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1. Artful Writing: Well-Crafted Words Complement Well-Drafted Images (EJ788957)
Author(s):
Weinstein, Norman
Source:
Chronicle of Higher Education, v54 n26 pB21 Mar 2008
Pub Date:
2008-03-07
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
No
Descriptors: Architectural Education; Technical Writing; Architecture; Content Area Writing; Descriptive Writing
Abstract: Speaking plainly, says the writer: too many architecture students can't write. After hearing graduate architecture students defend their designs at a midterm studio review, the writer observed that, under questioning, several students became inarticulate and left participles or sentences dangling. While this may be understandable, the writer also noted moments when professors also seemed at a loss for words. Recognizing that few schools of architecture offer courses on writing about architecture, Weinstein advocates for at least two required writing courses. One is a variant of technical writing: no-frills, materials-based, trade language, but a technical writing infused with artful expression, sensory immediacy that reflects architecture as a meeting ground of artful design and scientific engineering. Weinstein's second course is described as "aesthetically colored writing thoroughly infused with scientific weight and precision as well as commercial savvy," driven by technological advances that require complex, multidimensional, written descriptions that can be translated into commercially compelling narratives for the general public. In an image-saturated culture, it may not be surprising that architecture students prefer to point to models or computer-generated images. But when today's students run their own firms and communicate regularly with their clients, concludes the writer, they will need to know more than how to make a building stand. How can buildings that seem to take flight, asks Weinstein, be explained in rippling, fluid, locomoting glory, except through a metaphorically rich, lyrically evocative writing? Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Erupting with Great Force: Performing Text to Enhance Reading Comprehension (EJ773906)
Bullion-Mears, Ann; McCauley, Joyce K.; McWhorter, J. YeVette
Science Scope, v31 n1 p16-21 Sep 2007
2007-09-00
Yes
Descriptors: Reading Comprehension; Reading Rate; Theater Arts; Educational Strategies; Teaching Methods; Science Instruction; Science Teachers; Textbooks; Reader Text Relationship; Poetry; Music Activities; Performance; Simulation; Descriptive Writing
Abstract: Performing text in the form of choral reading, rap, reader's theatre, and/or simulations offers students a powerful vehicle for understanding and recalling key concepts and significant details culled from textual materials. Creating a script, poem, or lyrics to perform requires repeated readings of a text, a practice that increases participants' comprehension, reading rate, and enjoyment (McCauley and McCauley 1992; Young and Vardell 1993). As an added benefit, performing text also provides an exciting change from oral recitations of textbook materials. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Preferred Writing Topics of Urban and Rural Middle School Students (EJ761257)
Shippen, Margaret E.; Houchins, David E.; Puckett, DaShaunda; Ramsey, Michelle
Journal of Instructional Psychology, v34 n1 p59-66 Mar 2007
2007-03-00
Journal Articles; Reports - Research
Descriptors: Grade 8; Middle School Students; Descriptive Writing; Current Events; Writing Skills; Writing Instruction; Comparative Analysis; Urban Schools; Rural Schools; Surveys; Early Adolescents; Student Interests
Abstract: This study compared the preferred writing topics of urban and rural middle school students. Eighth graders (n = 205) responded to a brief survey of preferred writing topics in the descriptive writing genres of real or imagined stories, reports, and opinions. While some preferred writing topics were divergent such as society, crime, and violence, more topics were noted as overlapping. Findings indicate that the major overlapping topics for both rural and urban participants included current events, teen issues, politics, school, and celebrities. Interestingly, the commonality of adolescence seems to be more salient in preference of writing topic than does location in which one receives an education. Implications for classroom writing topic preferences are discussed. (Contains 1 figure and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. CraftPlus[R] Curriculum Guide: Third Grade. Third Edition (ED495670)
Freeman, Marcia S.; Mitten, Luana K.; Chappell, Rachel M.
