CCR Standards Conference
Devens, Massachusetts
Handouts, Part II
Mary Ann Corley
November 19-20, 2015
Connecting the Dots: Aligning Standards and Instructional Activities:
Part II. Writing the Constructed Response
CCR Standards Conference, Devens, MA
November 2015
Mary Ann Corley, Ph.D.
PPT #2. Objectives
By the end of this session, participants will be able describe the process for teaching students to
write a constructed response (with emphasis on argument writing). This includes the following subobjectives…
A. Distinguishing between text-dependent and non-text-dependent essay prompts;
B. Making a strong thesis statement, or claim;
C. Discussing use of evidence to support claims (shift #2, CCRS).
PPT #3. Warm-Up Activity: Turn and Talk!

What have been your greatest challenge(s) so far in preparing students to write a
constructed response?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
What, if anything, has surprised you about students’ abilities and/or their difficulties in
trying to write a constructed response?
_________________________________________________________________________

_________________________________________________________________________
_________________________________________________________________________

What do you hope to get out of this session?
PPT #4. Reading and Writing—Grounded in Evidence from Text: Why?
The ability to cite evidence differentiates strong from weak student performance on
NAEP.
Most college and workplace writing requires supporting claims with evidence.
The GED, TASC, Hi-Set, and other high school tests



