The elements of Effective Writing Instruction that I am currently using in my classroom include:
writing strategies
summarization
collaborative writing
specific product goals
word processing
prewriting
writing for content learning
There could be several ways in which the American Rhetoric website could be used in my classroom. The first way would be to enhance content area instruction. Students could watch/listen to a speech from a particular era or person we are studying then complete a written response to that speech. Another way would be for students to write their own speech opposing/agreeing with something they listened to on American Rhetoric. Additionally, students could write about how they feel a particular speech influenced it's targeted audience and why. Students could also write reviews of particular speeches. They could also do a quick write response to their emotional reaction to a specific speech that was listened to during class. Students could write a summary of a specific speech they listened to during class. There are probably countless other ways that this website could be integrated into a classroom during instruction.
The elements I am currently using in my classroom include: Specific Product Goals, Word Processing, Inquiry Activities and Writing for Content Learning.
The way I might use the American Rhetoric Website in my classroom is by having the kids read the article Dennis Rodman and the Art of the (Metaphoric) Screen. I would then make a list on the board of their feelings about the whole situation. I would as the students to think about how putting different emphasis on different parts of the same story can change the whole tone of the story. I would relate this to when they "tell stories" about eachother, or talk about people to others. The conclusion of this Health class lesson would be, to be very selective with the words you choose to describe others and there actions. That a simple emphasis on a specific detail can make a good story go bad or visa versa. I think this article is a powerful one and it helps that the kids know who Dennis Rodman is.
The elements of Effective Writing Instruction that I am using within my classroom are: Writing Strategies, Summarization, Collaborative Writing, Word Processing, Sentence Combining, Prewriting, and Writing for Content Learning.
I think I might use the American Rhetoric website to activate prior knowledge before assigning a project/assignment that involves speaking in front of an audience. I would show different examples of speeches and ask students to rate their effectiveness. I would then ask students what seemed to stand out the most after watching the speeches and why. I think it might be interesting to require my students to use that same technique in their presentation. There is a theroy that the more a student reads, the better writer they will become. I think that the same theroy could apply to viewing the way people effectively communicate with one another. Being able to overcome the fear of speaking in front of large groups is a fear that should be addressed sooner than later. The more students practice preparing for this type of skill, the more successful they will be within all facets of their life.
Writing Strategies
Summarization
Specific Product Goals,
Word Processing
Sentence Combining
Prewriting,
Inquiry Activities
Study of Models
Writing for Content Learning
The ways in which I could incorporate
Ip man 2 clip would be a good introduction to the Outsiders. It simply states all are the same and equal. This would lead smoothly into the novel book. It would be a good attention grabber similar to the One minute read.
Abbott & Costello Who's On First(?) would be amusing and very effective to show prior to reading, " Why are you calling Me LD"? It shows how some people communicate without understanding what is being spoken. Students would be able to discuss the break down in communication and describe additional ways to ask for assistance.
I could conclude the lesson on similes by playing the audio clips from Figures, Definitions, Audio, Video Illustrations after reading the Gift. this provides a wealth of examples used in the real world.
Since my students present weekly oral reports it would help to model some of the techniques good speakers use and the strategies to used grab the listeners attention. If students learn by reading quality work the same would work for oral presentations. Especially, since this is a requirement in Senior English at the high school. This is a nice way to prepare the students for furthering education and the World of Work.
The elements of effective writing that I am using are Summarization, Specific Goals, Pre-writing, and Content Writing.
I like use Summariztion after I have finished the first day or two of a new topic. For instance, if we just started Ancient Romans I would have the students write an exit response on a half sheet of paper to see if they are understanding the main points of the lesson.
For Pre-writing, I would use this before a new chapter is started. I would get to see if the students have any prior knowledge about a topic. Then I would have the students read response to help stimulate discussion about the new chapter.
I have used Content writing in the past. I would like to use it again after a venn diagram that might compare and contrast the Greek and Roman empires. This could be a great way to conclude the ancient civilizations part of our class.
OK - I have lost my comments twice now - so this one will be a lot shorter!