Online Submission
2007-00-00
Guides - Classroom - Teacher
N/A
Descriptors: Poetry; Learning Modules; Curriculum Guides; Writing Workshops; Study Guides; Descriptive Writing; Integrated Curriculum; Core Curriculum; Writing Instruction; Skill Development; Demonstrations (Educational); Expository Writing; Fiction; Planning; Teaching Methods; Student Evaluation; Lesson Plans; Audiovisual Aids; Cooperative Learning; Grade 3
Abstract: CraftPlus[R] is an integrated learning package that consists of a K-8 spiraling, core writing curriculum based on explicit Target-Skills instruction; professional books; grade-level Curriculum Guides; sixteen workshop and classroom demonstration DVDs; and a CD with student samples and other classroom support materials. The grade-level Curriculum Guides, designed for one-teacher use, detail and organize specific composing, organizational, convention, and writing-process Target Skills for the explicit instruction of nine commonly assessed expository genres, plus general descriptive writing, fictional narrative, and poetry Target Skills within a regularly scheduled, 45-minute writing-workshop setting. Each of the guides includes general and grade-specific templates for planning, instruction, record-keeping, and assessment; quarterly instructional guides; end-of-year expectations; three instructional tiers that differentiate writing instruction for each genre; lesson plans; video study guide discussion points; and a CD with more than 200 student writing samples. Writing workshop techniques such as how to use literature, student writing, and picture-prompts as models and peer conferencing are explained in context. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (5966K)
5. Best Practices in Writing Instruction. Solving Problems in the Teaching of Literacy (ED494212)
Graham, Steve, Ed.; MacArthur, Charles A., Ed.; Fitzgerald, Jill, Ed.
Guilford Publications
Books; Collected Works - General; Guides - Classroom - Teacher
Descriptors: Writing Instruction; Instructional Improvement; Teaching Methods; Elementary Education; Instructional Effectiveness; Process Approach (Writing); Descriptive Writing; Writing Across the Curriculum; Secondary Education; Program Development; Young Children; Beginning Writing; Instructional Development; Teacher Evaluation; Revision (Written Composition); Sentences; Transformational Generative Grammar; Spelling Instruction; Handwriting; Student Motivation; Writing (Composition); Internet; Computer Uses in Education; Adolescents; Writing Evaluation; Multilingualism; English (Second Language); Second Language Learning; Special Needs Students; Literacy
Abstract: Highly practical and accessible, this indispensable book provides clear-cut strategies for improving K-12 writing instruction. The contributors are leading authorities who demonstrate proven ways to teach different aspects of writing, with chapters on planning, revision, sentence construction, handwriting, spelling, and motivation. The use of the Internet in instruction is addressed, and exemplary approaches to teaching English-language learners and students with special needs are discussed. The book also offers best-practice guidelines for designing an effective writing program. Focusing on everyday applications of current scientific research, the book features many illustrative case examples and vignettes. This book provides an array of research-based techniques for classroom use. Case examples and vignettes demonstrate realistic applications. The book emphasizes a balanced approach to teaching. Special attention is paid to multilingual and struggling students. It presents the Introduction: Best Practices in Writing Instruction (Steve Graham, Charles A. MacArthur, and Jill Fitzgerald), and then is divided into three parts. Part I, Designing Writing Programs, contains the initial chapters: (1) Writing Instruction in Engaging and Effective Elementary Settings (Michael Pressley, Lindsey Mohan, Lauren Fingeret, Kelly Reffitt, and Lisa Raphael Bogaert); (2) Best Practices in Implementing a Process Approach to Teaching Writing (Ruie J. Pritchard and Ronald L. Honeycutt); (3) Best Narrative Writing Practices When Teaching from a Developmental Framework (Anne McKeough, Jaime Palmer, Marya Jarvey, and Stan Bird); and (4) Best Practices in Developing a Writing Across the Curriculum Program in the Secondary School (George E. Newell, Susan Koukis, and Stacy Boster). Part II, Strategies for Teaching and Learning, contains: (5) Writing Instruction for Young Children: Methods Targeting the Multiple Demands That Writers Face (David Coker); (6) Best Practices in Teaching Planning (Steve Graham and Karen R. Harris); (7) Best Practices in Teaching Evaluation and Revision (Charles A. MacArthur); (8) Improving Sentence Construction Skills through Sentence-Combining Practice (Bruce Saddler); (9) Best Practices in Spelling and Handwriting (Bob Schlagal); (10) Best Practices in Promoting Motivation for Writing (Pietro Boscolo and Carmen Gelati); (11) Best Practices in Using the Internet to Support Writing (Rachel Karchmer-Klein); (12) Best Practices in Teaching Writing to Adolescents (Dolores Perin); and (13) Best Practices in Writing Assessment (Robert C. Calfee and Roxanne Greitz Miller). Part III, Special Populations, concludes the book with the final two chapters: (14) What Is Sound Writing Instruction for Multilingual Learners? (Jill Fitzgerald and Steve Amendum); and (15) Best Practices in Teaching Writing to Students with Special Needs and Susan De La Paz). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Impact of First-Grade Factors on the Growth and Outcomes of Urban Schoolchildren's Primary-Grade Writing (EJ742195)