Use text-dependent questions
Require constructed responses—both short (Science), and extended (Reasoning
through Language Arts, and Social Studies)
Ask students to use source texts to make claims and support them with evidence
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CCR Standards Conference
Devens, Massachusetts
Handouts, Part II
Mary Ann Corley
November 19-20, 2015
PPT #5. What Students Will Need to Do: Reading
 Read texts closely that are
 More complex
 Greater in length
 Determine what is explicitly stated
 Make logical inferences based on
 Evidence in the text, and on
 Assumptions made by the author
 Draw specific comparisons between two texts
 Distinguish between
 Valid arguments and faulty reasoning
 Supported and unsupported claims
PPT #6. What Students Will Need to Do: Writing
 Draw relevant and sufficient evidence from the text(s)
 Produce a response that
 Includes specific evidence
 Uses an effective organizational structure
 Uses appropriate vocabulary
 Applies standard conventions of English
PPT #7. Sub-Objective A. Distinguish between Text-Dependent and Non-TextDependent Essay Prompts
PPT 8. Text-Dependent or Not?
Not Text-Dependent
In “Casey at the Bat,” Casey strikes out. Describe
a time when you failed at something.
In “Letter from a Birmingham Jail,” Dr. King
discusses nonviolent protest. Discuss, in writing, a
time when you wanted to fight against something
that you felt was unfair.
In “The Gettysburg Address” Lincoln says the
nation is dedicated to the proposition that all men
are created equal. Why is equality an important
value to promote?
Text-Dependent
What makes Casey’s experiences at bat
humorous?
What can you infer from Dr. King’s letter
about the letter that he received?
“The Gettysburg Address” mentions the
year 1776. According to Lincoln’s
speech, why is this year significant to the
events described in the speech?
PPT #9. Abraham Lincoln’s Gettysburg Address (275 words)
Four score and seven years ago our fathers brought forth on this continent, a new nation,
conceived in Liberty, and dedicated to the proposition that all men are created equal. Now we
are engaged in a great civil war, testing whether that nation, or any nation so conceived and
so dedicated, can long endure. We are met on a great battle-field of that war. We have come to
dedicate a portion of that field, as a final resting place for those who here gave their lives that
that nation might live. It is altogether fitting and proper that we should do this.
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CCR Standards Conference
Devens, Massachusetts
Handouts, Part II
Mary Ann Corley
November 19-20, 2015
But, in a larger sense, we cannot dedicate--we cannot consecrate--we cannot hallow—this
ground. The brave men, living and dead, who struggled here, have consecrated it, far above our
poor power to add or detract. The world will little note, nor long remember what we say here, but
it can never forget what they did here. It is for us the living, rather, to be dedicated here to the
unfinished work which they who fought here have thus far so nobly advanced. It is rather for us
to be here dedicated to the great task remaining before us--that from these honored dead we
take increased devotion to that cause for which they gave the last full measure of devotion--that
we here highly resolve that these dead shall not have died in vain --that this nation, under God,
shall have a new birth of freedom--and that government of the people, by the people, for the
people, shall not perish from the earth.
PPT #10. Identify the Following Questions as Either Text-Dependent (T)
or Non-Text-Dependent (N)
1
Why did the North fight the Civil War?
2
What is the point of including the phrase “any nation so conceived and so dedicated”?
3
What are the assembled people doing at Gettysburg?
4
Have you ever been to a funeral or gravesite?
5
Lincoln says that the nation is dedicated to the proposition that “all men are created
equal.” Why is equality an important value to promote?
6
Did Lincoln think that the North was going to “pass the test” that the Civil War posed?
7
What is the effect when Lincoln says, “But, in a larger sense, we cannot dedicate—we
cannot consecrate—we cannot hallow—this ground”?
8
Look carefully at Lincoln’s speech. Which verb does he use the most (sometimes he uses
it in the past tense). What does it mean the first two times Lincoln uses it, and what other
verb is closely linked to it those first two times it appears? How is it used the next two
times? What is unique about the way Lincoln uses it the final two times?
PPT #11. Text-Dependent V. Non-Text-Dependent Writing Prompts
Sample of Former Essay Prompt
What is one important goal you would like
to achieve in the next few years?
In your essay, identify that one goal and
explain how to plan to achieve it. Use your
personal observations, experience, and
knowledge to support your essay.
Sample of Current Extended Response
While Dr. Silverton’s speech outlines the
benefits of cloud seeding, the editorial identifies
drawbacks of this process.
In your response, analyze both the speech and
the editorial to determine which position is best
supported. Use relevant and specific evidence
from both sources to support your response.
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CCR Standards Conference
Devens, Massachusetts
Handouts, Part II
Mary Ann Corley
November 19-20, 2015
PPT #12. Selected v. Constructed Response Items
Selected Response
 A multiple-choice or matching item that asks the student to select a response from
among the choices offered
 Checks literal comprehension, recall, general understanding
Constructed Response
 Asks the student to create or “construct” the answer in his or her own words
 Allows deeper processing and higher-order thinking
 The “prompt” is the question, and the “constructed response” is the answer
to the question.
PPT #13. Features of Constructed Response Items
 Open-ended questions
 Ask students to use their own thinking and background knowledge to answer questions
related to real-world tasks
 Require several sentences/brief paragraph to adequately answer
 Require higher-level thinking (rather than simple recall) and the application of students’
knowledge to
 Make Comparisons
 Identify Patterns
 Evaluate Points of View
 Make Generalizations
 Synthesize Information
 Scored using a rubric that provides varying degrees of credit
PPT #14. Extended Responses on the High School Completion Tests
Will require test-takers to…
Develop an argument and support ideas with text-based evidence
Integrate reading and writing skills
And this will require skills in…
Reading Comprehension
Analysis and Critical Thinking
Logic and Organization
PPT #15. Why Use Constructed Response Items?
“The notion that learning comes about by accretion of little bits is outmoded learning
theory.
Current models of learning … contend that learners gain understanding when they
construct their own knowledge and develop … interconnections among facts and
concepts …”
- Shepard (1989)
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CCR Standards Conference
Devens, Massachusetts
Handouts, Part II
Mary Ann Corley
November 19-20, 2015
PPTs #16-17. Three Big Buckets of Writing and Their Purposes
Three big buckets of writing (Genre-Specific Text Types)
1. Narrative (Story)—Not on H.S. completion tests, only 20% usage at the High School level
Purpose: Develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences.
2. Informational/Explanatory
Purpose: Examine and convey complex ideas and information clearly and accurately
through the effective selection, organization, and analysis of content.
– Description
– Cause and Effect
– Problem/Solution
– Compare/Contrast
– Sequence
3. Argument/Opinion—Make a claim and support it with evidence
Purpose: Support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
***The starring role of argument***
To prepare students for college and career, the CCRS places particular emphasis on
students’ ability to write sound arguments on important topics and issues.
Be sure that your students …
 Are familiar with these three text types and the purposes of each.
 Get lots of practice with each of these text types, with emphasis on informational/
explanatory and argument writing (less emphasis on narrative).
 Practice authentic writing for real purposes and audiences
PPTs #18-19. Text-Structures for Informational Writing: Organizational Patterns and
Signal Words for Each Text Structure
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CCR Standards Conference
Devens, Massachusetts
Handouts, Part II
Mary Ann Corley
November 19-20, 2015
PPT #20. Help Students to Understand a Constructed Response Prompt
Read the question slowly and carefully.
Reread the question slowly and carefully.
Underline key words and phrases.
Look for signal words such as
analyze describe discuss compare
contrast explain elaborate evaluate
llustrate justify persuade
Restate the prompt in your own words to ensure that you understand it.
PPT #21. Activity: Writing Prompts
In small groups of 3 to 4 people, write some essay prompts for the assigned text structure:
1. Sequence
2. Problem/solution
3. Cause/Effect
4. Compare/Contract
5. Description
Try to use some of the signal words listed in PPT #20 in your prompts. Try to make your prompt
reflect likely questions related to science or Social Studies.
After about 6 minutes, be prepared to share your prompts with the whole group.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
PPT #22. Elements of Opinion v. Argument
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CCR Standards Conference
Devens, Massachusetts
Handouts, Part II
Mary Ann Corley
November 19-20, 2015
PPT #23. Implication for Practice: Discussion and Processing
“We don’t learn from our experience; we learn from processing our experience.”
- John Dewey
Processing through talking and writing…. Talking precedes writing.
PPTs #24-25. Discussion Web: Getting Ideas for Writing
PPT #26. Teach Students to Have a Discussion Using These Frames
I agree, but look at page ___ when________________________________________.
I agree/disagree with what you are saying because ___________________________.
That’s an interesting point of view, but I thought ______________________________.
I see your point, but I disagree that ________________________________________.
I’ve been thinking in a different way about that. I think _________________________.
I had a different understanding. It seems that ________________________________.
why you might say that, but did you consider ___________________________?
I also think ___________________________________________________________.
That makes sense to me, but ____________________________________________.
That seems possible because ____________________________________________.
It seems that way, but the writer says on page ______that ______________________.
Or it could be _________________________________________________________.
Now I’m thinking _______________________________________________________.
On the other hand _____________________________________________________.
PPT #27. Pre-Writing Organizer for Argument
7
I see
CCR Standards Conference
Devens, Massachusetts
Handouts, Part II
Mary Ann Corley
November 19-20, 2015
PPT #28. Sub-Objective B. Make a Strong Claim, or Thesis Statement
PPT #29. What is the Thesis Statement (or Claim)?



