question

What are the phases of the writing process?

answer

Prewriting, drafting, revising, editing, and publishing.

question

What is creative writing?

answer

Creative writing is the very fine art of making things up, in the most attractive, apt and convincing way possible. It's the telling of lies in order to reveal illuminating and dark truths about the world and our place in it. We tend to think of Poetry, Fiction and Plays.

question

What is a beginning writing activity for ELs?

answer

Invite the students to write something about themselves to help them get to know each other. Allow students to freely express themselves. Some may choose to write in their home language. The best way for students to learn is to express themselves from the start-to learn by writing.

question

What are some similarities between 1st and 2nd language writing processes?

answer

1. Second language writers make use of their budding knowledge of English as they create texts for different audiences and different purposes, just as first language writers do. 2. Children writing in a second language often support their efforts with drawings just as their first language counterparts do.

question

What are some differences between 1st and 2nd language writing processes?

answer

1. Students new to English are apt to experience some limitations in expressive abilities in terms of vocabulary, syntax, and idiomatic expressions. 2. English learners may not have had the exposure to written English that comes from reading or being read to.

question

What is the purpose and strategies used during the prewriting phase of the writing process?

answer

Purpose: Generating and gathering ideas for writing; preparing for writing; identifying purpose and audience for writing; identifying main ideas and supporting details. Strategies: Talking and oral activities; brainstorming, clustering, questioning, reading, keeping journals in all content areas.

question

What is the purpose and strategies used during the drafting phase of the writing process?

answer

Purpose: Getting ideas down on paper quickly; getting a first draft that can be evaluated according to purpose and audience for paper. Strategies: Fast writing; daily writing; journals of all types; buddy journals, dialogue journals, learning logs.

question

What is the purpose and strategies used during the revising phase of the writing process?

answer

Purpose: Reordering arguments or reviewing scenes in a narrative; reordering supporting information; reviewing or changing sentences. Strategies: Show and not tell; shortening sentences; combining sentences; peer response groups; teacher conferences.

question

What is the purpose and strategies used during the editing phase of the writing process?

answer

Purpose: Correcting spelling, grammar, punctuation, mechanics, etc. Strategies: Writing may be shared in many formats; papers placed on bulletin boards, papers published with computers, papers shared in school book fairs, etc.

question

What is the purpose and strategies used during the publishing phase of the writing process?

answer

Purpose: Sharing writing with one another, with students, or with parents; showing that writing is valued; creating a classroom library; motivating writing. Strategies: Writing may be shared in many formats; papers placed on bulletin boards, papers published with computers, papers shared in school book fairs, etc.

question

What did Calkins and Graves determine about process writing with ELLs?

answer

Process writing is an approach to teaching writing that has been researched in depth with both first language learners and English language learners. In process writing, students experience five interrelated phases: prewriting, drafting, revising, editing, and publishing.

question

What do students learn from publishing?

answer

Because their writing is published, students learn to tailor their message for a particular audience and purpose.

question

What do teachers encourage students to do by using the process writing approach?

answer

Using the process writing approach, teachers encourage students to write daily and to select a few papers for revising, editing, and publishing.

question

What are some different genres for writing?

answer

Stories, letters, biographical pieces, and persuasive essays.

question

How does the \"I remember\" activity tie well into literature study?

answer

The \"I remember\" activity ties well into literature study because published authors often make use of their own personal and family memories as the basis of their fiction.

question

How can discussing authorship and presenting their own work provide a bridge to the classroom?

answer

By discussing authorship in the context of their own reading and writing experiences, students come to see themselves in a new light and gain a deeper understanding of the relationship between reading and writing. Using literature in this way, teachers can expose the class to autobiographical pieces when introducing the \"I remember\" process writing activity.

question

Why is it important to recognize a student's need to choose their own topics for writing?

answer

Some students have difficulty generating ideas under the constraints of assigned topics. These students are able to write much more fluently when free to choose their own topic.

question

According to Boyle (1985), what are the powers that come with the freedom to choose one's own topic?

answer

Power in choice, power in knowing something about the topic, and power in having something to say.

question

What are some ways the process approach to writing is beneficial to English learners?

