: Discussion list for DEVELOPING WRITERS
> Subject: Re: [Teacher-talkhswriters] Workshop 5
>
> sounds like some great lessons (we often do take things for granted, don't we)?
>
> On Mon, Feb 14, 2011 at 2:03 PM, Linda W. <blewd_at_neo.rr.com<mailto:blewd_at_neo.rr.com>> wrote:
> I have seen Presidents' Day written 3 different ways. So I have all three samples from newspapers and we will look at what each means and which one we think is correct. I will do a lesson on singular and plural possessives and the use of apostrophes. I have cut about 20 samples of possessives from headlines, and I plan to have students put them in the correct column on the blackboard. I hope that having them physically take them to the blackboard will involve them more. They can get help from the "audience" if they need it. I liked the idea of highlighting words with apostrophes too. Valentine's Day is also a good example of using apostrophes.
> Last week we did a persuasive letter to a doctor, and I explained how to salute the doctor and use a colon. Some wondered if it were acceptable to use "Dear" in a business letter. Interesting question about something that seems standard to me. So we will do a letter set up and look at the punctuation involved. I am also working with new students and continuing students.
> Happy Valentine's Day and
> Happy Presidents' Day
> Linda W.
>
> From: emmirg_at_aol.com<mailto:emmirg_at_aol.com>
> Sent: Wednesday, February 09, 2011 8:31 PM
> To: teacher-talkhswriters_at_learner.org<mailto:teacher-talkhswriters_at_learner.org>
> Subject: [Teacher-talkhswriters] Workshop 5
>
>
>
> In my classroom this week a new session started. This meant I had continuing students and new students combined. We had written a few simple writings and I noticed that capitalization was an issue for some. So, I thought this is the perfect time to try out one of the activities in Workshop 5.We started the class by defining common and proper nouns. Then, I found 2 short writings and asked the students to highlight all the words that were capitalized in the first. Next, we discussed why those words were capitalized, which brought the rules for capitalization into the discussion. When we were finished with the first example, I asked them to do the same to the second example and then work in their table groups to discuss why each highlighted word was capitalized. As new examples of proper nouns surfaced questions were asked and classroom discussion took place regarding the rule. Common examples were used as well as less common, such as words in titles, seasons of the year, dire!
> ctions, etc.
> I thought it was a very different way to present a writing lesson and it moved very quickly. Sure beats the drill and kill of worksheets. I can?t wait to try it with a new topic.
>
> ________________________________
>
> _______________________________________________
> Teacher-talkhswriters mailing list
> Teacher-talkhswriters_at_learner.org<mailto:Teacher-talkhswriters_at_learner.org>
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>
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>
>
>
> --
> Pam
> "Saddle your dreams afore you ride 'em."
>
> ________________________________
> Attention:
> This e-mail is privileged and confidential. If you are not the
> intended recipient please delete the message and notify the sender.
> Any views or opinions presented are solely those of the author.
>
> This e-mail message has been scanned and cleared by MailMarshal - www.marshalsoftware.com<http://www.marshalsoftware.com>
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> ________________________________
>
>
>
> ------------------------------
>
> Message: 2
> Date: Sat, 19 Feb 2011 18:02:33 -0600
> From: "Durham, Carolyn" <CDURHAM1_at_houstonisd.org>
> To: Discussion list for DEVELOPING WRITERS
> <teacher-talkhswriters_at_learner.org>
> Subject: Re: [Teacher-talkhswriters] from LInda W. Workshop 5
> Message-ID:
> <B7CC92F9D372F64EADA00158E82872880142917B3BBD_at_HMWEXMB05.AD.HISD.ORG>
> Content-Type: text/plain; charset="iso-8859-1"
>
>
> Hi Linda,
>
> Your strategy for writing persuasive paragraphs sounds great! I wonder if they are sure to include a good topic
> sentence and several supporting details to support their topic sentence? Will they use transitions to offer some
> logic as they vary their paragraph development and eleborate on the details?
>
> Respectfully,
> Carolyn Durham
> ________________________________
> From: teacher-talkhswriters-bounces_at_learner.org [teacher-talkhswriters-bounces_at_learner.org] On Behalf Of Linda W. [blewd_at_neo.rr.com]
> Sent: Tuesday, February 08, 2011 9:50 PM
> To: Discussion list for DEVELOPING WRITERS
> Subject: Re: [Teacher-talkhswriters] from LInda W. Workshop 5
>
> I had my students write persuasive paragraphs about why the Steelers should have won the Super Bowl or Why Green Bay deserved to win. I asked for specific reasons for their opinions.