The one sentence in an essay that
o Clearly identifies the central idea of the essay.
o Makes a claim/takes a stance about the topic.
o Answers the question, “What am I trying to prove?”
o Creates a roadmap for the writing
o Usually located in the introduction
Often considered the most critical element for framing an argument response.
The rest of the paper gathers and organizes evidence that will persuade readers of the
logic of the interpretation
PPT #30. Use Sentence Frames to Help Students Develop a Thesis Statement
Sentence frames (skeleton outlines)…
help to scaffold learners’ writing
Allow learners to focus on their own ideas while incorporating sophisticated
academic vocabulary
Provide support for struggling writers
Can be differentiated to stretch more competent writers
PPT #31. Sample Thesis Frames
1. Looking at the arguments regarding ________________, it is clear that _____________
______________________________________________________________________.
2. When comparing the two positions in this article, ______________ provides the clearest
evidence that ___________________________________________________________.
3. Although ________(believes, demonstrates, argues) that_________________________,
________________supports/provides the clearest evidence that __________________.
PPTs #32—33. Poor-Good-Better Thesis Statements—Why?
Poor Thesis Statement
The North and South fought the Civil War for many reasons, some of which were the same
and some different.
Good Thesis Statement
While both sides fought the Civil War over the issue of slavery, the North fought for moral
reasons, while the South fought to preserve its own institutions.
Even Better Thesis Statement
Although both Northerners and Southerners believed they fought against tyranny and
oppression, Northerners focused on the oppression of slaves while Southerners defended
their own right to self-government.
__________________________________________________
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CCR Standards Conference
Devens, Massachusetts
Handouts, Part II
Mary Ann Corley
November 19-20, 2015
Poor Thesis Statement
Mark Twain's Huckleberry Finn is a great American novel.
Good Thesis Statement
In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on
the shore.
Even Better Thesis Statement
Through its contrasting river and shore scenes, Twain's Huckleberry Finn suggests that to
find the true expression of American democratic ideals, one must leave "civilized"
society and go back to nature.
(From http://writingcenter.unc.edu/resources/handouts-demos/writing-the-paper/thesisstatements)
PPT #34. Examples of Weak v. Strong Thesis Statements
Weak (Unspecific thesis): "Eleanor Roosevelt was a strong leader as First Lady." [Lacks
an argument. How was Eleanor Roosevelt a strong leader?]
Stronger (Specific thesis): "Eleanor Roosevelt recreated the role of the First Lady by her
active political leadership in the Democratic Party, by lobbying for national legislation, and
by fostering women’s leadership in the Democratic Party." [Contains specific examples
that can be viewed as controversial by some people]
___________________________________________________________________________
Weak: "At the end of the nineteenth century, French women lawyers experienced difficulty
when they attempted to enter the legal profession." [No one can argue with this general
statement.]
Stronger: "At the end of the nineteenth century, French women lawyers experienced
misogynist attacks when they attempted to enter the legal profession because male
lawyers wanted to keep women out of judgeships." [Provides specifics—that male lawyers
feared women as judges, but this can be viewed as controversial]
PPT #35. Your Turn! Try It!
(6 minutes)
Working in a small group (3 or 4 people), select one of the following weak thesis statements,
identify why it is a weak statement, and describe how you can make a stronger thesis statement
1. The cost of a college education is rising sharply.
2. In this essay I will try to prove that drugs such as Prozac and Paxil are unnecessary and
probably dangerous.
3. The lifestyle of a teenager in the Middle Ages was very different from the lifestyle of most
modern American teenagers.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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CCR Standards Conference
Devens, Massachusetts
Handouts, Part II
Mary Ann Corley
November 19-20, 2015
PPT #36. Questions for Students to Ask When Reviewing their Thesis/Claim





