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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

  • 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

  • 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

  • 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


Type 3 writing

Type 3 Writing


Focus correction areas fcas

Focus Correction Areas (FCAs)

  • 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


Collins writing

  • “Focus correcting saves grading time and helps students consider the quality of the paper in relationship to a few clearly specified criteria rather than an infinite number of highly subjective criteria.”

    ~ John Collins


For best results

For Best Results

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

  • 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

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

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

ORGANIZATION

  • Introduction draws reader in

  • Conclusion reinforces thesis

  • Transitions help reader move from point to point


Differentiation

Differentiation

Less specific FCA

More specific FCA


For content area teachers

For Content Area Teachers

  • 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:

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.

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

  • 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

  • Type Three writing

    AND

  • has been read out loud and critiqued by another

  • Two drafts

  • Real World Standards


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