Advanced Writing Skills - basic writing skills ... political savvy, technical competency and ... Large Class Techniques

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<ul><li><p>3/26/2010</p><p>1</p><p>ElenaElenaPlantePlante,PhD,PhDTheUniversityofArizonaTheUniversityofArizona</p><p> YesYes,parentsshouldhaveinsistedtheirchildrenread,parentsshouldhaveinsistedtheirchildrenreadratherthanplayvideogamesratherthanplayvideogames</p><p> YesYes,highschoolsshouldhavepreparedstudents,highschoolsshouldhavepreparedstudentsbetter.better.YY th E li h l d t t d t f th E li h l d t t d t f YesYes,theEnglish101classdoesnotpreparestudentsfor,theEnglish101classdoesnotpreparestudentsforprofessionalwritingprofessionalwriting</p><p>But they are your students now.But they are your students now.</p><p>Advanced Writing SkillsAdvanced Writing Skills ExpertwritersExpertwriters</p><p> aregoaldirectedaregoaldirected understandtheirtopicsunderstandtheirtopics considerhowparagraphsandsentencesadvancetheconsiderhowparagraphsandsentencesadvancethegoalgoalgoalgoal</p><p> usecohesivedevisestotiesentencesandparagraphsusecohesivedevisestotiesentencesandparagraphstogethertogether</p><p> awareofandanticipatereadersneedsawareofandanticipatereadersneeds attendmoretomeaningthanforminwritingattendmoretomeaningthanforminwriting makemorerevisionsthannonmakemorerevisionsthannonexpertwritersexpertwriters</p><p>(Flowersandcolleagues,1980,1986)</p></li><li><p>3/26/2010</p><p>2</p><p>Developing WritersDeveloping Writers OOftenften donotviewwritingasaproductdonotviewwritingasaproduct MMaybelieverevisionisaboutwordchoiceoraybelieverevisionisaboutwordchoiceorpunctuationpunctuation</p><p> CCannotannot simultaneouslyincorporatefeedbackonsimultaneouslyincorporatefeedbackonmultipleelementsofwritingmultipleelementsofwritingmultipleelementsofwritingmultipleelementsofwriting</p><p> RRevisionevision musttargetspecificskillsmusttargetspecificskills howtointroduceatopic&amp;supportithowtointroduceatopic&amp;supportit howtobuildanargumenthowtobuildanargument howtocheckforgrammarproblemshowtocheckforgrammarproblems whentolookatspelling/punctuationwhentolookatspelling/punctuation</p><p> IndividualswithlimitedaccesstoqualitywritingIndividualswithlimitedaccesstoqualitywritinginstructioninstruction</p><p> IndividualswithdiagnosedlanguageorlearningIndividualswithdiagnosedlanguageorlearningdi bilitidi bilitidisabilitiesdisabilities</p><p> IndividualswithIndividualswithundiagnosedundiagnosed languageorlearninglanguageorlearningdisabilitiesdisabilities</p><p> PoorcomprehensionofthematerialPoorcomprehensionofthematerial Macrostructureproblems</p><p> Poorabilitytoorganizeinformation Poorabilitytousedifferentorganizationsfordifferentpurposes</p><p> Poorabilitytoproduceadvancedgrammaticalforms. Weakvocabularyskills Spellingandpunctuationproblems</p></li><li><p>3/26/2010</p><p>3</p><p>Poor Comprehension of the MaterialPoor Comprehension of the Material</p><p> TherenaissancewasatimewhenpeopleTherenaissancewasatimewhenpeoplefeltmoreworthintheirbeings.Martinfeltmoreworthintheirbeings.MartinLutherwasnailedtoachurchdoorinLutherwasnailedtoachurchdoorinGermanyforsellingpapalindulgences.Germanyforsellingpapalindulgences.Germanyforsellingpapalindulgences.Germanyforsellingpapalindulgences.HediedahorribledeathbybeingHediedahorribledeathbybeingexcomunicatedexcomunicated withapapalbull.withapapalbull.DonatellowascalledthefatheroftheDonatellowascalledthefatheroftherenaisancerenaisance becauseofhisloveofthebecauseofhisloveofthefemalenude.femalenude.</p><p>http://historyworld.org/essays.htm</p><p>Why cant students write well?Why cant students write well?</p><p> Poorcomprehensionofthematerial MacrostructureproblemsMacrostructureproblems</p><p> PoorabilitytoorganizeinformationPoorabilitytoorganizeinformation PoorabilitytousedifferentorganizationsforPoorabilitytousedifferentorganizationsforPoorabilitytousedifferentorganizationsforPoorabilitytousedifferentorganizationsfordifferentpurposesdifferentpurposes</p><p> Poorabilitytoproduceadvancedgrammaticalforms.