answer

Allows them to write from their own experiences. Enhances personal relationships by allowing their teachers and friends to get to know and appreciate them. They benefit from cooperative assistance among students during both revising and editing. Frees them to focus on their ideas first and focus on corrections last.

question

What do cooperative groups promote during process writing activities?

answer

Better writing and numerous opportunities for discussion within which a great deal of \"comprehensible input\" is generated, promoting overall language development.

question

What are Boyle's (1985) thoughts on good literature and writing opportunities?

answer

When good literature is combined with opportunities to write often, when strategies are offered to solve problems in writing, and when writing is shared and published, your students will grow both in writing and overall English language development.

question

What are two types of cooperative groups useful during revision and editing? Describe them.

answer

Peer response groups- groups that help the writer during revision. Peer editing groups- groups that are concerned with editing. For both kinds of groups, students need explicit guidelines on what kinds of things to say and how to say them so as to benefit their group members. Thus, students need to learn both the social rules of group work and specific elements of good writing and editing to be effective participants.

question

What are response groups and their purpose?

answer

Response groups usually include three to five people with the purpose of giving writers a chance to try out their writing on a supportive audience.

question

What are some general procedures for preparing students to work in response groups?

answer

1. By responding to students' content rather than to the form of their writing, you model response to writing. 2. By teaching students specific strategies, such as show and not tell, you give them the vocabulary and means to truly improve their writing in peer response groups. 3. By sharing sample papers with students on the overhead projector, you can model responding to writing and give the students an opportunity to practice response. 4. By sharing papers before and after revision, you can show students the effects of response groups' efforts. 5. By taping or videotaping successful response groups or having successful groups show how they work together, you can assist all children in learning how to be successful response group members. 6. By continually sharing good literature with children, you can help them recognize good writing.

question

What are the steps in modeling the responding process?

answer

Before asking student to respond in groups, model the responding process by displaying an anonymous first-draft paper on an overhead projector and commenting on it yourself (see Liu & Hansen, 2002). First, find one or two things you like about the paper. (positive to say) Second, mode questions you would ask the writer if there were parts you didn't understand. Look for flow of ideas, sequence, organization, and other elements of good writing. Next, place another paper on the overhead and invite students to respond to it following the procedure you have just modeled. This procedure gives students a chance to practice responding before they work with one another and boosts their chances of success in collaboration. You might role-play a good response and poor response partner. Finally, the way you respond to students' papers will directly influence their ways of responding to others.

question

What is the Lead element of good writing?

answer

The opening of a paper, whether the first line, the first paragraph, or the first several paragraphs, must capture the reader's interest and/or state purpose clearly.

question

What is the Focus element of good writing?

answer

The writer must choose a single focus for his or her writing, omitting information that does not directly contribute to the point of the piece.

question

What is the Voice element of good writing?

answer

Voice in a paper is that element that lets you hear and feel the narrator as a real person, even if the narrator is fictitious. Voice should remain consistent throughout a piece.

question

What is the Show not Tell element of good writing?

answer

Good writers learn to create pictures for their readers rather than just make flat statements that tell. Examples also help to show, not just tell.

question

What is the Ending element of good writing?

answer

A good ending will suit the purpose of the piece to provide closure on the topic but may take the reader interested in hearing more.

question

How do response groups help with feedback questions and working on papers together?

answer

They first concentrate on the content rather than correctness; they also concentrate on what they like about the paper before making suggestions. This provides the writer with a clearer picture of what to write.

question

How should proofreading skills be addressed during peer editing groups?

answer

Correct spelling, grammar, punctuation, and other mechanics are best learned within the context of the students' own writing (Cooper, 1981) Allow student to help one another rather than play the major role. Teachers don't need to improve students' proofreading skills. Make students responsible for correctness.

question

What is the process of making a \"student expert\"?

answer

Tutor particular students as \"experts\" on topics such as capitalization, punctuation, spelling, or subject/verb agreement. Then, when student have editing questions, they go to the \"experts\" in the class, not to the teacher.

question

What are publishing projects?

answer

Publishing projects involve students in collaborative group work as they organize, write, revise, edit, and publish. Examples: classroom newspaper, poetry anthologies, short story collections, individual publications of student writing, and cross-grade sharing.

