An exercise like "find a place other than the first sentence where this essay might begin" is valuable because it shows student writers the possibilities that exist in writing.
In his college fiction writing class, Farrington asks students to choose a spot in the story where the main character does something that is crucial to the rest of the story. At that moment, Farrington says, they must make the character do the exact opposite.
Bernadette Lambert, teacher-consultant with the Kennesaw Mountain Writing Project Georgia , wondered what would happen if she had her sixth-grade students pair with an adult family member to read a book. She asked the students about the kinds of books they wanted to read mysteries, adventure, ghost stories and the adults about the kinds of books they wanted to read with the young people character-building values, multiculturalism, no ghost stories.
Using these suggestions for direction, Lambert developed a list of 30 books. From this list, each student-adult pair chose one. They committed themselves to read and discuss the book and write separate reviews. Most of the students, says Lambert, were proud to share a piece of writing done by their adult reading buddy.
Several admitted that they had never before had this level of intellectual conversation with an adult family member. One day, in front of the class, she demonstrated tension with a rubber band. Looped over her finger, the rubber band merely dangled. Linebarger revised a generic writing prompt to add an element of tension. The initial prompt read, "Think of a friend who is special to you. Write about something your friend has done for you, you have done for your friend, or you have done together.
Students talked about times they had let their friends down or times their friends had let them down, and how they had managed to stay friends in spite of their problems. In other words, we talked about some tense situations that found their way into their writing. Moving From Fluency to Flair. Ray Skjelbred, middle school teacher at Marin Country Day School, wants his seventh grade students to listen to language.
He wants to begin to train their ears by asking them to make lists of wonderful sounding words. They may use their own words, borrow from other contributors, add other words as necessary, and change word forms. Grammar, Poetry, and Creative Language.
Students attach their comments to a piece of writing under consideration. While I was reading your piece, I felt like I was riding a roller coaster.
It started out kinda slow, but you could tell there was something exciting coming up. But then it moved real fast and stopped all of a sudden. I almost needed to read it again the way you ride a roller coaster over again because it goes too fast.
Anna Collins Trest, director of the South Mississippi Writing Project , finds she can lead upper elementary school students to better understand the concept of "reflection" if she anchors the discussion in the concrete and helps students establish categories for their reflective responses. She decided to use mirrors to teach the reflective process. Each student had one.
As the students gazed at their own reflections, she asked this question: Trest talked with students about the categories and invited them to give personal examples of each. Then she asked them to look in the mirrors again, reflect on their images, and write. One of his strategies has been to take his seventh-graders on a "preposition walk" around the school campus. Walking in pairs, they tell each other what they are doing:.
I walk among my students prompting answers," Ireland explains. Kim Stafford, director of the Oregon Writing Project at Lewis and Clark College , wants his students to discard old notions that sentences should be a certain length.
He describes the exercise he uses to help students experiment with sentence length. Stafford compares the first style of sentence construction to a river and the second to a drum. Joni Chancer, teacher-consultant of the South Coast Writing Project California , has paid a lot of attention to the type of questions she wants her upper elementary students to consider as they re-examine their writing, reflecting on pieces they may make part of their portfolios.
Here are some of the questions:. Why did I write this piece? Where did I get my ideas? Who is the audience and how did it affect this piece? What skills did I work on in this piece? Was this piece easy or difficult to write? What parts did I rework? What were my revisions? Did I try something new? What might I change? Did something I read influence my writing? What did I learn or what did I expect the reader to learn?
Where will I go from here? Will I publish it? Chancer cautions that these questions should not be considered a "reflection checklist," rather they are questions that seem to be addressed frequently when writers tell the story of a particular piece. Nancy Lilly, co-director of the Greater New Orleans Writing Project , wanted her fourth and fifth grade students to breathe life into their nonfiction writing. She thought the student who wrote this paragraph could do better:. The jaguar is the biggest and strongest cat in the rainforest.
Jaguars also have very powerful legs for leaping from branch to branch to chase prey. Building on an idea from Stephanie Harvey Nonfiction Matters , Stenhouse, Lilly introduced the concept of "nouns as stuff" and verbs as "what stuff does. This was just the help the writer needed to create the following revised paragraph:.
As the sun disappears from the heart of the forest, the jaguar leaps through the underbrush, pumping its powerful legs. It spies a gharial gliding down the river. The jungle cat pounces, crushing the turtle with his teeth, devouring the reptile with pleasure. When ordering the assignment or paper you need, you must convey to the writer, exactly what you are looking for in the way of a completed by the assignment-writing firm. Consider when ordering your school or college writing assignments, there are certain things you will need to know beforehand like:.
When ordering a custom assignment writing the student will get assistance in choosing a topic that is most appropriate for the assignment in question: The online writing assignments written by a pro writer are all flawless in format, structure, content, and design.
The paper is written in a linear, logical fashion. It is free of errors, typos, and grammatical concerns. All papers contain relevant content, coherent writing, and a structure that flows naturally from the Introduction and thesis to the body of the paper and its arguments and evidence.
Comments are not for promoting your articles or other sites. These are all lesson plans I came up with for my own classes. Of course, some of them are inspired by lessons I remember from way back when, when I was a student myself.
And, of course, the NaNoWriMo plan comes from the organization, not from me see link at the bottom of the article. Thank you for your interest! Other product and company names shown may be trademarks of their respective owners. HubPages and Hubbers authors may earn revenue on this page based on affiliate relationships and advertisements with partners including Amazon, Google, and others. To provide a better website experience, owlcation.
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The student can specify a page number, content, formatting design, the arguments, and evidence, the due date, and the high school student gets a bit of stress relief knowing the assignment is being completed.
Writing Prompts for High School and College Students Looking for interesting writing prompt ideas for your Creative Writing or Language Arts class? Below are just a few of the previous teen essay writing prompts used in funday24.ml's monthly, national student writing contest.
Writing assignment for high school students. Check out this essay on the social effects of wwii. (well, so far, i'm taking the kids to the science museum.) 5 paragraph essay on church. 30 Ideas for Teaching Writing. Summary: Few sources available today offer writing teachers such succinct, practice-based help—which is one reason why 30 Ideas for Teaching Writing was the winner of the Association of Education Publishers Distinguished Achievement Award for Instructional Materials.
Students in some Albany High School English classes were asked this week as part of a persuasive writing assignment to make an abhorrent argument: "You must argue that Jews are evil, and use solid. Writing Prompts for High School NEW High School Cause and Effect Prompt 1. At a recent conference at the University of Chicago, David Walsh of the National Institute on Media and the Family presented a paper titled “ Video Game Violence and Public Policy.”.