</p><p> Weakvocabularyskills Spellingandpunctuationproblems</p><p>While While there are some areas of the there are some areas of the brain that work individually, under brain that work individually, under certain auditory conditions many certain auditory conditions many stimuli can be linked in a function stimuli can be linked in a function with each other depending on both with each other depending on both localization and lateralization. localization and lateralization. The The ability to hear can effect the location in ability to hear can effect the location in which the brain processes differentwhich the brain processes different</p><p> ToomanyideasinfirstToomanyideasinfirstsentencemakesthissentencemakesthisdifficulttofollow.difficulttofollow. Idea1,Idea1,somebrainsomebrain</p><p>regionsworkregionsworkindividuallyindividually</p><p> idea2,idea2,sometimessometimeswhich the brain processes different which the brain processes different forms of speech. Phonetic and forms of speech. Phonetic and emotional tasks are relatively emotional tasks are relatively processed in the right hemisphere. The processed in the right hemisphere. The focus put on a certain ear will effect focus put on a certain ear will effect which auditory cortex is activated. Nonwhich auditory cortex is activated. Non--primary as well as primary regions can primary as well as primary regions can be activated depending on sound level. be activated depending on sound level. Different tones of speech, complex and Different tones of speech, complex and purepure activate both hemispheres of the activate both hemispheres of the brain.brain.</p><p>auditorystimulationauditorystimulationevokeslinkedfunctionevokeslinkedfunction</p><p> idea3,idea3,linkedfunctionslinkedfunctionsmaybedistinguishedbymaybedistinguishedbytheirlocalizationandtheirlocalizationandlateralizationpatternslateralizationpatterns..</p><p> ParagraphdoesnotParagraphdoesnotestablishatopic/haveoneestablishatopic/haveonecoherentthemecoherenttheme</p></li><li><p>3/26/2010</p><p>4</p><p>Why cant students write well?Why cant students write well?</p><p> Poorcomprehensionofthematerial Macrostructureproblems</p><p> Poorabilitytoorganizeinformation PoorabilitytousedifferentorganizationsforPoorabilitytousedifferentorganizationsfordifferentpurposes</p><p> PoorabilitytoproduceadvancedPoorabilitytoproduceadvancedgrammaticalforms.grammaticalforms.</p><p> Weakvocabularyskills Spellingandpunctuationproblems</p><p> SocrateswasaSocrateswasafamousGreekfamousGreekteacherwhoteacherwho wentwentaroundgivingaroundgiving</p><p> SimplesyntaxSimplesyntaxpredominatespredominates</p><p> CasuallanguageCasuallanguageinappropriateforinappropriateforg gg g</p><p>peopleadvice.peopleadvice. TheyTheykilledhim.killedhim. SocratesSocrateswaskilledbyanwaskilledbyanoverdoseofwedlockoverdoseofwedlock</p><p>inappropriateforinappropriateforprofessionalwritingprofessionalwriting</p><p>http://historyworld.org/essays.htm</p><p>WongetalWongetal (1999)studiedwhen(1999)studiedwhen thethepeoplewiththeimplantheardsilenceitpeoplewiththeimplantheardsilenceitactivatedtherighttemporalactivatedtherighttemporalregionregion..S dS dl l i b thl l i b th SoundSoundlevelsareseeninbothlevelsareseeninbothhemisphereshemispheres whenresearchedbyHartetwhenresearchedbyHartetal(2002).al(2002).</p><p>HeschlsHeschls gryrusgryrus hasmorehasmoreinvolvementinvolvement ininsoundsoundlevels.levels.</p></li><li><p>3/26/2010</p><p>5</p><p>Why cant students write well?Why cant students write well?</p><p> Poorcomprehensionofthematerial Macrostructureproblems</p><p> Poorabilitytoorganizeinformation PoorabilitytousedifferentorganizationsforPoorabilitytousedifferentorganizationsfordifferentpurposes</p><p> Poorabilitytoproduceadvancedgrammaticalforms.</p><p> WeakvocabularyskillsWeakvocabularyskills Spellingandpunctuationproblems</p><p> SirFrancisDrakecircumcisedtheglobewithSirFrancisDrakecircumcisedtheglobewitha100footclipper.a100footclipper.