Did I answer the question/prompt?
Have I taken a position that others might challenge or oppose? (If not, it's possible that I
have simply provided a summary and not made an argument.)
Is my thesis statement specific enough to make a strong argument? Is it convincing?
Does my thesis pass the "So what?" test?
Does my essay support my thesis specifically and without wandering? (If the thesis and the
body of my essay do not seem to go together, one of them has to change.)
PPT #37. A Word from Calvin and Hobbes
PPT #38. And From Peanuts: Use Sufficient Detail and Evidence to Support Claim
PPT #39. Sub-Objective C. Discuss Use of Evidence to Support Claims
(Shift #2, CCRS)
It’s ALL about evidence!
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CCR Standards Conference
Devens, Massachusetts
Handouts, Part II
Mary Ann Corley
November 19-20, 2015
PPT #40. Implications for Teaching
Students often write poor thesis statements because they haven’t gathered sufficient evidence.
Therefore…
We need to teach students what counts as evidence for specific tasks.
We must also teach students how to organize and use evidence. For example, illustrating a
point isn't quite the same thing as arguing it. An argument doesn't simply illustrate; it
develops.
PPT #41. Evidence Includes
 Quotes from experts or famous people
 Facts, numbers, and statistics
 Research findings
 Examples and anecdotes
BUT evidence and/or examples alone are not enough.
A claim or thesis statement represents a judgment that can be challenged.
Therefore, evidence needs to be
- Credible or believable AND plausible or reasonable
So, how do we measure credibility?
PPT #42. Determining Credibility of Evidence


Turn and Talk (5 minutes)
Assume that your students are writing responses to a newspaper article on corruption
in sports:
 Identify as many ways (criteria) as you can in which you might assess the credibility of a
piece of evidence used in these responses.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
PPT #43. Selectivity and Representativeness
When identifying and using evidence to support your claim, ask...
Is ‘evidence’ taken only from a selected sample of the population?
OR
Does the evidence represent the true views of the population?
Being selective reduces the credibility of evidence.
11
CCR Standards Conference
Devens, Massachusetts
Handouts, Part II
Mary Ann Corley
November 19-20, 2015
PPT #44. Explaining the Evidence
PPTs #45-46. How Would You Teach Students the Difference Between…
Quote------------------------------Paraphrase ----------------------------------Summarize?
Ideas or suggestions to share?
PPT #47. Sample Frames for Incorporating Evidence
In the article “____________________,” ____________ maintains that -____________.
__________________’s point is that ________________________________________.
__________’s claim rests upon the questionable assumption that _________________.
One reason I maintain this position is that ________ emphasized that -_____________.
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CCR Standards Conference
Devens, Massachusetts
Handouts, Part II
Mary Ann Corley
November 19-20, 2015
PPT #48. Teach Students to Ask Questions when Reviewing their Evidence




