Writing Basics

Three elements to developing as a writer.

• 1. The writing process: Brainstorming, Drafting, Revising, and Editing form the basis of writing development.

  2. Writing is a skill and improvement comes through practicing that skill.

  3. Reading material must be challenging in terms of ideas, syntax, and vocabulary.

  4. *Research about the formal study of grammar in relation to developing writing skills: Research. This research is basically saying that the conventions of standard English have their place in the writing process, not that we should ignore them or that they aren't important.

THE FOLLOWING IS FOR EDUCATORS RATHER THAN STUDENTS

IDEAS FOR USING WRITING IN VARIOUS CURRICULAR AREAS

The following is intended for anyone who wants to incorporate writing but who has limited time and energy reserves, due to large classes and lack of planning time. This is just a guide. Different classes lend themselves to different parts of the writing process. Teaching world history, I use the first stage the most, generating ideas and brainstorming; however, for essay tests we also work on organization and development. A computer class might use the last stage more, having students proofread and edit their powerpoint slides, focusing on complete sentences and proper English. In a speech class, they may focus on generating ideas and organizing those ideas, with a strong emphasis on outlining. In a math class, brainstorming/drafting may be the focus, explaining how a mathematical idea applies to a given situation or explaining how to work out a certain problem.

1) Writing is a tool for critical thinking. Focus on ideas.

2) Prompts/questions must be VERY specific.

3) Give them a structure to follow, especially for essay tests. (Outlines)

4) Don’t “correct” everything.

5) Don’t read everything they write.

6) Be efficient.

Further explanation of 1-6 above.

1) Writing is a tool for critical thinking because it forces students to make connections between ideas. Writing requires extended contemplation, which is a prerequisite to critical thinking. Focus on ideas and their interconnectedness: definition/ comprehension, comparison/contrast, analysis/synthesis, and evaluation can all be utilized if the assignment is well-designed.

2) Prompts must be very specific and students must be prepared for them. People can write much more easily about subjects they are very familiar with. Therefore, do not ask students to write a page about the conservation of energy if they have not already studied it. An exception to this would be a prompt that prepares them for the upcoming material; in this case, the prompt should relate to personal experience that connects to the subject. For example, in biology a prompt leading into the study of bacteria/viruses might be the following: “Describe in detail the worst illness you have ever had?” Always include pre- and post-writing discussion.

3) If the assignment is an essay, students need a formal structure to follow and should be supplied with a basic outline that they have to fill in and turn in with their essays. Outlines should have the general, triadic structure of Introduction, Main Body (supporting points), and Conclusion (see example below). Essays must have paragraphs. Essay questions should be supplied to the class prior to the test and be discussed at length. Essays must be written in class. Research essays done outside of class are often cut-and-paste and have little value.

4) When grading writing, don’t correct grammatical errors. Remember that writing is a tool, a means to an end, and you will become overwhelmed very quickly if you try to edit technical errors. The cost to benefit ratio of doing this is very low. If a student has major syntactic and grammatical problems, these should be addressed both by the teacher and by conferring with the student’s English, Study Hall, or Special Education teacher.

5) For daily writing, or free-writes, ask students to underline 2 main ideas and then have them share one with the class so that others hear their ideas. Discuss as you go. Or, collect 5 responses randomly each class and read those. Another option is for students to trade responses and write a response to each other. Let them know, however, when someone else will be reading their responses.

6) It’s important to be efficient. If they have just completed an essay, plan a curriculum related video for the next day in order to have more time to evaluate essays. When reading essays, check-mark key terms and ideas, look for specifics, and reject the temptation to “correct” everything. Students typically make the same mistake over and over; for example, run-on sentences, and so that’s actually only one error repeated many times. Explain to the class as a whole what an A, B, C, D, and F essay is rather than writing extensive notes on each paper. (See below for an example.)

Example Essay Question and Outline

Chapter 2 Essay Test Preparation

In class together:

-Review Hammurabi’s Code; list key ideas on board

-Read US Bill of Rights (first 10 Amendments to the Constitution); list key ideas/discuss

Essay Question: Compare and contrast the Code of Hammurabi with the law code we have today.

-5 paragraphs and two pages single-spaced

I. Introduction: the history of law (see pp. 14-15 also for lead-in material)

A. Lead -in

B. Thesis (subject, view, direction)

II. Describe the Code of Hammurabi

A.

1.

2.

B.

1.

2.

III. Describe our code of law, the US Constitution (especially the Bill of Rights)

A.

1.

2.

B.

1.

2.

IV. Compare and Contrast the Code of Hammurabi and the US Constitution

A.

1.

2.

B.

1.

2.

V. Conclusion: evaluate the quality of the US justice system.

A.

1.

2.

B.

1.

2.

Example Rubric

World History 1 Essay Test Grading

Essays must include an outline and be two pages single-spaced.

They must also have five paragraphs.

See outline for each test.

A: 96-100%

-Outline is detailed, complete, and follows format.

-Five paragraphs.

-Introduction has an original lead-in, reflecting independent or extra research, creativity, and/or strong insight.

-Clearly organized: clear topic for each paragraph, supported by specific details.

-Essay has specific ideas supported with details.

-Language is concise.

-Mastery of key concepts is very evident.

-Strong conclusion: makes key insights without straying off topic or repeating what has already been written.

-Grammar, punctuation, and legibility are excellent.

B: 87%

-Outline is complete and follows format.

-Five paragraphs.

-Introduction has a lead-in that relates to the subject of the essay.

-Organized: Each paragraph has a main idea, supported by details.

-Essay has specific ideas supported with details.

-Language is clear and appropriate.

-Solid understanding of key concepts.

-Appropriate conclusion: presents final ideas without straying off topic or repeating what has already been written.

-Grammar and punctuation are mostly correct, and handwriting is legible and clear.

C: 77%

-Outline is complete and follows format.

-Five paragraphs.

-Introduction has a lead-in that relates to the subject of the essay.

-Organized: Each paragraph has a main idea, supported by details.

-Essay has specific ideas supported with details.

-Language is clear and appropriate.

-Key concepts are used but occasionally in a general or sometimes vague way.

-Appropriate conclusion: presents final ideas without straying off topic or repeating what has already been written.

-Grammar and punctuation are mostly correct, and handwriting is legible and clear.

D: 67%

-Outline is not complete and may deviate from format.

-Five paragraphs.

-Introduction is short, missing a lead-in, and/or not directly related to the subject of the essay.

-Has a conclusion.

-Organized: Each paragraph has a main idea, supported by details.

-Ideas and supporting details are vague or generalized.

-Grammar and punctuation are problematic in places, and handwriting is sloppy and difficult to read.

F: 57% or lower

-Obvious lack of preparation and understanding of question and relevant ideas.

-Does not follow format.

-Essay may be incomplete in some respects, such as missing paragraphs, or lead-in, or conclusion.

-Paragraphs are not developed with details.