</p><p> ThegovernmentofEnglandwasalimitedThegovernmentofEnglandwasalimitedk Q Eli b th i i k Q Eli b th i i mockery.QueenElizabethwasavirginmockery.QueenElizabethwasavirgin</p><p>queenandhertroopsshoutedhoorahwhenqueenandhertroopsshoutedhoorahwhensherevealedherselfinfrontofthem.sherevealedherselfinfrontofthem. SheShebeatuptheSpanisharmadillo.beatuptheSpanisharmadillo.</p><p>http://historyworld.org/essays.htm</p></li><li><p>3/26/2010</p><p>6</p><p>Why cant students write well?Why cant students write well? Poorcomprehensionofthematerial Macrostructureproblems</p><p> Poorabilitytoorganizeinformation Poorabilitytousedifferentorganizationsfordifferentpurposesp p</p><p> Poorabilitytoproduceadvancedgrammaticalforms.</p><p> Weakvocabularyskills SpellingandpunctuationproblemsSpellingandpunctuationproblems</p><p>HenrytheVIIIdidn'tlikewomansHenrytheVIIIdidn'tlikewomansheadsverymuch.headsverymuch.</p><p> TheclimateoftheSarahissuchthatTheclimateoftheSarahissuchthattheinhabitantshavetoliveelsewheretheinhabitantshavetoliveelsewhereandcertainareasofthedessertareandcertainareasofthedessertarecultivatedbyirritation.cultivatedbyirritation.</p><p>http://historyworld.org/essays.htm</p><p> ConsidertheprimarygoalforwritingConsidertheprimarygoalforwritingassignmentsassignments</p><p>Developadepartmentalwritingcurriculum Incorporatebestpracticesforwritinginstruction</p></li><li><p>3/26/2010</p><p>7</p><p> DemonstrateknowledgeDemonstrateknowledge EssayexamsEssayexams UngradedEssaysUngradedEssays ClassgeneratedtestClassgeneratedtestquestionsquestions</p><p> AcquirenewknowledgeAcquirenewknowledge</p><p> ImprovewritingskillsImprovewritingskills</p><p> TermpapersTermpapers ArticlereviewsArticlereviews ShortpapersShortpapers FeedbackFeedback RewritesRewrites</p><p>What can be done?What can be done?</p><p> Considertheprimarygoalforwritingassignments</p><p> DevelopadepartmentalwritingcurriculumDevelopadepartmentalwritingcurriculumI b i f i i Incorporatebestpracticesforwritinginstruction</p><p> Goal1:Hitthemhardwiththewritingstick.Goal1:Hitthemhardwiththewritingstick. FocustheirattentiononwritingskillsFocustheirattentiononwritingskills ConveytheprogramsseriousnessofintentconcerningConveytheprogramsseriousnessofintentconcerningwritingwriting</p><p> 200200 levelrequiredcourseslevelrequiredcourses 200200levelrequiredcourseslevelrequiredcourses ReadsingledataReadsingledatabasedjournalarticlesbasedjournalarticles ExplicitteachingonwritingExplicitteachingonwriting MultipleshortwritingexperiencesMultipleshortwritingexperiences GradedforwritingformGradedforwritingform</p><p> WritingerrorrubricisprovidedWritingerrorrubricisprovided NOTgradedforcontent,style,persuasiveness,etc.NOTgradedforcontent,style,persuasiveness,etc.</p></li><li><p>3/26/2010</p><p>8</p><p> Goal2:MasterprofessionalwritingconventionsGoal2:Masterprofessionalwritingconventions UseaprofessionaltoneUseaprofessionaltone SupportpositionswithevidenceSupportpositionswithevidence MasterbasicwritingskillsMasterbasicwritingskills</p><p> 300300levelclasseslevelclasses MultipleshortwritingexperiencesMultipleshortwritingexperiences GradedforwritingformandcontentGradedforwritingformandcontent</p><p> Goal3WritetocommunicateGoal3Writetocommunicate AdaptwritingtodifferentprofessionalneedsAdaptwritingtodifferentprofessionalneeds UseaprofessionaltoneUseaprofessionaltone SupportpositionswithevidenceSupportpositionswithevidence</p><p>b k llb k ll MasterbasicwritingskillsMasterbasicwritingskills 400400levelclasseslevelclasses</p><p> ShortandlongwritingassignmentsShortandlongwritingassignments GradedforwritingformandcontentGradedforwritingformandcontent</p><p>WHAT CAN BE DONE?