Have I offered my readers evidence to substantiate each assertion I make?
Do I thoroughly explain why/how my evidence backs up my ideas?
Do I avoid generalizing by specifically explaining how my evidence is representative?
Do I cite my sources thoroughly and correctly?
PPT #49. Components of Argument
PPT #50. Pre-Writing or Planning Template for Argument
1. Introduction
What is your argument or main idea? This is your thesis.
2. Body
What are three main points that support your argument?
These are your reasons with supporting evidence.
A. __________
B. ___________
C. ___________
What are the opposing views or arguments? Who might disagree with you, and why?
Consider their point of view.
A.
__________
B. __________
C. ___________
How will you respond to the ideas or views of those who disagree with you? What counter
evidence can you offer to persuade them to agree with you?
A. ___________
B. __________
C. __________
3. Conclusion
How will you end your essay? What will your closing be?
13
CCR Standards Conference
Devens, Massachusetts
Handouts, Part II
Mary Ann Corley
November 19-20, 2015
PPT #51. Sentence Frames for Composing Argument
In discussions of_____________________________________, one controversial issue has been
_____________________. People who believe _______________________________ claim that
______________________________________________. On the other hand, those who believe
_______________________________ assert that ______________________________. My own
view is ______________________________________________________________________.
PPT #52. Linking Words to Signal Transition
First
To begin
My initial…
Second
In addition
Next
Moreover
Furthermore
Third
Also
Finally
Not only
Another
PPT #53. Teach the Vocabulary (Signal Words)
Words that connect
opinions & reasons
Words/phrases that
signal support
Words/phrases that
signal evidence
Words/phrases that
signal counterclaims
Words/phrases that
signal rebuttal
Words/phrases that
signal conclusion
because, and, also, therefore, since, for example, for instance,
in order to, in addition, consequently
for example, to illustrate, specifically, once, for instance, such as,
to demonstrate, take the case of
for example, to illustrate, in this case, specifically, once, for instance,
such as, to demonstrate
others would say, it might seem that, but, however, in contrast, on the
other hand, while, instead, yet, despite, still, nevertheless, even
though
but, however, in contrast, on the other hand, on the contrary, yet,
nevertheless, balanced against, differing from, still, unlike, conversely,
otherwise
to summarize, in short, in brief, in summary, to sum up, in conclusion,
to conclude, finally
PPT #54. A Strong Conclusion References the Thesis Statement




The conclusion returns to the thesis and reconsiders it in the light of the evidence
presented in the essay.
Should never simply re-state the thesis. If the introduction and conclusion can be switched
without losing any comprehensibility, it is a bad conclusion.
Can use quotes, answer “So what does this mean?”, summarize the main points of the
essay
Other?
PPT #55. A Conclusion Should…



Stress the importance of the stated opinion
Give the opinion support, a sense of completeness
Leave a final impression on the reader
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CCR Standards Conference
Devens, Massachusetts
Handouts, Part II
Mary Ann Corley
November 19-20, 2015
PPT #56. Strategies for Writing a Conclusion







