An overabundance of testing, rubrics, and uncomfortable feedback has taught students that school writing is best completed with as little personal investment as possible. As a result, many of our student writers are members of the “writing wounded” (Vopat, 2009): students who involuntarily groan whenever writing is assigned. The most severely wounded put their heads down and refuse to write. The less outwardly wounded write only to get the job done, expecting (and probably receiving) a low grade that reaffirms their identity as untalented writers who will never get any better.
Steineke, N. (2018, April 26). ASCD Express 13.16 – The Keys to Content-Area Writing: Short, Frequent, and Shared. Retrieved May 8, 2018
- Posted: October 4, 2018
Home » Best Practices » Steineke, N. (2018, April 26). ASCD Express 13.16 – The Keys to Content-Area Writing: Short, Frequent, and Shared. Retrieved May 8, 2018
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- Why Poverty Matters
- Poverty Data Sources
- Neuroscience & the Classroom
- Why Resources Matter
- 1 – Build Relationships
- 2 – Decrease Stress
- 3 – Increase Status
- 4 – Increase Hope
- 5 – Proactively Guide
- 6 – Use “Me” Strategies
- 7 – Understand Goals of Misbehavior
- 8 – Decrease Health Impacts
- 9 – Build Family/Community Partnerships
- 10 – Align Instruction & Assessment
- 11 – Motivate
- 12 – Grow Mindsets
- 13 – Build Background Knowledge
- 14 – Grow Executive Function
- 15 – Build Memory Trace
- 16 – Grow Emotional & Soft Skills
- 17 – Purposefully Teach
- 18 – Explicitly Teach
- 19 – Question Strategically
- 20 – Use Data
- 21 – Make Learning Fun
- 22 – Accommodate
- 23 – Infuse the Arts
- 24 – Maintain High Expectations
- 25 – Lead