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Collins’ Writing. Writing Across the Curriculum. To develop successful, life-long writers, students must have:. Opportunities to: write in many environments experiment with voice and audience Purpose beyond just a grade Some choice in topic and form Consistent structure/framework

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Collins writing

Collins’ Writing

Writing Across the Curriculum


To develop successful life long writers students must have
To develop successful, life-long writers, students must have:

  • Opportunities to:

    • write in many environments

    • experiment with voice and audience

  • Purpose beyond just a grade

  • Some choice in topic and form

  • Consistent structure/framework

  • Contextual instruction

  • Purposeful feedback


Five types of writing
Five Types of Writing have:

  • Type 1 – Capture Ideas

  • Type 2 – Respond Correctly

  • Type 3 – Edit for Focus Correction Areas (FCAs)

  • Type 4 - Peer Edit for FCAs

  • Type 5 – Publish


Type 1 capture ideas
Type 1 – Capture Ideas have:

  • Writing that has no correct answer, or is OK to guess.

  • Quick

  • One draft

  • Effort or Participation grade only

    Example: Please Do Now!, free write, journal entry


Type 2 respond correctly
Type 2 – Respond Correctly have:

  • Writing that makes a point

    • It has a correct answer or content

  • One draft

  • Quick

  • Can be used to assess student knowledge (quiz)

  • Promotes active learning – students required to produce rather than identifying information



Focus correction areas fcas
Focus Correction Areas (FCAs) have:

  • Provide specific information about the criteria used to evaluate an assignment

  • Selective approach to correcting writing

  • Means of structuring a writing program

  • Focuses instruction and feedback

  • Consistency across curriculum

  • No OVERcorrecting



For best results
For Best Results consider the quality of the paper in relationship to a few clearly specified criteria rather than an infinite number of highly subjective criteria.”

FCAs should be:

  • Systemic (vertically articulated/ grade levels)

  • Limited

    • Use an FCA only after explicit instruction in that skill

  • Mix of criteria

    • Organization, content, style and mechanics


Type 3 edit for fcas
Type 3 – Edit for FCAs consider the quality of the paper in relationship to a few clearly specified criteria rather than an infinite number of highly subjective criteria.”

  • Most authentic academic writing

  • Read out loud

  • Reviewed by the author using 3 critical questions

    • Does it complete the assignment?

    • Is it easy to read?

    • Does it fulfill the focus correction area?

  • One Draft

    • Efficient and easy to grade

  • It can take any form: essay, letter, story, etc.


Fcas for expository writing
FCAs for Expository Writing consider the quality of the paper in relationship to a few clearly specified criteria rather than an infinite number of highly subjective criteria.”

STYLE

  • Appropriate word choice/audience

  • Active, not passive voice

  • Concise, complete sentences.

  • Powerful verbs

  • Mix of sentence lengths


Fcas for expository writing1
FCAs for Expository Writing consider the quality of the paper in relationship to a few clearly specified criteria rather than an infinite number of highly subjective criteria.”

CONTENT and Critical Thinking

  • Accurate, factual statements

  • Technical vocabulary used correctly

  • Facts and relevant details to support thesis


Fcas for expository writing2
FCAs for Expository Writing consider the quality of the paper in relationship to a few clearly specified criteria rather than an infinite number of highly subjective criteria.”

ORGANIZATION

  • Introduction draws reader in

  • Conclusion reinforces thesis

  • Transitions help reader move from point to point


Differentiation
Differentiation consider the quality of the paper in relationship to a few clearly specified criteria rather than an infinite number of highly subjective criteria.”

Less specific FCA

More specific FCA


For content area teachers
For Content Area Teachers consider the quality of the paper in relationship to a few clearly specified criteria rather than an infinite number of highly subjective criteria.”

  • What’s most important to your area?

  • How can you help reinforce skills being taught at your grade level?

  • Example:

    • 3 clearly stated reasons: 30 points

    • 2 relevant examples from text to support each reason: 60 points

    • Correct use of capitalization: 10 points


Type 3 example
Type 3 Example: consider the quality of the paper in relationship to a few clearly specified criteria rather than an infinite number of highly subjective criteria.”

Title: Explaining the Periodic Table

Purpose: Practical/Informative

Writer’s Role: Write as if you were a science textbook writer

Audience: students in grades six, seven, or eight

Form: Multi-paragraph textbook selection


Example cont
Example cont. consider the quality of the paper in relationship to a few clearly specified criteria rather than an infinite number of highly subjective criteria.”

Focus Correction Areas:

1. Describe what the Periodic Table is and why it is important. (45pts)

2. Explain how to use the Periodic Table (45pts)

3. Capitalization and end marks (10 pts, 5 off each error)


Type 4 peer edit for fcas
Type 4 – Peer Edit for FCAs consider the quality of the paper in relationship to a few clearly specified criteria rather than an infinite number of highly subjective criteria.”

  • Writing that is Type Three writing AND has been read out loud and critiqued by another

  • Two drafts

  • Produces fair and objective evaluations

  • Promotes sharing of ideas, insights, information

  • Produces most improvement in writing and thinking skills


Type 5 publish
Type 5 – Publish consider the quality of the paper in relationship to a few clearly specified criteria rather than an infinite number of highly subjective criteria.”

  • Type Three writing

    AND

  • has been read out loud and critiqued by another

  • Two drafts

  • Real World Standards


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