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The
THINKING AND WRITING PROCESS
Curriculum
Directors - Research
Papers and Essays
EMPOWER YOUR
STUDENTS TO THINK WITH SELF-RELIANCE.
RESEARCH
PAPERS and ESSAYS - Simplified and Practical: Students
come to teachers with varying prior experiences in using media and preparing
research reports. The Writer’s Guides can help them to catch
up, to refresh, or to continue using the process.
Students are expected to produce papers in basic expository structure. If your
staff teaches Levels 1, Level 2, and Level 3 in elementary, students will come
to Middle and High School ready to use Level 3. They will know the basic process
of notes, categories, an outline, and a paper with an introductory paragraph,
topic paragraphs with topic sentences, and a concluding paragraph. However,
if Middle or High School students are not familiar with this process, teachers
begin with non-optional steps in the Level 3 Teacher’s
Guide: Teaching Research Papers and Expository Essays. Once inexperienced
students get past their first time of taking notes, your staff will be thrilled
with how quickly
they grasp the flow of each step’s strategy! After two or three experiences
with all of the steps, teachers can lead most students into independently following
the Level 3 Writer’s Guide: Think, Organize, Write!
What do students do? First students take notes on cards, think about
them, sort them, and organize them on a topic outline. Then they write an introductory
paragraph, topic paragraphs in their outlined order, and a concluding paragraph.
Finally, they edit, proofread, and publish their expository papers. After two
or three experiences through this process, many students can be eased into
the Level 3 Writer’s Guide. They will quickly become self-reliant, freeing
their teachers to mingle among them, observe them, help them individually,
and help dependent students who need closer direction.
What options help
to provide Staff Development? The Level 1, 2, or 3 Teacher’s
Guide: Teaching Research Papers and Expository Essays makes a great tool for staff development. Pairs
of teachers are assigned two strategies (steps) in the guide. Using the guide,
teacher A reads and leads colleagues through one of their assigned steps; using
the overhead projector, teacher B writes responses on transparent forms. (This
frees teacher A to focus on what to say and how to say it.) When their next
assigned step comes up, teacher B reads and follows the guide’s directions,
and teacher A writes responses on the overhead. By leading colleagues, teachers
actually teach the strategies before heading for their classrooms of students.
Check my website for freebies, sneak peeks, details, products,
and order information. Share this with teachers. Order Levels
1, 2, and/or 3 Teacher’s and Writer’s
Guides.
Help teachers to empower students with independence in taking notes,
thinking with them, organizing them, and writing expository reports
and essays. Help teachers to lead focused, thought-filled discussions
with the questions. Your impact will serve students for many, many
years
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Thea
Holtan
