|
Download
e-books of
Teaching Tips Ideas Current
Articles Archive
Articles Dear
Anna, Help!
Share
Your Best
Teachers
share their Great Ideas
Discussion
Board:
A
place to chat with
other teachers Other
Resources
Websites
Teachers'
Books
Children's
Books
Teacher
Materials
Teaching
Supplies
 
Recommended
!! 
|
http://www.quotationsbook.com/
http://creativeproverbs.com/
http://home.cogeco.ca/~rayser3/index.htm
http://home.cogeco.ca/~rayser3/writing.htm#biogr
Using Social Studies or Science books practice writing:
Questions from Statements
Statements from Questions
Have students make a list of Foreshadowing statements
found in stories. Then have tem use these in 3 paragraph short stories
they write.
Forshadowing
If I'd only known...
I did't understand until later...
Later I would learn...
I missed it....
Many years passed before I understood...
It wasn't until later that I learned/ would learn the reason
Have students write paragraphs
using each skill.
Do one at a time over weeks of practice!
Writing skills checklist
uses words that readers can understand.
substitutes stronger words more, colorful, more specific
includes active words
rearranges words within a sentence
rearranges words for clarity
includes more detail
chooses complementary words and phrases
uses examples
rearranges sentences for more clarity
rearranges sentences for better sound
makes strong endings
creates exciting beginnings
adds details
eliminates repetitive ideas or sentences
eliminates unnecessary ideas or sentences
eliminates long sentences
rearranges sentences for better sequence
adds words and phrases that create a certain mood
varies sentences statments, exclamation, questions, compound sentences
uses ideas with which readers can identify
creates interesting and appropriate titles
Self-Evaluating the Six Traits
After allowing your paper to "cool" for
a day or two, reread your paper, and read the following statements.
If a statement clearly describes your paper, highlight it.
Ideas and Content
My paper is interesting.
Once you start reading, you will not want to stop.
My paper has a clear purpose or makes a point.
I use clear, relevant details and examples to help the reader understand
my message.
I have included interesting details that not everyone would think
of.
I stick to the main idea (or ideas) and leave out details that do
not matter.
I have thought about my topic carefully and feel as if I know what
I'm telling about.
Organization
The way I've started my paper is effective; it would make the reader
want to keep reading.
Begins with a bang!!!!
I have told things in an order that makes sense and makes it easy
to follow what I am saying.
The details in my paper go together or lead up to some bigger idea,
main point, or conclusion.
It builds to the good parts.
At the end it feels finished and makes you think.
Voice
I've written in a way that shows how I really think and feel about
this topic.
I like what I've written.
I want you to read this and feel something.
I've put something of myself into this paper and it sounds like
me - not like someone else.
I've given some thought to what the reader will think and feel while
reading this.
Word Choice
It's easy to picture what I'm talking about; the words paint a picture
in the reader's mind.
I wasn't satisfied with words or phrases I've heard many times before;
I've tried to find my own way to say things.
Sometimes I've tried saying something in a new or different way;
I've had fun with the language.
The words linger in the reader's mind.
Sentence Fluency
My sentences make sense; the meaning of each one is clear, and there
are no words left out.
My sentences have power and punch.
My sentences have variety; some are longer than others, and they
do not all begin the same way.
I've read my paper over and it just sounds good as I read it.
Conventions
I've proofread my paper and corrected any errors in spelling, punctuation
and grammar.
My paragraphs begin in the right spots.
If I used dialogue, I began a new paragraph with each speaker.
Correct spelling, punctuation, grammar, capitalization, and paragraphing
would make this paper easy for anyone to pick up and read out loud.
It would not take long to get this ready to publish.