> Some took the option of writing instructions on how to do something. Most saw the need for very specific information when I questioned what something meant or how to do it.
> I'm considering having those who wrote about the Super Bowl turn their works into informative paragraphs like they might see in the sports section of the newspaper.
>
> From: Linda McBride<mailto:Linda.McBride_at_mywccc.org>
> Sent: Monday, February 07, 2011 2:21 PM
> To: Discussion list for DEVELOPING WRITERS<mailto:teacher-talkhswriters_at_learner.org> ; pjchaney726_at_gmail.com<mailto:pjchaney726_at_gmail.com>
> Subject: Re: [Teacher-talkhswriters] Workshop 5
>
>
> I like the idea of the Weekly Reader, I'll have to keep that in mind for later use. The majority of my students don't feel confident, but I continually stress that it is a learning process and I am not an expert. I try to make them feel safe. Of course, I modify the length of writing depending on thier level. In the past I've had them write about the Super Bowl commercials. In today's world, if someone didn't watch it they could watch them on the internet. Most have fun with it and safe. The assignment lends itself to descriptive, persuasive or opinion.
>
> ________________________________
> From: teacher-talkhswriters-bounces_at_learner.org [teacher-talkhswriters-bounces_at_learner.org] on behalf of Pamela Chaney [pjchaney726_at_gmail.com]
> Sent: Monday, February 07, 2011 11:23 AM
> To: Discussion list for DEVELOPING WRITERS
> Subject: Re: [Teacher-talkhswriters] Workshop 5
>
> Linda, I agree that rewriting after editing their work is important. Do your students have a bad feeling about writing like ours? The majority of our students are scared of writing and most do not keep up with current events, so we subscribed to the Weekly Reader for 10-12 grades entitled Current Events. I have used the articles to promote some writing assignments.
>
> On Sun, Feb 6, 2011 at 5:20 PM, Linda McBride <Linda.McBride_at_mywccc.org<mailto:Linda.McBride_at_mywccc.org>> wrote:
>
> I think it is important for students to rewrite at least a few of their writings especially if they plan to attend post secondary education.It will also help them when they write for the GED. I try to stress that my students to edit themselves first as they won't always have me around. They still hate to do it. I like to get things marked off my to do list, but sometimes I have to "dig in" to some things and revisit a situation or task. When they rewrite it they can see how much better it flows etc. My upper level are more willing to rewrite as they are postsecondary bound and I don't leave them a choice on their research paper. I agree also with the idea of focusing on only one or two concepts at a time, especially for the lower level as it is not nearly as overwhelming.
>
> ________________________________
> From: teacher-talkhswriters-bounces_at_learner.org<mailto:teacher-talkhswriters-bounces_at_learner.org> [teacher-talkhswriters-bounces_at_learner.org<mailto:teacher-talkhswriters-bounces_at_learner.org>] on behalf of Barbara Harris [biharris_at_hotmail.com<mailto:biharris_at_hotmail.com>]
> Sent: Sunday, February 06, 2011 3:47 PM
> To: teacher talk
>
> Subject: Re: [Teacher-talkhswriters] Workshop 5
>
> Hi everyone.
>
> I also use post its with response to students writing. They don't like to rewrite their papers but do seem to respond to the suggestions or corrections I make. I think my students like to move on and not dwell on improvements for one particular essay. This is where I think the working together and then producing one story works. They're actually improving on the contents as they move along and share thoughts.
>
> ________________________________
> Date: Sat, 5 Feb 2011 10:28:52 -0600
> From: vicki.waterbury_at_verizon.net<mailto:vicki.waterbury_at_verizon.net>
> To: teacher-talkhswriters_at_learner.org<mailto:teacher-talkhswriters_at_learner.org>
> Subject: Re: [Teacher-talkhswriters] Workshop 5
>
> Hi, I use previous writings with my 10th graders as a way to practice a new skill. I have them go back to a former piece of writing and change a simple sentence to a complex or add correct commas. Whatever we are working on. For my seniors, who have their first very large, literary analysis paper, we do do rewrites to improve each section. They will then combine all the final drafts of each section into one paper for their final grade in English. They appreciate the opportunity to improve their grades through revision. I do write directly on the papers as I am afraid they would lose the post-its. They also have to keep each draft so we can refer back to an idea if we change it but need to refer to it for any reason. So far, it seems to be working well because they are busy writing on days we have time and are improving as they practice more.