Include the strongest reasons and support, the strongest evidence
Synthesize, not summarize
Redirect the reader
Pose questions
Create a new meaning
Challenge the reader
Mention/return to ideas in the introduction/ Echo the introduction/Come full circle
PPT #57. Signal Words for Concluding Statements
All in all
Overall
In conclusion
To sum up
To summarize
As a result
As one can see
On the whole
For these reasons
PPT #58. Summary of the Steps for Argument Writing
1. Read the question slowly and carefully. Then reread it.
2. Restate the question to yourself in your own words to ensure that you understand what is
being asked.
3. [First Paragraph]: Use the question to form the topic (first) sentence,
the question
according to your opinion or claim. List reasons for your position.
4. [Body of Essay]: Support each reason with concrete, specific details, citing the text (or
sources that you have identified). Make each reason & supporting information a separate
para.
5. [Conclusion]: Write an ending sentence, beginning with words such as: In conclusion,
Consequently, As a result, Therefore
6. Read your answer and fix all mechanical errors.
7. Read your answer for meaning. (Does it make sense? Does it say what you intended?
Does it answer the question?)
restating
PPT #59. Before We Close…
Typical Problems Students Have with Argument Writing
1. Confusing argument with one’s opinion
2. Confusing argument with debate and trying to support both sides
3. Fearing that the writer will “choose the wrong side”
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CCR Standards Conference
Devens, Massachusetts
Handouts, Part II
Mary Ann Corley
November 19-20, 2015
1. Confusing Argument with One’s Opinion
PPT #60.
Sample Response: Gun Control
I think your gun control views are the views of someone that does not hunt, probably has never
hunted, and maybe has never target practiced with a gun. I am 19 and have had a great
fascination my whole life with firearms. I really enjoy hunting and target practice.
In the great rush to prohibit firearms from "bad" people (felons), MY rights will be trampled on if
any more gun control is passed on a federal or state level.
I do not want to give up my right to own an ak-47 because some dumb-ass gang member strung
out on drugs shoots his neighbor.
You need to see through the pure bull-shit of ANY gun control measure, because the biggest
proponents of gun control will openly admit that the main purpose of any gun control is the
eventual total prohibition of firearms out of the civilian population of the united states.
Source: "Gun Control." 123HelpMe.com. 12 Jul 2011
<http://www.123HelpMe.com/view.asp?id=68299>.
PPT #61.







Sample Prompts—Argument or Opinion?
Do you agree with the death penalty?
Do you believe that the government should censor the Internet?
Do you think that advertising encourages people to buy things they do not need?
Do you believe in a woman’s right to have an abortion?
Do you believe that evolution and/or creationism should be taught in schools?
Do you think that there should be prayer in schools?
Do you support the Don’t Ask, Don’t Tell policy in the U.S. military? Tell why or why not.
Consider –
– Does the prompt have an argument (i.e., assertion, proposition, premise) or does it ask
for your opinion?
– How might you turn an opinion prompt into an argument prompt?
PPT #62.
2. Confusing Argument with Debate and Supporting Both Sides
Students often confuse argument with debate, taking a strong position on a topic and then
trying to "win" points by also supporting the other position.
 An argument = a thesis that is supported with reasons and evidence
 A debate
= a formal discussion on a particular topic, in which opposing arguments
are put forward
PPT #63. Example
Okay so the question is if it should be allowed to download music for free on the internet. In
my opinion I would have to say that it would be okay to download music for free. Then again, I
would have to argue that because if they allowed music to be downloaded on the internet for
free artists wouldn’t be making much profit off of this. This is just my own opinion but I do and
don’t think music should be downloaded for free on the internet.
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CCR Standards Conference
Devens, Massachusetts
PPT #64.
Handouts, Part II
Mary Ann Corley
November 19-20, 2015
3. Fearing That the Writer Will “Choose the Wrong Side”
Students may feel intimidated that writing to one side of an issue may have unforeseen
consequences.
Examples
 Should evolution and/or creationism should be taught in schools?
 Do you support a woman’s right to have an abortion?
 Given the separation of church and state, should prayer be allowed in public schools?
 Do you support the Don’t Ask, Don’t Tell policy in the U.S. military? Tell why or why
not.
PPT #65. On the Bright Side…
PPTs #66-67. Revisiting Objective from Part I
Set one goal to enhance your own professional growth.
Plan one change in your teaching.
1. What strategy do you want to try?
_______________________________________________________________
______________________________________________________________.
2. How will you do it? How often will you use it?
_____________________________________________________________________
________________________________________________________.
3. How will you monitor your progress and your students’ progress—i.e., how will you
know whether your new strategy is having an effect on student learning?
_____________________________________________________________________
________________________________________________________.
PPT #68. Remember…
There is a vast difference between causing writing and teaching writing.
We must explicitly teach writing.
PPTs #69-70. Questions? Comments?
Thank you kindly for your interest and support.
Best wishes using these writing strategies with your students.
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