Elements Of Teaching Writing

Front 1

stage of the writing process involving gathering and selecting ideas; help students by creating lists, researching, brainstorming, reading to discover more about the author's style, talking, collecting memorabilita or clips from other texts, and free-writing

Back 1

Prewriting (planning, rehearsal)

Front 2

stage of the writing process wherein students being writing, conecting, and developing ideas

Back 2

Drafting

Front 3

stage of the writing process involving rewriting, or "re-seeing", examining sentence structure, word choice, voice, and organization of the piece

Back 3

Revising

Front 4

stage of the writing process involving checking for style and conventions - spelling, gramar, usage, and puncutation

Back 4

Editing

Front 5

stage of the writing process wherein a writer can share his writing with a larger audience in many ways; teachers encourage students to submit work to newsletters, online publications, performance, brochures, and magazines

Back 5

Publishing

Front 6

stage of the writing process whereing the writer looks back at his work

Back 6

Evaluating

Front 7

type of writing activity where students can express their innermost thoughts, feelings, and responses through a variety of personal writing, including journal writing, diaries, logs, personal narratives, and personal essays

Back 7

Personal writing

Front 8

type of writing activity wherein middle- and secondary-level students must learn how to prepare resumes, cover letters, job applications, and business letters

Back 8

Workplace writing

Front 9

type of writing activity wherein middle- and secondary-level students write interviews, accounts, profiles, or descriptions to capture the meaning of hte subject being written about

Back 9

Subject writing

Front 10

type of writing activity wherein students have the opportunity to play with language, to express emotions, to articulate stories, or to develop a drama for others to enjoy

Back 10

Creative writing

Front 11

type of writing activity wherein students learn rhetorical strategies to persuade others, such as by writing editorials, arguments, commentaries, and advertisements

Back 11

Persuasive writing

Front 12

type of writing activity, such as essays, research papers, biblipgraphies, which are the most prevalent in middle- and secondar-level classrooms

Back 12

Scholarly writing

Front 13

type of source material, such as dictionaries, encyclodpedias, writers' reference handbooks, books of lists, almanacs, thesauruses, books of quotations, etc.

Back 13

Reference works

Front 14

type of source material available online; includes search engines or portals to gather ideas and information

Back 14

Internet

Front 15

type of source material that may include a student's personal dictionary of words to know or spell, note cards, graphic organizers, oral histories, and journals

Back 15

Student-created sources

Front 16

type of source material that includes film, art, media, and so on

Back 16

Other sources

Front 17

check the basic information about the source, such as author, year published, and publisher: review initial information to check for credibility, evidence of bias, conflict of interest or other agendas, and accuracy

Back 17

First step to evaluating source materials

Front 18

if your source initially appears reliable, take time to read a portion of the material: use questions (is the writing style factual, credible, and free of errors in conventions? is it thorough and accurate? have other people found it credible, accurate, and helpful?) to guide your next level of review

Back 18

Second step to evaluating source materials

Front 19

Salinger, J.D. <underline> The Catcher in the Rye <underline>. New York: Little, Brown, and Company, 1945.

Back 19

MLA citation style

Front 20

Salinger, J.D. (1945). <italics> The Cather in the Rye <italics>. New York: Little, Brown, and Company

Back 20

APA citation style