Week 6 Assignments

The model for writing instruction in the classroom uses strategies and collaboration to help students complete a content-specific writing assignment. The content of the written assignment varies depending on discipline. However, there are commonalities cross all content areas. Applebee and Langer took a survey of teachers in four content areas to see what they emphasized during writing instruction. The most frequent emphasis in all four subject areas was to clearly specify the specific parts that must be included (Applebee & Langer, 2011). When I am giving students a scientific writing assignment, giving clear guidelines for what should be included is crucial. For example, during my virus unit, I asked my students to imagine they are writing a letter to their pregnant friend who is at risk of contracting Zika. The instructions articulated that students must include the following; a definition of Zika and microcephaly (the birth defect associated with zika infection), how the virus and the birth defect are linked, and what pregnant women should do to avoid contracting Zika. Another commonality across the content areas, was the emphasis on rubrics. Rubrics are important because they show students what a good response looks like for a specific discipline (Applebee & Langer, 2011). Providing students with an example of quality work helps them to visualize what the final product will look like. The final product of a written assignment is only half the battle. Students must be able to internalize the process that comes with written expression. The way our adolescents are writing is changing rapidly. When the explosion of technology over the past decade, students are now writing online. Kathleen Yancy highlighted that nowadays, everyone is a writer because of blogs, forums, and social media (Yancy, 2012). The result is that writing now belongs to writer and not an institution (Yancy, 2012). Essentially, writing now feels more personal. The process of writing includes generating and organizing ideas, drafting, revising, and organizing. The idea is that students will have the tools to be able to complete a written assignment across all content classes. The results of the Applebee and Langer survey show that process-oriented instruction is heavily emphasized amongst teachers (Applebee and Langer, 2011). In my Marine Biology class, I focus on process oriented writing for our end of the unit projects. Each unit, we work on a final project that encapsulates what we have learned. At the end of our most recent unit, Coral Reefs, students were asked to create a PSA about threats that negatively impact the reefs. Over the course of three days, students conducted research, organized their ideas in a graphic organizer, and wrote out their PSA. The goal is that students learn the process that goes into creating a clear and concise piece of writing for a specific audience.

    • Gerald Ardito
      Gerald Ardito

      Charlton,

      You did a good job outlining the challenges highlighted in this week's readings.

      I was very intrigued by this:

      In my Marine Biology class, I focus on process oriented writing for our end of the unit projects. Each unit, we work on a final project that encapsulates what we have learned. At the end of our most recent unit, Coral Reefs, students were asked to create a PSA about threats that negatively impact the reefs. Over the course of three days, students conducted research, organized their ideas in a graphic organizer, and wrote out their PSA. The goal is that students learn the process that goes into creating a clear and concise piece of writing for a specific audience.

      How did this go? Were you satisfied with the students' work? And how was their writing?

    Group A

    Here is the online home for you sub group this semester.
    Sub-Group of ED 656 - Fall 2018

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