Coker, David
Journal of Educational Psychology, v98 n3 p471-488 Aug 2006
2006-08-00
Descriptors: Context Effect; Descriptive Writing; Predictor Variables; Emergent Literacy; Grade 1; Grade 2; Grade 3; Urban Schools; Elementary School Students; Student Writing Models; Individual Development; Student Characteristics; Classroom Environment; Low Income Groups
Abstract: The purpose of this study was to investigate predictors of early writing for low-income, urban students. Drawing on research and theory characterizing literacy development as a complex, integrative process, the author analyzed growth in the descriptive writing of students in Grades 1-3. The participants were 309 low-income children enrolled in 16 urban elementary schools. Descriptive writing samples were collected yearly as students progressed from Grades 1-3. Individual growth modeling indicated that student background, literacy skill, 1st-grade teacher, and 1st-grade classroom environment were predictors of writing quality and output. The results illustrate the complexity of early writing development and signal the importance of a comprehensive, developmental model of writing. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Classroom Notes Plus: A Quarterly of Teaching Ideas, 2005-06 (ED501187)
National Council of Teachers of English, Classroom Notes Plus v23 n1-4 Aug 2005-Apr 2006
2006-04-00
Collected Works - Serial
Descriptors: English Instruction; Teaching Methods; Student Reaction; Peer Teaching; Class Activities; English Literature; Writing Workshops; Writing Exercises; Descriptive Writing; Photography; Visual Aids; Instructional Materials; Poetry; Reading Comprehension; Nursery Rhymes; Videotape Recordings; Childrens Literature; Drama; United States Literature; United States History; Computer Software; Citations (References); Student Evaluation; Reader Response; Autobiographies; Music; Figurative Language; Debate; Popular Culture; Films; Relationship; Grammar; Verbs; High School Students
Abstract: This document is a compilation of the four issues in the 23rd volume of "Classroom Notes Plus." Each issue of "Classroom Notes Plus" contains descriptions of original, unpublished teaching practices, and of adapted ideas. The August 2005 (v23 n1) issue includes: Sharing Responses to Literature via Exit Slips (Barb Wagner); Letting Learners Teach (Liz Dodge and Liz Whaley); The Stories That Tell Us Who We Are (with handout) (J. D. Wilson); "Oh Yeah?!"--Reading and Sharing Exercise (Cher N. Gauweiler); Of Boasts Ancient and Modern (Susan Arpajian Jolley); Using the Senses in an Experiential Writing Workshop (with handout) (Mary Anna Kruch); and Disposable Stories: Exploring Narrative Possibilities through Photos (Robert Wilder). The October 2005 (v23 n2) issue includes: Have Postcards, Will Teach (Honor Moorman); Using "Found Poetry" to Pinpoint Comprehension (Michelle McLemore); A Nursery Rhyme Lends Itself to Point of View (Mikki Burgess); Videos as Educational Tools (Barbara Brookshire) [Adapted and reprinted with permission from the "Tennessee English Journal," (October 1995)]; and Art Imitating Life: The 1950s and Arthur Miller's "The Crucible" (Ronald T. Sion). The January 2006 (v23 n3) issue includes: "Adventures of Huckleberry Finn": New Perspectives on an Old Classic (Jocelyn A. Chadwick); Teaching Racially Sensitive Literature: A Teacher's Guide (Jocelyn A. Chadwick); The Shakespearean Sonnet and PowerPoint (Joe Smolko); Scavenging Citations (Mary Ellen Freeman); The Paper Plate Turns Assessment Tool (Dale Yount); The Sticky-Note Book Report (Judith Sheridan); "Status Cubes"--A Tool for the Writer's Workshop (Elisabeth Babin); and The Soundtrack of My Life: Autobiography Project (with handout) (Betsie Nielson). The April 2006 (v23 n4) issue includes: Debating Literature: Negotiating Ambiguities within "The Scarlet Letter" (includes handout) (Katrina Montoya); Connecting Students' Own Literacies to the Canon (Carolyn Fortuna); Favorite Poems [excerpt reprinted from Studying Poetry: Activities, Resources, and Texts by Brian Moon ("The NCTE Chalkface Series," 2001]; Six Degrees of Separation (includes handout) (Chokein Kiyune); Encouraging High School Students to Ask Questions about Grammar (Bonnie Devet); and Finding Verbs by Changing Tense (Brock Haussamen) [Reprinted from Syntax in the Schools (Fall 2004)]. [For "Classroom Notes Plus: A Quarterly of Teaching Ideas, 2004-2005," see ED500867.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. CraftPlus Curriculum Guide: Fifth Grade. Third Edition (ED495992)
Freeman, Marcia S.
