Begin by Registering to Use the Website
Begin by Registering to Use the Website
Embedded Files
You must register to use the website, but they do not spam you with a bunch of emails! To register, click on the image tgo to https://readinquirewrite.umich.edu/login/
Once you have registered, you should be able to access all of the materials on the website.
Three Structures for Writing
Three Structures for Writing
The Read.Inquire.Write. website offers support for three different types of writing:
Interpretation, with a focus on world geography;
Critique, with a focus on ancient world history; and
Counterargument, with a focus on U.S. history.
Please take a few moments to read the explanations of each. One way to find these explanations by hovering over U.S. History Investigations: Counterargument in the bar at the top of the page, and then selecting Writing Progression at the bottom of the list. You can also click here to access that page. Once you have read the explanations, return to the main page.
The Cycle
The Cycle
On the main page of the website is the learning cycle that this process uses (the cycle begins at "Orient to Content" and moves clockwise). Throughout this workshop we will give you the opportunity to explore each of the parts of this cycle. For now, take a moment to peruse each of the elements. (This is a broad look at the process. We will dig in as we move forward in this workshop.)
Note: There is a video below this image on the webpage, and other videos included throughout the site. While we won't be doing anything directly with the videos, feel free to watch them. They are not "fancy" sales-pitch style clips. Most are real teachers and students in real classrooms using this process. Others are introductory videos that you may choose to share with the students.
Important Note: There are no word counts on any of the tasks in this workshop. The purpose of these tasks is two-fold. The first (and most obvious) is that we need to see that you have been through the process in order to give you credit. Frankly, though, "marking for completion" is not high on our list of priorities. Rather, we would like you to use these tasks as opportunities to reflect on your own practices and structures. When we write, we process better... so use these opportunities to process. Answer some of the questions or all of them. Add thoughts that we did not ask about. Think of these tasks as a running professional journal as you learn a new structure. We will read everything that you write (with no judgment!) when you submit them at the end of the course, so if there are broad questions for us that you would like to include, feel free to ask them. If there are questions that need immediate answers, please email us directly.
Task
Task
Create a document in your personal folder and title it Section 1: Introduction - [your last name, your district].
(Example: Section 1: Introduction - Cornue, MO BOCES)In that document, reflect on the following:
Generally speaking, how strong are your students in the writing skills associated with Interpretation, Critique, and Counterargument when they enter your class at the beginning of the year? How strong are they at the end of the year? Where would you like to see improvements?
When looking at the Read.Inquire.Write. (RIW) cycle, where do you tend to place the most focus? Where do you explicitly teach the associated skills to your students? Where would you like to enhance student skills and/or learning?
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