-http://www.geocities.com/SoHo/Workshop/8405/Selfevaluatings
ixtraits.html
TRAITS
http://6traits.cyberspaces.net/begin.htmlhttp://6traits.cyberspaces.net/begin.html
http://www.nwrel.org/assessment/department.asp?d=1
Transition Words and Phrases
Sequence:
again, also, and, and then, finally ,first, second, third, next,
still, too
Time
after a few days, after awhile, afterward, as long as, as soon as,
at last, at that time, before, earlier, immediately, in the meantime,
in the past, later, meanwhile, now, shortly, soon, then, until,
when, currently, during, eventually, finally, first, . . . Second,
. . ., etc., formerly, initially, lastly, later, meanwhile, next,
previously, simultaneously, subsequently
Comparison
again, also, in the same way, once more
Contrast
although, but, despite, even though, however, in contrast, instead,
on the contrary, on the one hand, on the other hand, still though
yet
Examples
after all, even, for example, for instance, in fact, specifically,
such as, to illustrate, the following example
Cause and Effect
as a result, because, consequently, for this purpose, so, then,
therefore, to this end
Place
above, adjacent to, below, beyond, closer to, elsewhere, far, further
on, here, near, nearby, opposite to, there, to the left, to the
right
To summarize:
Briefly
In brief
Overall
Summing up
To put it briefly
To sum up
To summarize
As a result, a
As has been noted
A as I have said
As we have seen
As mentioned earlier
In any event
To conclude:
Given these facts
Hence
So
Therefore
Thus
To conclude
in conclusion
in other words
on the whole
Leads
Start at the end
in the middle
with a sound
with a question
Endings
ironic
ambiguous
surprise
circular-end at the beginning ex If you give a mouse
Conflict
Person against person
Person against Nature
Internal Conflict
http://www.infoplease.com/homework/ttransition.html
http://www.kimskorner4teachertalk.com/writing/menu.html
http://www.teachwriting.com/index.html
TYPES OF CONCLUSIONS
The conclusion (ending or closing) of your writing is what wraps
it all up for the reader. Stop writing when you have said it all,
but the conclusion should tie up all loose ends. Do not leave the
reader hanging. Leave him/her with something to think about. Do
not insult the reader by telling him/her what you have written about.
Also, do not use the lead as the conclusion; you can restate what
you wrote in the lead, but do not just repeat it. NEVER end with
"...and it was all a dream." That has been overdone. Below are some
ideas on how to write a good conclusion. Remember that not every
type of lead will work for every writer or for every piece of writing.
You'll have to experiment. Be sure to have a least three sentences
in your conclusion, whatever type it may be.
Question
Close with a question that involves the reader. You can answer the
question, or leave it for the reader to decide based on what you
wrote. The question must relate to the main idea.
Example:
It was the worst experience of his life. Andrew decided that it
was the last time he would ever go on a roller coaster. Who can
blame him?
Strong Statement
Close with a statement that forcefully states your opinion.
Example:
A criminal, no matter his/her age, should be dealt with according
to the crime. The legal system is too lenient when it comes to juvenile
offenders. Laws need to be rewritten immediately so that no more
hard core criminals go free just because they are juveniles.
Summary
Close with a summary of your main ideas.
However, do not repeat yourself word for word; say it in a different
way. Also, remember not to insult the reader by saying, "I wrote
about..." The reader is smart enough to know what he/she just read.
Example:
As you can see, it is not important to know everything, but it is
important to know how to find the answer. There will not always
be a teacher nearby with the answer. You have to learn how to research,
how to dig through sources to find what you need to know.
Personal Comment
Close with a personal comment or response to what you have written.
It is not the same thing as an opinion. It is more like a personal
conclusion you have reached or a lesson you have learned because
of the experience you wrote about in your paper.
Example:
Riding a roller coaster with someone who is a "chicken" is something
I will certainly never do again. I should have listened when Sheila
told me she did not want to ride it. I should have let her take
the "chicken exit." Next time I will know better.
Mystery
Close with a statement that shows some things will never be resolved.
However, be sure to do this in a way that the reader does not think
you just forgot to end your story or paper.
Example:
We watched Adam walk down the road until he became just a tiny speck
and then disappeared altogether into the dust of twilight. Just
as he appeared, he was gone. That was the last time any of us ever
saw him. Beginning of New Story
When writing a story or personal narrative, you can close with a
hint of things to come, or the beginning of a new story--a sequel
of sorts.
