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Writing-Fundamentals

The workshop focuses on effective writing techniques and best practices for teaching grammar to adult literacy learners. It emphasizes the importance of various writing forms, such as provisional, readable, and polished writing, and addresses common writing anxieties among students. Participants will learn to utilize writing resources and strategies to enhance writing skills and confidence.

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johnjohnson543543
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15 views22 pages

Writing-Fundamentals

The workshop focuses on effective writing techniques and best practices for teaching grammar to adult literacy learners. It emphasizes the importance of various writing forms, such as provisional, readable, and polished writing, and addresses common writing anxieties among students. Participants will learn to utilize writing resources and strategies to enhance writing skills and confidence.

Uploaded by

johnjohnson543543
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Writing Fundamentals

Steve Schmidt, Consultant


Welcome to Today’s Workshop!

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Handout for Today’s Session

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Today’s Objectives

At the end of today’s workshop, I will be able to:

• Discuss effective techniques for encouraging more and better writing

• Explain research-based best practices for teaching grammar

• Access and use applicable writing resources

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A Notable Quotable

“Up to now, adult literacy learners have far too often gone through years of
schooling that involved only the reading of other people's words. Not enough
opportunity has been provided for them to make words their own”
(Gillespie, 2001).

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The Pyramid of Writing Priorities

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More on The Pyramid of Writing Priorities
• Provisional Writing - Brief writing that supports learning
• Examples: Quick writes, one-minute papers, exit tickets, turn/talk/write,
brief reading reflections, social media posts

• Readable Writing – On-demand writing with more organization


• Examples: Short answer questions, paragraphs, journals, GED® extended
responses

• Polished Writing – Goes through a process of planning, writing, and revising


• Examples: Presentations, five-paragraph essays, business emails

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“I Don’t Know Where to Start”

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Let’s Practice!
The biggest takeaway for me so far at the GED® Conference is ______________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

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Quick Writes
• Students are asked to write for 2 to 10 minutes on a prompt
• Prompts can be questions, texts, images, videos, charts, and more
• The focus is on developing writing fluency, not polished writing

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Pg. 3 Let’s Do a 4 Minute Quick Write!

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Provisional Writing: Writing to Learn
• Journaling - Journals give students a chance to think and reflect on what
they learn
• Write and Draw: Creating a picture with explanatory captions helps new
learning stick
• Talk then Write: Talking about something before writing serves to lubricate
the writing process, acting as an effective pre-writing activity.
• Entrance and Exit Tickets: Exit tickets ask students to process and give
feedback about their learning at the end of class. Entrance tickets ask
students to do some writing before class or during class before new
learning and help activate prior knowledge.

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What Does Research Say About Grammar and
Teaching Writing?
• Use students’ writing as the basis for grammar instruction
• “Studies of grammar instruction alone or as a primary writing instructional
approach produced negative results for students’ overall writing
quality” (Just Write Guide, 2012)

• Focus on one or two areas of grammar instruction at a time


• Use an asset based approach

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Pg. 5 With a Partner, Choose a Student and Decide:
• 1. What grammar skills need to be taught?
• 2. How would you design a lesson to teach these grammar skills?

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Pg. 6 Providing Quick Feedback for Paper Revising

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Journals: Reading Log

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Journals: Metacognitive Stems

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Metacognitive Journal Stems: Let’s Try It!
• A question I have is . . .
• I wonder about . . .

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Writing Anxiety Causes

Many students are anxious about writing because they:


· were never taught how to write

· experienced criticism from previous writing teachers


· have little interest in traditional writing prompts
· don’t know where to start

· are inexperienced writers

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Writing Anxiety Solutions

Some suggestions for dealing with writing anxiety are:


· model the writing process using mentor texts (examples of good writing)
and think alouds

· take an asset-based approach and praise the positive in students’ writing


· give students’ choices about the topics on which they write
· use scaffolding like writing frames

· make writing a part of every class

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Exit Ticket

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Session Survey
Your feedback is important. Please
scan the QR code below to rate this
session.

22

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