Date: 2017-04-14 22:58
So let 8767 s begin with argumentative writing, or persuasive writing, as many of us used to call it. This overview will be most helpful to those who are new to teaching writing, or teachers who have not gotten good results with the approach you have taken up to now. I don 8767 t claim to have the definitive answer on how to do this, but the method I share here worked pretty well for me, and it might do the same for you. If you are an experienced English language arts teacher, you probably already have a system for teaching this skill that you like. Then again, I 8767 m always interested in how other people do the things I can already do maybe you 8767 re curious like that, too.
The conclusion summarizes the essay and gives the reader closure. In three or four concise sentences, you should reiterate your thesis and review the main points of the body of the essay. Just be sure not to restate your previous words exactly. You can even briefly describe your opinion of the topic. Your final sentence should uphold your main idea in a clear and compelling manner.
Once students have argued without the support of any kind of research or text, I would set up a second debate this time with more structure and more time to research ahead of time. I would pose a different question, supply students with a few articles that would provide ammunition for either side, then give them time to read the articles and find the evidence they need.
I am a bit confused. Everywhere I look, including here, people say use the format: href= 8776 http://googleprofile 8776 rel= 8776 author 8776 but Google specifically state use the format:
I agree, Laura. I think an occasional tight focus on one genre can help them grow leaps and bounds in the skills specific to that type of writing. Later, in less structured situations, they can then call on those skills when that kind of thinking is required.
The next seven to ten days would be spent in writer 8767 s workshop, where I would start class with a mini-lesson about a particular aspect of craft. I would show them how to choose credible, relevant evidence, how to skillfully weave evidence into an argument, how to consider the needs of an audience, and how to correctly cite sources. Once each mini-lesson was done, I would then give students the rest of the period to work independently on their writing. During this time, I would move around the room, helping students solve problems and offering feedback on whatever part of the piece they are working on. I would encourage students to share their work with peers and give feedback at all stages of the writing process.
Most of the material on this site is directed at all teachers. I look for and put together resources that would appeal to any teacher who teaches any subject. That practice will continue for as long as I keep this up. But over the next year or so, I plan to also share more of what I know about teaching students to write. Although I know many of the people who visit here are not strictly English language arts teachers, my hope is that these posts will provide tons of value to those who are, and to those who teach all subjects, including writing.
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I was looking for the same information and my search ends here by reading and using your method to use rel= 8776 author 8776 idea.. thanks a lot for sharing this information.