>
>
> Feb 5, 2011 01:50:53 PM, teacher-talkhswriters_at_learner.org<mailto:teacher-talkhswriters_at_learner.org> wrote:
> Hello Ladies,
> I do have my students redo their writing, especially if we are talking about the writing process for post secondary because they will have to write and rewrite. I do not like to mark on their papers either, so I tend to use post its and focus on the mistakes that occur the most. As far as far as rewriting for GED essay prep, I usually will have them rewrite at least one essay and then give them the option later on, if the essay needs a lot of work. If the essay doesn't need a lot of work, I just stick a post it on it telling them what's good about it and what might improve their score. This way, they can keep the post it on the essay and refer to it when we write again, or take the post it off and stick it in their folder to refer to it later...I haven't had anyone get mad or throw out the essay or post it. This method seems to work for me and my students.
>
> Sheryl,
> How would you compare teaching to a multi-leveled room full of students to leveled instruction...do you think it's more effective? Is the attendance/retention better? Just wondering because I am always looking for ideas to improve attendance and retention.
>
> ________________________________
> From: blewd_at_neo.rr.coms
> To: teacher-talkhswriters_at_learner.org<mailto:teacher-talkhswriters_at_learner.org>
> Date: Fri, 4 Feb 2011 16:53:56 -050
> Subject: Re: [Teacher-talkhswriters] Workshop 5
>
> I don't like to redo things either, and I don't ask my students to. What I do say is, look at the mistakes on this paper, and the next time you write, check it over, and try to improve. I try to concentrate on 1 or 2 things to mark-like complete sentences, or use of commas. We usually see improvement. Once I have taught a lesson, I look for correct use of whatever we studied. Some students really don't want marks on their papers, so I have to be careful about that.
>
> From: Sheryl Risner<https://mail.mywccc.org/owa/UrlBlockedError.aspx>
> Sent: Friday, February 04, 2011 3:02 PM
> To: teacher-talkhswriters@learner.org<https://mail.mywccc.org/owa/UrlBlockedError.aspx>
> Subject: [Teacher-talkhswriters] Workshop 5
>
>
>
> ________________________________
> From: Sheryl Risner
> Sent: Tuesday, January 18, 2011 4:41 PM
> To: teacher-talkhswriters@learner.org<https://mail.mywccc.org/owa/UrlBlockedError.aspx>
> Subject: Workshop 5
>
> Workshop 5 seems to be the one I have the most difficulty with. The ABLE class design does not allow for intensive grammar AND writing instruction. I do correct grammar on my students' writing pieces, but what I find is that they are usually unwilling to rework their writing... once it's done, it's done... don't make me look at it again!!! I understand this. As busy adults, we like to check things off our lists and move on.
>
> We do two separate writing classes... Level one focuses more on grammar and usage... sentence structure and paragraph development with basic essay instruction. Level two assumes foundational skills and focuses more on content and different genres of essay writing. We no longer do grammar instruction separately, but incorporate it within the editing and revising of essays. The workshop emphasizes that grammar instruction done separately isn't effective. This is something we should reconsider when designing our lessons for both levels of Writing instruction.
>
>
>
>
>
>
>
> ________________________________
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> _______________________________________________ Teacher-talkhswriters mailing list Teacher-talkhswriters@learner.org<mailto:Teacher-talkhswriters@learner.org> http://learner2.learner.org/mailman/listinfo/teacher-talkhswriters You may un-subscribe from this email list at any time by using the online form at the above URL. If you have difficulty using this form, please send email to Teacher-Teacher-talkhswriters@learner.org<mailto:Teacher-Teacher-talkhswriters@learner.org> and our mailing list administrator will assist you. Our privacy policy is posted online at: http://www.learner.org/about/privacy_policy.html
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> _______________________________________________ Teacher-talkhswriters mailing list Teacher-talkhswriters@learner.org<mailto:Teacher-talkhswriters@learner.org> http://learner2.learner.org/mailman/listinfo/teacher-talkhswriters You may un-subscribe from this email list at any time by using the online form at the above URL. If you have difficulty using this form, please send email to Teacher-Teacher-talkhswriters@learner.org<mailto:Teacher-Teacher-talkhswriters@learner.org> and our mailing list administrator will assist you. Our privacy policy is posted online at: http://www.learner.org/about/privacy_policy.html
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>
>
>
> --
> Pam
> "Saddle your dreams afore you ride 'em."
>
> ________________________________
> Attention:
> This e-mail is privileged and confidential. If you are not the
> intended recipient please delete the message and notify the sender.
> Any views or opinions presented are solely those of the author.
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> End of Teacher-talkhswriters Digest, Vol 10, Issue 20
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Received on Tue Feb 22 2011 - 09:15:48 EST

 

 
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