question

What is the beginning, intermediate, and advanced levels of fluency listed on the writing traits matrix?

answer

Beginning level- writes one or two short sentences. Intermediate level- writes several sentences. Advanced level- writes a paragraph or more.

question

What is the beginning, intermediate, and advanced levels of organization listed on the writing traits matrix?

answer

Beginning level- lacks logical sequence or so short that organization presents no problem. Intermediate level- somewhat sequenced. Advanced level- follows standard organization for genre.

question

What is the beginning, intermediate, and advanced levels of grammar listed on the writing traits matrix?

answer

Beginning level- basic word-order problems. Uses only present tense forms. Intermediate level- minor grammatical errors, such as -s on verbs in third person singular. Advanced level- grammar resembles that of native speaker of same age.

question

What is the beginning, intermediate, and advanced levels of vocabulary listed on the writing traits matrix?

answer

Beginning level- limited vocabulary. Needs to rely at times on first language or ask for translation. Intermediate level- knows most words needed to express ideas but lacks vocabulary for finer shades of meaning. Advanced level- flexible in word choice; similar to good native writer of same age.

question

What is the beginning, intermediate, and advanced levels of genre listed on the writing traits matrix?

answer

Beginning level- does not differentiate form to suit purpose. Intermediate level- chooses form to suit purpose but limited in choices of expository forms. Advanced level- knows several genres; makes appropriate choices. Similar to effective native writers of same age.

question

What is the beginning, intermediate, and advanced levels of sentence variety listed on the writing traits matrix?

answer

Beginning level- uses one or two sentence patterns. Intermediate level- uses several sentence patterns. Advanced level- uses a good variety of sentence patterns effectively.

question

How can teachers constructively correct errors in beginning writing?

answer

Take time to notice and emphasize what the student did well. Find specific elements to praise while pointing out areas to improve.

question

What are literacy scaffolds in the writing process?

answer

Temporary frameworks that allow them to concentrate on one aspect of the writing process at a time. Literacy scaffolds provide temporary frameworks to help students construct or comprehend a written message.

question

What are examples of literacy scaffolds in the writing process?

answer

Oral discussion, partner stories, picture and wordless books, concept books, peek-a-boo books, pattern poems, personal journals, dialogue journals, buddy journals, sign language, life murals, clustering, and free writing.

question

What is oral discussion?

answer

Activities were students share their ideas orally with the teacher or with their peers, facilitating them in choosing and focusing their topic.

question

How are wordless books beneficial for partner story activities with limited English-speaking students?

answer

These books tell stories through their pictures and thus offer a unique opportunity for limited English-speaking students to interact with a book. Using wordless books, students orally share their versions of stories in response groups or with partners, recognizing that the pictures might yield different interpretations.

question

What is the focus of concept books?

answer

Concept books, excellent for beginning writers, focus on and illustrate one concept or idea. Example of concepts: tall and short, above and below, colors.

question

What are peek-a-boo books?

answer

Based on Janet and Allan Ahlverg's story Peek-a-Boo! (1981), the stories allow young children to become actively involved in a nonthreatening \"writing\" activity. The page opposite the refrain contains a hole, revealing only part of the picture on the next page. Children can use the repeated refrain and the peek-a-boo page to create their own first books.

question

What are pattern poems?

answer

Pattern poems are sentence=level scaffolds that make use of repeated phrases, refrains, and sometimes rhymes. The predictable patterns allow beginning writers to become involved immediately in a literacy event.

question

What is fluency in writing?

answer

The ability to get words down on a page easily.

question

What is automaticity?

answer

The ability to engage in a complex activity without having to concentrate on each part of it.

question

How does journal writing affect fluency?

answer

By writing in journals daily, students develop fluency and generate ideas on which they might elaborate later.

question

What is the difference between personal journals and dialogue journals?

answer

In personal journals, students get used to writing their private thoughts. When students become accustomed to writing in their personal journals, the teacher may want to move toward dialogue journals. Dialogue journals incorporate teacher response to given writing, thus making students' writing functional and purposeful by replying to them.

question

What is a buddy journal?