The elements of Effective Writing Instruction that I am currently using in my classroom include: Summarization
Specific Product Goals, Prewriting, Writing for Content Learning, Inquiry Activities and only a little Word Processing.
I use prewriting as a warm up before learning about a new subject in Social Studies. This can generate a great conversation and I can quickly see what students know or do not know.
I use Specific Product Goals and Inquiry Activities when we read the Junior Scholastic.
The two that I use the most in my classroom are Writing for Content Learning and Summarization. In order to learn the content of what we are reading, I often have students fill in bubbles with headings, or take two column notes. Summarization is probably one of the hardest for the students to grasp. I explain that after they see a movie or read a book, that most times someone will ask them what it was about. When a person explains the basics of that movie or book, they are summarizing. I try to have students get the big picture of summarization instead of getting caught up into many details. They have created great posters/projects from their summarizations.
I think I might use the American Rhetoric website to show movie clips about important parts of a subject area. For example, there are two great speeches from "300" when we learn about Spartans (not the Michigan State ones either). I also thought the famous speeches were great as well. Great website!
I’m currently using several of these 11 strategies in my own classroom. I start each classroom day with a written that is related to the previous days learning objectives. This gives the students the opportunity to organize the information they learned previously and then place it into their own words. This covers the writing for content learning strategy. Additionally I use summarization for all of my readings, then have other students review the summarization and aid any pertinent info the student may have missed. I feel this motivates the individuals to pay closer attention to reading assignments rather than just glossing over the material in question.
We have tried various techniques to remember how to solve various complex equations.
One way that has been helpful for some is to write out the steps that are necessary to solve a generic equation such as: 2X+6=10
By asking the student to think about how they would teach their parents how to solve the problem, they are using different skills and making necessary mental connections to develop a new schema.
Strategies I am currently using: Writing Strategies, Summarizing, Specific Product Goals, Word processing, Prewriting, and Study of Models
As for the Rhetoric website, I could see using it for purposes as simple as playing a historical speech in history. Many of the speeches students are required to be familiar with are above their reading level and since students can typically listen at a higher level than they can read this might provide a welcome break from being dragged through a difficult speech.
In ELA I could see using movie speeches as a different type of "mentor text" for the kids.
The strategies that I am currently using are...
Summarization
Word Processing
Collaborative Writing
Inquiring Activities
Writing for Content Learning
All of these are essential for students today to succeed. I do them at a basic level but I always show a video to provide some background knowledge and make sure each student gets involved in the writing process where they have some type of ownership. As for the Rhetoric website, showing a speech said alout the proper way would be a good tool to show these kids how to properely speak and interact with people out side the social networking websites.
The elements of Effective Writing Instruction that I am using in my classroom are: Pre-writing, Summarization, Collaborative Writing, Word Processing, Inquiry Activities, and Writing for Content Learning.
I did navigate the American Rhetoric Website and did not find it very user friendly. Honestly if I were to use it in my classroom, I think that I would use the brain training games with the students (and hope that they actually work) :)
I am currently using the following elements:
Writing Strategies
Summarization
Sentence Combining
Prewrite
Writing for Content Learning
I have used the following elements in the past:
Collaborative Writing
Word Processing
Study of Models
I might use the American Rhetoric website in my classroom to:
Introduce literary terms/elements
As a reference for note taking
To provide examples
As a resource for students to use at home for "extra" help/explanations
Brain Training Games (with proper technological support)
In my classroom, I have used the following strategies on a regular basis:
Summarization
Writing Strategies
Sentence Combining
Prewriting(usually a Quick Write)
Writing for Content Learning
I have used Collaborative Writing (which I love!)
The American Rhetoric website would be extremely helpful with strategies to implement and change up the lessons I use to teach literary terms and identifying them in our reading selections and additional help in note taking. I agree with Wilcox that my students love to listen to text rather than read or follow it as I read. I also like her use of movie speech ...