2006-00-00
Guides - Classroom - Teacher; Non-Print Media
Descriptors: Grade 5; Poetry; Learning Modules; Curriculum Guides; Writing Improvement; Writing Workshops; Study Guides; Writing Instruction; Student Writing Models; Descriptive Writing; Core Curriculum; Skill Development; Demonstrations (Educational); Expository Writing; Fiction; Teaching Methods; Student Evaluation; Lesson Plans; Audiovisual Aids; Cooperative Learning
Abstract: CraftPlus is an integrated learning package that consists of a K-8 spiraling, core writing curriculum based on explicit Target Skills instruction; professional books; grade-level Curriculum Guides; sixteen workshop and classroom demonstration DVDs; and a CD with student samples and other classroom support materials. The grade-level Curriculum Guides, designed for one-teacher use, detail and organize specific composing, organizational, convention, and writing-process Target Skills for the explicit instruction of nine commonly assessed expository genres, plus general descriptive-writing, fictional-narrative, and poetry Target Skills within a regularly scheduled, 45-minute writing-workshop setting. Each of the guides includes general and grade-specific templates for planning, instruction, record-keeping, and assessment; quarterly instructional guides; end-of-year expectations; three instructional tiers that differentiate writing instruction for each genre; lesson plans; video study guide discussion points; and a CD with more than 200 student writing samples. Writing-workshop techniques such as how to use literature, student writing, and picture-prompts as models and peer conferencing are explained in context. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (6040K)
9. CraftPlus[R] Curriculum Guide: Fourth Grade. Third Edition (ED495991)
Descriptors: Grade 4; Poetry; Learning Modules; Curriculum Guides; Study Guides; Writing Instruction; Writing Workshops; Descriptive Writing; Core Curriculum; Skill Development; Demonstrations (Educational); Expository Writing; Fiction; Teaching Methods; Student Evaluation; Lesson Plans; Audiovisual Aids; Cooperative Learning
Abstract: CraftPlus[R] is an integrated learning package that consists of a K-8 spiraling, core writing curriculum based on explicit Target Skills instruction; professional books; grade-level Curriculum Guides; sixteen workshop and classroom demonstration DVDs; and a CD with student samples and other classroom support materials. The grade-level Curriculum Guides, designed for one-teacher use, detail and organize specific composing, organizational, convention, and writing-process Target Skills for the explicit instruction of nine commonly assessed expository genres, plus general descriptive-writing, fictional-narrative, and poetry Target Skills within a regularly scheduled, 45-minute writing-workshop setting. Each of the guides includes general and grade-specific templates for planning, instruction, record-keeping, and assessment; quarterly instructional guides; end-of-year expectations; three instructional tiers that differentiate writing instruction for each genre; lesson plans; video study guide discussion points; and a CD with more than 200 student writing samples. Writing-workshop techniques such as how to use literature, student writing, and picture-prompts as models and peer conferencing are explained in context. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (5721K)
10. CraftPlus[R] Curriculum Guide: Second Grade. Third Edition (ED495990)
Freeman, Marcia S.; Mitten, Launa K.; Chappell, Rachel M.
Descriptors: Grade 2; Poetry; Learning Modules; Curriculum Guides; Study Guides; Writing Instruction; Descriptive Writing; Writing Workshops; Demonstrations (Educational); Expository Writing; Fiction; Teaching Methods; Student Evaluation; Lesson Plans; Audiovisual Aids; Cooperative Learning
ERIC Full Text (692K)
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