answer

A buddy journal is a written conversation between two students (Bromley, 1989, 1995).

question

How can improvisational sign language be used in the ESL classroom?

answer

Using a dictated story or a story students already know, students can create gestures to represent characters and actions in the story.

question

How can life murals be used in the ESL classroom?

answer

Using murals, students create drawings depicting significant events, people, and places in their lives and then write about them.

question

How does clustering aid writing?

answer

Clustering assists writers in developing vocabulary and preparing for writing (Rico&Claggett, 1980). Clustering illustrates different words a student thinks of when preparing to write about topics such as, a personal experience.

question

What is freewriting?

answer

Freewriting is a strategy developed by Peter Elbow (1973) in which writers let their words flow freely onto the page without concern for form, coherence, or correctness.

question

What is a main concern difference between beginning and intermediate writers?

answer

Whereas the main concern with beginning second language writers will be helping them generate ideas and develop fluency, the main concern with intermediate writers will be adding form to fluidity in expression.

question

What has been previously developed in intermediate writers and what is in need of developmental focus?

answer

Intermediate-level writers have developed a general knowledge of simple sentence types and corresponding capitalization and punctuation conventions. They need strategies to improve their sentences in quality, style, length, and variety. In addition, as their writing increases in length, they will need to develop organizational strategies, such as paragraphing and logical ordering of ideas. Some intermediate writers may rely too heavily on one-or two-sentence patterns as a conservative strategy for avoiding errors. Intermediate writers may still make fairly frequency errors in punctuation, grammar, and usage.

question

How can mini-lessons help with recurring errors?

answer

Mini-lessons can be used to address recurring errors in student writing then applied to the original work during the revision stage.

question

When do strategies begin to become functional for students?

answer

When the strategies help students develop and shape their own ideas, they become functional for students.

question

What is the show and not tell strategy in writing?

answer

It moves past flat generalizations in statements into being more descriptive. It is a powerful strategy because students can learn to use it after a brief introduction and little practice. The teachers gives a statement such as, \"My room is a mess.\" The students they have to describe how the room is a mess without using those specific words.

question

What is sentence combining?

answer

Sentence combining simply teaches students to combine shorter sentences into longer ones while retaining the meaning.

question

What is sentence shortening?

answer

Sentence shortening, the opposite of sentence combining, assists students with changing wordy sentences into more concise sentences (Peterson, 1981).

question

What is sentence modeling based on and what does it develop in students?

answer

Sentence modeling is based on sentences from quality classroom reading materials or from writing produced by students themselves. Students develop confidence in their ability to write with power and variety. Sentence models help intermediate-level writers move from a few simple sentence structures to more complex structures, building the confidence that students need to make the transition from beginning to intermediate phases and beyond.

question

How is mapping used in writing?

answer

Mapping works with form at story or essay levels. A map is a visual/spatial representation of a composition or story and can assist students with shaping stories or essays they are writing (Boyle & Peregoy, 1991; Buckley & Boyle, 1981).

question

What are some ways writing strategies can benefit intermediate-level writers?

answer

Strategies help them develop confidence and become motivated to work on revisions, guide students in evaluating the writing of others, and helping them make constructive suggestions in their peer response groups.

question

What happens when you explicitly teach English learners how to revise?

answer

You will give them the vocabulary to talk about writing, and you will model response to writing.

question

Why are portfolios and holistic scoring beneficial when aligned with the teacher's own observational insights on written work of students?

answer

It makes students aware of their own progress.

question

How do portfolios assist teachers and students?

answer

The keeping of writing portfolios assists students in evaluating themselves as writers and assists the teacher in evaluating their own program.

question

What does holistic scoring refer to and how is it used?

answer

Holistic scoring refers to the evaluation of a piece of writing as a whole, rather than to evaluation of separate aspects such as spelling, punctuation, grammar, style, or mechanics (Myers, 1980; White, 1985). Holistic scoring is usually used to evaluate a set of papers that have been written on the same topic with the same topic development and writing procedures.

question

What are the advantages of holistic scoring over traditional methods of evaluating and grading papers in the classroom?

