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Grammar Lessons and Strategies That Strengthen Students' Writing

Engaging, explicit lessons using mini-excerpts from books and students’ writing show you how to teach grammar strategically. Zero in on the common grammar glitches, and model for students how to use nouns, verbs, and adjectives effectively, catch mismatched pronoun references; make prose lively with clauses and phrases, use the active voice, and more. From learning the parts of speech to the skill of paragraphing, this book covers it, and gives you what you need to teach grammar in the context of reading and writing. For use with Grades 4-8.

Students who needed more guidance worked in pairs or with me. This process —
model, practice, release to independence — informs most of my teaching and is
certainly mirrored in the structure of the strategy lessons in this book. I move ...

Strategic Writing Mini-Lessons for All Students, Grades 4–8

Power up writing instruction with short, differentiated lessons! The hard reality? By the time they reach middle school, many of our students still lack basic writing skills, and this is their last opportunity to get up to speed before they reach high school. This toolbox of 23 mini-lessons will help you intervene and develop confident, competent writers. You'll find: Proven lessons that develop four essential writing strategies: inventing, drafting, revising, and editing Adaptations for struggling writers, English Language Learners, and advanced writers, with visual tools A schematic linking lessons to Common Core grade-level goals

he Code Switching Editing strategy builds on students' existing knowledge and
their community dialect to add new knowledge in the form of Standard English.
As they explore the concepts of formal and informal language, students learn that
 ...

Writing Strategies for All Primary Students

Scaffolding Independent Writing with Differentiated Mini-Lessons, Grades K-3

A guide for teaching all your students the skills they need to be successful writers The 25 mini-lessons provided in this book are designed to develop students’ self-regulated writing behaviors and enhance their self-perceived writing abilities. These foundational writing strategies are applicable and adaptable to all primary students: emergent, advanced, English Language Learners, and struggling writers. Following the SCAMPER (Screen and assess, Confer, Assemble materials, Model, Practice, Execute, Reflect) mini-lesson model devised by the authors, the activities show teachers how to scaffold the writing strategies that students need in order to take control of their independent writing. Reveals helpful writing strategies, including making associations, planning, visualizing, accessing cues, using mnemonics, and more Offers ideas for helping students revise, check, and monitor their writing assignments Explains the author's proven SCAMPER model that is appropriate for students in grades K-3 Let Richards and Lassonde—two experts in the field of childhood education—guide you through these proven strategies for enhancing young children's writing skills.

... Discover the Details strategy with; Add Information strategy with;
AddingDialogue to Fiction and Nonfiction strategy for; ColorCoding Editing
strategy for; Comprehensive, StepbyStep Composing forNonfiction
Writingstrategyfor; description of; ...

Arab Students' Difficulties with English Writing During Their Transition to the United States : ‡b an Exploratory Study

Many research studies have been conducted in Arab countries to examine the difficulties that Arab students encounter in learning English writing. Unfortunately, not much of that scholarship deals with the challenges that these second language learners face when they pursue degrees abroad. Furthermore, the earlier studies failed to include the students' views about their difficulties, the causes, and possible solutions. In an effort to fill the gap in our understanding of the problems Arab students face in learning to write in English, this study explores the experiences and perceptions of a sampling of forty Arab students who chose to study in the United States. The students who participated provide firsthand information about their experiences in distinctly different learning and cultural environments; they provide information about their difficulties in improving their English writing skills and offer suggestions for all who teach writing to second language learners. The difficulties identified and described by these students provide a sketch of experiences and perceptions of Arab students who learn English as a Foreign Language (EFL) in their home countries and English as a Second Language (ESL) in the United States. The information provided as a result of this study will guide future research on second language learners, help develop pedagogies that will better serve the students, and expand our understanding of language acquisition as it pertains to an increasingly multilingual world.

The information provided as a result of this study will guide future research on second language learners, help develop pedagogies that will better serve the students, and expand our understanding of language acquisition as it pertains to ...

Critical Thinking and Writing for Nursing Students

Critical thinking, writing and reflection are core skills that nursing students are expected to develop throughout their studies. This book is a clear and practical guide to help students develop these skills. It explains what critical thinking is and how students should use it throughout their nursing programme. Throughout, the book demonstrates the transferable nature of critical thinking and reflection from academic contexts to the real practice of nursing. The 2nd edition includes a new chapter on critiquing literature, examines how caring skills are essential to critical thinking and includes a website with annotated examples of students' work.

Remember to be clear regarding whatyou are writing about – facts, perceptions,
perspectives,narratives and discourses.You may feel thatyou havea
naturalaptitude for reflection and writing about experience. Alternatively, you
mayfeelhappier ...

Writing Development in Children with Hearing Loss, Dyslexia, Or Oral Language Problems

Implications for Assessment and Instruction

Writing is challenging for the majority of learners. For students with language problems, difficulties with written expression are considered one of the most common learning challenges. There is much to learn about the ways in which oral language skills impact on the acquisition of written language in children. Writing Development in Children with Hearing Loss, Dyslexia, or Oral Language Problems focuses on the nature of the writing problems experienced by children with oral language problems. Three clinical groups are considered: children with hearing loss, oral language difficulties, and dyslexia. Each contribution comes from an expert or team of experts in these three areas and in the field of language and writing. The volume provides current understandings to help guide and support practitioners and researchers alike. It provides timely information across languages and countries, enhancing our understanding of the links between oral language and written language across languages.

U.S. Department of Education, Office of Special Education Programs, Individuals
with Disabilities Education Act ... In G. P. Wallach, & K. G. Butler (Eds.), Language
learning disabilities in school-age children (pp. v–vii). ... In L. Wilkinson, L.
Morrow & V. Chou (Eds.), Improving literacy achievement in urban schools:
Critical elements in teacher preparation (pp. ... SEGMENTED INTO T-UNITS* (
Original Spellings and Punctuation Preserved) Manuel A. English Combined
Texts: Letter to A ...