</p><p> Considertheprimarygoalforwritingassignments</p><p> DevelopadepartmentalwritingcurriculumI b i f i i I b i f i i IncorporatebestpracticesforwritingIncorporatebestpracticesforwritinginstructioninstruction</p></li><li><p>3/26/2010</p><p>9</p><p>WRITING INSTRUCTION</p><p> ComponentsofexemplarywritingComponentsofexemplarywritinginstruction:instruction: RecurringthemesRecurringthemes</p><p> literacymodels(printexposure,peerexamples)literacymodels(printexposure,peerexamples) l iti til iti ti regularwritingpracticeregularwritingpractice planning,feedback,revisionplanning,feedback,revision explicitinstructionofspecificskillsexplicitinstructionofspecificskills thematictiesofwritingtootheractivitiesthematictiesofwritingtootheractivities</p><p>Butler&amp;Silliman,2002</p><p> ProvidearationalforinstructionProvidearationalforinstruction Includewritinglectures Provideagradingrubric Teachediting Teachhowtoelicitfeedback Providefeedback Provideachanceforrevision</p><p>WhyWritinginaScienceCourse?GaffesinCoverLettersLikelytoMeantheHookforHaplessJobApplicants</p><p>Letter:Myintensityandfocusareatinordinatelyhighlevels,andmyabilitytocompleteprojects</p><p>k bl ontimeisunspeakable.Response:Youdontsay!</p><p>Letter:Withtheadventofwindows,Iactedasaconsultanttoavarietyofsmallbusinesses.</p><p>Response:Soundsalittlelikespying.M. Messmer, Resumania. 2005</p></li><li><p>3/26/2010</p><p>10</p><p>Goingintobusiness?</p><p>Thedirectcostofpoorwritingwhetherreadbycustomersoryourcoworkersmaybeupto10%of[salesincome]badmaybeupto10%of[salesincome]badwritingnotonlyconfusescustomers,itmayangerthem.</p><p>Peter GeisslerBusiness Consultant</p><p>America West Magazine, May 2005.</p><p>Fromthosewhoemploy Question:Howimportantiswritingskillsfortheretentionandpromotionofyouremployees?Itisabsolutelycriticaltohavegoodwritersaround,whoseknowledgeissteepedinthesubjectg p jmatter. [Thosewhocanwrite]haveabsolutejobsecurity. Furthermore,thosewithleadershipskills,politicalsavvy,technicalcompetencyandcommunicationskills(includingwriting)aretheoneswhocanwritetheirowncareerticket.</p><p>Jeannette Plante, EngineerOwner &amp; Founder, Dynamic Range Corporation</p><p> Providearationalforinstruction IncludewritinglecturesIncludewritinglectures Provideagradingrubric Teachediting Teachhowtoelicitfeedback Providefeedback Provideachanceforrevision</p></li><li><p>3/26/2010</p><p>11</p><p>SentenceConstruction</p><p> Oneidea=onesentence Avoidredundantsentences(2sentences=1idea)Avoidrun onsentences(1sentences&gt;1idea) Avoidrunonsentences(1sentences&gt;1idea)</p><p> SentenceshaveSubject+Verbminimum. Usesentencelengthforemphasis</p><p> longerforexplanatorypurposes shorterformakingastrongpoint</p><p>SentenceConstruction Oneidea=onesentence</p><p> Avoidredundantsentences(2sentences=1idea)</p><p> Avoidrunonsentences(1sentences&gt;1idea)</p><p>WordchoiceMakesurethewordmeanswhatyouintend</p></li><li><p>3/26/2010</p><p>12</p><p>Punctuationerrors</p><p> Mostcommonerrorisuseofthesemicolon. Ifyoufeeltheneedtouseone</p><p> Removeyourfingersfromthekeyboarduntil Removeyourfingersfromthekeyboarduntilthefeelingpasses(JamesKirkpatrick).</p><p> Usetwosentencesinstead.</p><p>Large Class TechniquesLarge Class Techniques</p><p>ProvidearationalforinstructionIncludewritinglecturesProvideagradingrubricProvideagradingrubricTeacheditingTeacheditingTeachhowtoelicitfeedbackProvidefeedbackProvideachanceforrevision</p><p> TakesawaygradingTakesawaygradingsubjectivitysubjectivity</p><p> TeachingassistantsTeachingassistantscanuseitreliablycanuseitreliably</p><p> ScalethepointsoffScalethepointsoffrelativetotherelativetotheegregiousnessoftheegregiousnessofthecommunicationcommunicationproblemtheerrorproblemtheerrorcreatescreates</p></li><li><p>3/26/2010</p><p>13</p><p>Large Class TechniquesLarge Class Techniques</p><p>ProvidearationalforinstructionIncludewritinglecturesProvideagradingrubricTeacheditingTeacheditingTeacheditingTeacheditingTeachhowtoelicitfeedbackProvidefeedbackProvideachanceforrevision</p><p>OutlinelevelEditing Doesthefirstparagraphintroducetheoveralltopic? Doeseachparagraphestablishasingletopicrelatedto</p><p>theoveralltopic? Arethetopicsrepresentedbyeachparagraphcorrectly</p><p>ordered?A ll t ithi h l t dt th Areallsentenceswithinaparagraphrelatedtotheparagraphtopic?</p><p> Doeseachsentenceincludeoneandonlyoneidea? Isthereimportantinformationmissing(doIgetlost)? Isthereredundantorpartiallyredundantinformation? Ignoreotheraspectsofthewriting</p><p>OutlinelevelEditing Doesthefirstparagraphintroducetheoveralltopic...</p></li></ul>