answer

1. You develop the anchor papers along with the students and then specify writing traits that make the papers low or high on the scoring scale. 2. Holistic scoring helps students evaluate a paper based on its communication of ideas rather than on correctness alone. 3. Holistic scoring provides models for good writing, making the traits of good writing explicit to students.

question

What are the procedures for using holistic scoring in the classroom (Boyle, 1987; Myers, 1980)?

answer

1. Discuss with the students a topic they might want to write on and make sure all students can address the topic with ease. 2. After they have selected the topic, give your student a half hour or so to think about the topic, take notes, brainstorm, or perform whatever prewriting strategy they use (Boyle, 1986). 3. On the next day, give them time to review their prewriting notes and to think about the topic before you ask them to write. 4. (Trade with another group)Using a scale of 1 to 6, select papers you feel clearly represent each score on the scale. 5. Select representative papers to become model or anchor papers that the students will use to score their own writing. *Once you have ranked papers, you can create a rubric that lists the qualities of papers receiving scores of 1 to 6, such as organization, vividness of description, originality of ideas, spelling, grammar, and punctuation.

question

What are three important goals in writing development?

answer

Fluency-the ability to generate ideas with ease while writing them down on paper. Form- refers to sentence styles, paragraphing, and text structures; whereas Correctness- concerns the proper use of grammar, punctuation, and spelling.

question

What three things make up the instructional model of the writing process approach?

answer

Scaffolds, models, and direction instruction.

question

What does process writing provide a variety of to assist student with all aspects of writing?

answer

scaffolds

question

Give examples of modeling.

answer

1. Teacher may model a particular sentence pattern, including correct spelling, grammar, and punctuation. 2. Teacher responds to students' journal entries to model correctness. 3. Teachers guide the class in editing a paper on the overhead projector is modeling both the process and corrections involved.

question

What type of instruction is essential for helping students revise and edit effectively and correctly?

answer

Direct instruction

question

What are the guidelines for working with beginning-level writers?

answer

1. Work with fluency first. 2. When a student has enough fluency (is able to write a short paragraph with relative ease) correct minimally. 3. Correct relatively \"simple\" things like beginning a sentence with capital letters or ending a sentence with a period. You, as the teacher, can make the decisions regarding what is appropriate for individual students. 4. As students gain confidence in their writing, begin to work on other aspects of their writing, such as spelling, punctuation, and grammar. 5. You won't want to correct too many problems in the writing and cause the writer to retreat from learning new sentence structures.

question

What are the guidelines for working with intermediate-level writers?

answer

1. They have developed fluency and are ready for more specific error correction. 2. When reviewing their own writing, respond to the most egregious errors first. 3. Assist them with subject/verb agreement and others aspects of their writing that get in the way of meaning. 4. Have them use handbooks and computers to check on their own writing errors after you have corrected them. 5. As stated previously, you are the best expert in your classroom regarding student errors and advancement.

question

What are Lie and Hansen's (2002) suggestions for assisting students with grammar during peer response and editing?

answer

1. The teacher should focus on only a few types of grammatical/stylistic issues per peer response activity to make grammar more manageable and effective. 2. The teacher should provide grammar reviews on what students have already been taught in class to reinforce instruction. 3. Based on learners' error patterns, the teacher should offer a mini-lesson on a particular pattern and then have the students focus on that pattern in responding to each other's papers. 4. During and after peer response activities, students should keep a journal that lists their own errors and ways to correct them, creating a personal self-editing or error log (Ferris, 2002). Students use these personal logs as they revise and edit their own papers in the future. They thus monitor their own error patterns and become self-sufficient in editing.

question

What are the listed grade levels at which teachers successfully use writing strategies?

answer

Author's circle- 3rd - 12 Biddy journals- 2nd -12 Clustering- 1st -12 Concept books- K-3rd Dialogue journals- K -12 Editing groups- 3rd -12 I remember- 2nd -12 Life murals- K -12 Mapping- 1st -12 Partner stories- 1st-12 Patterned poems- K-12 Peek-a-boo books- K-1st Portfolios- K-12 Response groups- 2nd-12 Sentence combining- 4th-12 Sentence models- 6th-12 Sentence shortening- 6th-12 Show and not tell- 2nd-12 Sign language- K-4th

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