Handbook of Arabic Writing and Pronunciation

This Handbook of writing and pronunciation is the fruit of several years’ teaching the Arabic language at the United Nations Office in Geneva and interaction with students from fifty different countries, i.e. from different religions cultures, and linguistic origins. It is the collection of lessons prepared to reply specifically to the immediate needs of each student, taking especially into consideration his or her language of origin. The Arabic alphabet contains several letters and sounds which do not exist in other languages. Learners differentiate between them with difficulty and often confuse them. Among the languages which use the Arabic alphabet, there are several letters which are written and pronounced differently, as in Persian, Urdu or Pashto. This is why, whatever the language of origin of the learner, I insist on good handwriting and good pronunciation from the very beginning. In these languages, there are also words of Arabic origin, but they have different meanings. This is also true for other languages which do not use the Arabic alphabet but which are influenced by Islam, such as Malay and Wolof, or by Arab-Islamic civilisation, such as Maltese and Spanish. To know a language is to know the mentality, the way of thinking and of expressing himself, the customs, and the life style of the person who speaks that language. It is never possible to know and understand a people without knowing its language; through studying the language, you can identify with the people and even come to love them. This book is not a treatise on comparative linguistics. However, instead of dealing only with the languages which use the Arabic alphabet, I refer to other languages, since I find that there are common features which every student of Arabic must know, whatever his language of origin, whether or not it uses the Arabic alphabet.

I could well understand them, since I myself was always learning a language with
a new alphabet or a completely different system of writing. I experienced the
same difficulties in writing, pronunciation, and memorisation. I met with the same
 ...

Research-Based Information Writing

Books, Websites, and Presentations

Individualizing the Writing Process Through a Genre-based, Social-process Pedagogy

Many contemporary composition scholars are moving beyond process theory, contending that the act of writing effectively is one of complex social interaction, an intricate ballet of intellectual feigns, parries and thrusts, that cannot be reduced to the simple process of prewriting, writing and rewriting to be taught in the same, or even similar, manner to every person. In fact, they argue, there can be no effective classroom composition pedagogy that reveals the social nature of the act of writing to the student in any meaningful way. And yet a wealth of personal observations have shown that a great many working world adults-a substantially greater proportion of the population than that found in the first-year writing class-have mastered the skill of effective writing to a significant extent, leading to the conclusion that experience and maturation can and does teach the social nature of the many genres of everyday writing. What follows is an attempt to create a curriculum that recognizes the social nature of writing and incorporates it into the classroom setting through collaborative writing exercises, genre-awareness and assignments designed to reveal to the individual writer his or her own way of producing desired effects on readers. The curriculum also aims to hasten some of the experience and maturation that reveals the social nature of writing to so many writers as they wend their way through the working world. What is initially proposed is then taken into two first-year writing classes in succeeding semesters and evaluated on the basis of student responses and instructor observations. Those methods of evaluation are admittedly lacking in a high degree of reliability. However, this essay concludes with some suggested refinements and a proposal for a more thorough testing of the curriculum's effectiveness.

Those methods of evaluation are admittedly lacking in a high degree of reliability. However, this essay concludes with some suggested refinements and a proposal for a more thorough testing of the curriculum's effectiveness.

Responding to Genre-based Writing Instruction

An Interpretive Study of L2 Writers' Experiences in Two Graduate Level ESP/EAP Writing Courses

Abstract: Genre theory has greatly influenced ESP/EAP writing instruction, but little is known about the perspectives of the students and how they learn in genre-based writing classrooms. This study investigated the learning of four first year international students enrolled in a two-course sequence of ESP/EAP writing to see how learners respond to genre-based writing instruction. The participants were selected according to their level of study (M.A., PhD) and their disciplines (Science, Education). I was the teacher of both courses. In the classroom, the students were first introduced to a typical version of a genre that was introduced in the textbook; then, in groups, they analyzed how this genre was realized in their own disciplines. The students were then required to write three drafts of this genre individually, using contents from their own disciplines. They met with me for a one-on-one tutorial after submitting the first draft and received a letter grade for the third draft. Written feedback was given for all three drafts. Observation notes from the classroom, audio-recordings of the tutorials, and drafts of the students were analyzed using the interpretive participant observational framework proposed by Erickson (1986). The findings demonstrate that each student needed to travel what I call the interpretive distance, the distance between the model version of the genre to the actual application of it into their own disciplines. By completing each assignment and traveling the interpretive distance repeatedly during the two quarters, each student was able to identify specific roadblocks that inhibited themselves from navigating the interpretive journey independently. These roadblocks were different combinations of (1) an understanding of genre, (2) language proficiency, and (3) knowledge of their disciplinary field. The four cases are illustrative of the interpretive distance because for each participant, one aspect of genre writing was invisible to them, and their drafts vividly reflected this. The three possible roadblocks in traveling the interpretive distance that I identify in this study are all aspects of genre that require an unspecified amount of time to master. Thus, it is unrealistic for genre-based writing instruction to promise that the student will master how to write a specific academic genre by the end of the course, or in this case, sequence of courses. Rather, the most important role of genre based instruction is to equip the student with an awareness of what to look out for when traveling the interpretive journey. This study contributes to the existing discussion of how ESP/EAP can address the specific needs of the learners by providing a description of what it looks like to teach "specifically," and, at the same time, equip the students with academic literacy (of which genre knowledge is a big part).

Abstract: Genre theory has greatly influenced ESP/EAP writing instruction, but little is known about the perspectives of the students and how they learn in genre-based writing classrooms.