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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
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
slide8

“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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