2013 Collaborative Writing Poster
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This document discusses collaborative writing and describes a study where students worked together on writing assignments. It defines collaborative writing as the joint production of a text by multiple authors. By working together, students can draw on each other's strengths, such as one student excelling at critical thinking and another at organizing. The study had students collaboratively create a graphic organizer about an argumentative letter on whether bugs should be included in school lunches. Students then worked together to write an introduction for the letter before individually writing the body and conclusion. The student's participation in the collaborative activities allowed the teacher to assess the student's collaboration, communication, and critical thinking skills. The teacher concluded collaborative writing is an effective way for students to improve these skills.
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Writing assessmentA. Q.
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This document outlines approaches to writing assessment in schools. It discusses the purpose of writing assessment, which is to identify skills that need improvement, monitor student progress, and guide instruction. It also covers types of writing like informative, expressive, and persuasive pieces. Assessment methods discussed include process writing, rubrics to evaluate content, clarity, and mechanics, self-assessment using tools like checklists, peer assessment through activities like conferencing, and portfolio assessment to track growth over time. The document emphasizes using a variety of informal and formal assessments to obtain a well-rounded picture of students' abilities and inform instruction.Diana Betts_Creating Educational Change_ Final as of 3-28-2014_Duplicate this...
Diana Betts_Creating Educational Change_ Final as of 3-28-2014_Duplicate this...Diana betts
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This study aimed to create a new collaborative culture at Eastside Montessori School through developing a writing rubric across grade levels and implementing a professional learning community. Teachers collaborated over several months to create the rubric, which was intended to improve writing skills and alignment with standards. The researcher collected data through teacher surveys and journals to evaluate the impact on teacher collaboration, motivation, and the school culture. While initial results showed success in developing collaboration and the rubric, limitations included the short implementation time and sustainability of the professional learning community, which require further study.Approaches to teaching writing 
Approaches to teaching writing Mark Bandalaria
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The process approach to teaching writing focuses on the writing process rather than the finished product. Students go through stages of prewriting, drafting, and revising to produce written work. The teacher takes on a facilitative role, giving students freedom over topics and providing feedback to help students discover new ideas and language forms. Key aspects of this approach include student choice of topics, collaboration between students, and viewing writing as a developmental process similar to professional authors.12 Principles of Effective Writing Instructions
12 Principles of Effective Writing InstructionsFatin Roslan
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The document outlines 12 principles for sound post-secondary writing instruction. The principles emphasize that writing is a social and rhetorical act shaped by audience and purpose. Sound instruction provides frequent feedback on iterative writing processes and genres from experienced instructors. It also recognizes relationships between writing and technology, supports learning across disciplines, and provides equitable support and working conditions for students and instructors. Effectiveness is assessed collaboratively through direct evidence of practice and student writing.Rigorous reading part 2
Rigorous reading part 2robinlstewart
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Presentation of concepts in the book, Rigorous reading: 5 access points for comprehending complex texts / Nancy Frey, Douglas Fisher.2013 Collaborative Writing Poster
- 1. Bugs for Lunch: Collaborative Writing Rosemarie Martens Marist College Introduction Collaborative writing may be defined as the joint production or the coauthoring of a text by two or more writers. Collaborative groups draw upon the strengths of all their members. Although one student may be stronger in critical thinking skills, another may excel in organizing. By working together students learn from one another in various ways as they complete assigned tasks. Purpose Writing is a complex and open-ended task; with multiple authors, this adds to the complexity. The acts of collaboration: establishing an agenda or goal of the collaboration effort, identifying writing tasks and dividing those tasks among group members, communicating ideas, and managing conflict. Collaborative writing requires effective communication between members of the writing group. Communication and writing are skills that are significant and prevalent in everyday life collaborative writing combines the two into the classroom. Used throughout countless occupations: engineering, business, politics, architecture, etc. This ties to the common core in several senses Methods Materials that will be used in the model Reading Passage Bug Bites with students mark ups, etc. Two large sheets of loose leaf paper to be used for the collaboratively developed graphic organizer and the collaborative introduction of the argumentative letter Loose leaf for individual argumentative body and conclusion to the argumentative letter Results A completed collaborative graphic organizer A completed individual graphic organizer A collaboratively written introduction to letter Video clips of both collaborative and individual work Strategy 1. Gathering important and useful info from text and using that evidence as reasons for arguing to include bugs in the school lunch menu. 2. Modeling graphic organizer used during writing. 3. Collaborating with the student so student can work on collecting reasons for her argumentative piece of writing/ evidence from the text based on her notes. 4. Students and tutors join together and work collaboratively to fill in the graphic organizer. 5. Students work independently of tutors and write an introduction of the argumentative letter. Conclusions Student's contributions and participation in both the graphic organizers and the intro paragraph served as forms of assessments for me because they allowed me to observe her ability to collaborate effectively with others, to assess her social skills, her critical thinking skills, etc. as all of these were brought to the collaborative discussion/ brainstorming. Her relevant and significantly valued input provided me with the evaluation I needed in order to assess her comprehension of the topic assigned to her and check for understanding. The collaborative writing exercise was effective in terms of having students work on their communication skills, critical thinking skills (again going back to when I said collaborative writing is writing and communication intertwined. I wish to implement such collaborative exercises into my classroom because I believe it adds a great dimension and dynamic to the classroom that is absent without student's cooperation and teamwork. Copyright 息 2012 Template.org