Is Writing Important in the Content Areas?
underlying element of all literacy learning in general is `thinking.' In
combined writing and reading instruction, learners engage in a greater
society of experiences that lead to better reasoning and higher-level
thinking than is achieved with either process alone (McGinley, 1988).
Since thinking is a critical part of meaning construction, classrooms
that actively foster meaning construction through reading and writing
will produce better thinkers (T. Tierney and Shanahan, (1991).”
(Cooper, 1997) Therefore, as is the case with reading, writing is and
should be an integral part of all content areas. In science, social
studies, reading/English language arts, and mathematics, students
demonstrate their response to knowledge taught, concept attainment, and
understanding through writing.
Can All Teachers Do to Help Writers?
students analyze a piece of writing in terms of the text structure
you want them to write - sequential order, cause and effect,
problem/solution, or comparison.
the writing process -- pre-writing, drafting, revising, and
comparison/contrast in reading and writing activities.
extensive opportunities to identify main ideas/topics from reading
students to support and give explanations for their responses (i.e.,
processes they chose to use or decisions they made).
students to thoroughly present information on a topic, elaborating
through evidence and thoughtful analysis of text.
writing opportunities that involve writing process strategies, use
of graphic organizers, elaboration.
proper form for various types of writing within a
writing-as-a-process model (i.e., pre-writing, drafting, peer
response groups, revision, proof reading and publication).
language usage within the context of the editing process: students
must become aware of the need to communicate effectively to a
designated audience with in-depth responses. They must use complete
and correct sentence structure and correct grammar, usage, spelling,
capitalization and punctuation, as well as proper paragraph form.
students to use a variety of sentence types and to use a sense of
appropriate personal voice and style.
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