In my class I use:
Collaborative Writing
Specific Product Goals
Word Processing
Prewriting
Writing for Content Learning
I use collaborative writing when students are working on group projects such as creating the script for an advertisement for a product they have "invented." When it comes to specific product goals, the students are given a set of criteria for their writing which must be met. When writing an essay on communication for example, the students had to address how people communicated in the past and how Internet tools have changed the way we communicate. Students also had to give five examples of web tools that can be used for communication and explain how they are different.
We use word processing to write, peer edit, revise drafts of writing pieces. Prewriting is done as a means of collecting ideas and thinking about all of the possibilities for writing. An example of this is creating a list of all of the methods of communication past and present and then making a wordle (wordle.net) of that list. Writng for content learning in my class is used as a means for students to explain what they have learned and investigate how that new knowledge can be applied to other situations.
The American Rhetoric website is a great resource that students in my class can use to incorporate audio and video clips into projects they are creating.
In my sixth grade, writing, classroom I am using:
1. Collaborative Writing AND Writing Strategies, as we work through the writing process using: brainstorming, graphic organizers, drafting, revising, peer-editing, teacher-student conferencing, publishing.
2. Summarization, which involves teaching students how to chronologically provide information about text with detail – we frequently summarize texts after highlighting and differentiating between main ideas and supporting details.
3. Specific Product Goals, which assign students specific, reachable goals for the writing they are to complete – each piece of writing has a targeted audience in mind and students discuss the power of their word choice and voice!
4. Word Processing, which uses computers to finalize their piece.
5. Sentence Combining, which involves teaching students to construct more complex sophisticated sentences - - using Write Source we discuss conjunctions to combine thoughts and the impact of strong adjectives/adverbs, etc…
6. Prewriting, which engages students in activities designed to help them generate or organize ideas for their composition.
7. Inquiry Activities, sometimes I have students start their writing piece by researching three questions via internet, text, encyclopedia, etc… to spark an interest in the topic, character, setting, etc…. being focused upon in that particular writing assignment.
As I make goals to improve my teaching, my students test taking skills and overall academics I realize the need to do more Study of Models, “which provides students with opportunities to read, analyze, and emulate models of good writing.” They really need more exposure and hands on opportunities (along with my personal/professional Think Alouds) to see good writing and to express what they consider acceptable writing and why.
The American Rhetoric Website is a wonderful tool I could use to first, show students emotion of an author or speaker and then ask them to: 1)extend the speech with their own thoughts, 2)persuade others to act/feel the same, 3)spark debate with respect to views and thoughts expressed, 4)respond to the speech with how they have experienced similar situations and 5)compare the speech to other text, characters, emotions, etc....
In my social studies classes I implement the following elements:
1. Summarization
2. Specific product goals
3. Prewriting
4. Study of models
5. Writing for content learning
I think this would be an excellent tool to use in order to prompt students to write about events that have occurred througout history.
In my science class I use
1.Summarization
2.Specific Product Goals (with rubrics)
3.Word Processing
4.Prewriting (Graphic organizers)
5.Inquiry Activities
6.Study of Models (with constructed responses)
7.Writing for Content Learning (see the write to learn examples in Module 1)
I would use the American Rhetoric website for sure! I think the audio and video clips can connect to any curricular content. This site seems endless. I will admit, I could spend a lot of time filtering through clips of my favorite movie speeches (like the one from My Cousin Vinny in the courtroom), and forget that I can use them in class! It is a great tool to encourage reflective writing, and to learn the way we put words together to make writing more powerful.
In my classes I use :
summarization, specific product goals, word processing, sentence combining,prewriting, inquiry, process writing, study of models, and writing for content.
I will use the American Rhetoric site, especilaay in my reading class. I spent so much time on the huge amounts of material on it.
In my classes, students write reflections of the processes that they use to create an art work (close to summarization). Students also reflect on qualities of art works and their experiences. Sometimes, I have students take notes on movies or other learning experiences (writing for content learning).
I think that the processes that students use for creating complex art works are similar to some of the writing elements.
For example, students plan, revise and edit their compositions. Also, students "prewrite" by coming up with ideas for projects. Students are also given specific goals (specific product goals).
I think that I could use some of the types of rhetoric as starting points for art projects. For example, a hyperbole portrait would be a portrait with exagerations.