Example:
He was exhausted. It had been a long and difficult week. Javier
closed his eyes and thought of the many other adventures that lie
ahead.
Well Known Quotation or Quotation from a Famous Person
Close with a quotation that is well known or from a famous person.
Be sure to put quotations around the quotation and give credit to
the person who said it if you write it word for word. Of course,
the quotation must be directly related to your topic. A good source
is a book of quotations. Look in the library or ask your teacher.
Example:
According to Senator Bob Dole, in order to be a citizen, all Americans
must be able to speak English. In theory this seems like a good
policy. However, what will become of the citizens who never learn
to speak English? Quotation Not from a Famous Person
Close with a quotation from a person that is not famous. It
could be a character from the story or someone you know personally.
You still must put it in quotation marks and give credit to the
person who said it if you write it word for word.
Example:
"You're going to regret this." Those were Sheila's last words as
I pulled her into the roller coaster seat. I now know she was not
kidding.
Open Conclusion
Close with an ending or statement that lets the reader draw his/her
own conclusion. It is like a "fill in the blank" type of conclusion.
Remember to give the reader enough information in the body of your
paper that he/she can draw a conclusion.
Example:
Some statistics show that drivers under the age of 16 are more dangerous.
On the other hand, some statistics show that they are no more dangerous
than drivers 16 to 25. Therefore, whether drivers under the age
of 16 are more dangerous than those over 16 is still debatable.
TYPES AND EXAMPLES OF TRANSITIONS
Without transitions, your writing does not flow smoothly. Transitions
are words and phrases that serve as bridges from on idea to the
next, one sentence to the next, or one paragraph to the next. They
keep the reader from having to find his or her own way and possibly
getting lost in the reading. Transitions can also be looked at as
the glue that hold your ideas together. They are very important.
Too many transitions can cause as much confusion as too few. Therefore,
you don't necessarily need a transition between every idea or every
sentence, but it is a good idea to use a transition between each
paragraph. Transitions usually come near the beginning of a paragraph.
However, you should use a transition wherever it works best. Below
are several ways transitions can be used. Also included are sample
transitions that fit the category. Not every transition is listed.
TRANSITIONS TO EMPHASIZE A POINT
again another key point first thing to remember for this reason
frequently important to realize indeed in fact key point most compelling
evidence most important information must be remembered on the negative
side on the positive side point often overlooked significant that
surprising surprisingly enough to emphasize to point out to repeat
truly with this in mind
TRANSITIONS TO SHOW LOCATION
above across against along alongside amid among around away from
back of behind below beneath beside between beyond by down in front
of in the center of in the middle of inside into near off on top
of outside over throughout to the left to the right under up
TRANSITIONS TO COMPARE ITEMS
accordingly also as comparable to in the same way in the same manner
in conjunction with this just as like likewise similarly sometimes
TRANSITIONS TO CONTRAST ITEMS
although as opposed to but conversely counter to even so even though
however in spite of this in the meantime nevertheless on the contrary
on the other hand otherwise sometimes still yet
TRANSITIONS TO SHOW TIME
about after afterward as soon as at at the same time before during
finally first immediately in the meantime later last meanwhile next
next week next time next year prior to second next soon then third
till today tomorrow until when yesterday
TRANSITIONS TO CLARIFY
for example for instance in other words put another way seems clear
from this simply stated stated differently that is to clarify to
illustrate the point
TRANSITIONS TO ADD INFORMATION
additionally again along with also and another as well besides equally
important finally for example for instance further furthermore in
addition likewise moreover next together with
TRANSITIONS TO CONCLUDE OR SUMMARIZE
accordingly all in all as a result consequently due to finally in
closing in conclusion in short in summary in the last analysis lastly
logical conclusion is therefore thus to conclude
TRANSITIONS TO ENUMERATE These transitions are to be used as
sets; more transitions can be added to each set as needed. first
second third one important equally important most important a significant
another significant of greatest significance first next last in
the beginning toward the middle at the end one also in addition
Next
page
|
|
