How writing works : imposing organizational structure within the writing process / Gloria Houston ; original music by Thomas Moore and Bill Hayes.

Format:

Book

Author/Creator:

Houston, Gloria.

Language:

English

Subjects (All):

English language--Rhetoric--Study and teaching.

English language.

Report writing--Study and teaching (Higher).

Report writing.

English teachers--Training of.

English teachers.

Physical Description:

xiii, 274 pages : illustrations ; 24 cm

Place of Publication:

Boston : Pearson/A and B, [2004]

Contents:

Can Writing Be Taught? 6

Writing as a Synthesis Activity 7

Thinking About Writing at the Most Abstract Levels 8

Understanding the Organizational Structures That Make Writing Work 9

Purpose Determines the Organizational Structures of Written Discourse 10

Expressive Wirting, the Jellyfish Purpose 11

The Formal Purposes Intended for a General Audience 14

Using the Power of the Human Visual Memory to Improve Writing 14

Something to Write About 16

Using the Micro Skills of Writing 20

Chapter 1 The Elements of a Successful Writing Classroom 27

The Macro or Global View of the Elements of a Successful Writing Classroom 27

The Objective: Student Success for Every Young Learner/Writer 29

Planning for Success 29

A Shared Vocabulary to Create Success 30

Consistency in the Vocabulary of Instruction and Testing 31

Confusion Between Narrative and Story 31

The Vocabulary of References to Students and Their Attributes 34

The Vocabularies of Grammar and Usage 35

The Time Necessary for Success Through Refinement 36

Time for Mastery of Skills and Content 40

The Young Learner/Writer 41

The Elements of Direct Writing Instruction 41

Using Content to Learn to Write and Using Writing to Learn Content 42

The Elements of Indirect Instruction: Process and Refinement 43

The Coach/Teacher/Mentor/Role Model 43

The Classroom: The Atmosphere 45

Physical Arrangements 47

Thinking Globally About the Successful Writing Classroom 48

Chapter 2 The Learner/Writer: The Person Who Writes 49

The Student as Expert 49

Multiculturalism and Cultural Diversity 52

The Multicultural Nature of Every Student 54

Speech Patterns as a Diversity Issue 57

What the Learner Brings Impacts the Writing Experience 58

Teachers Guide Learners by Starting with What They Know 61

The Registers of Usage 62

Chapter 3 Expository Writing: The Process Analysis 70

The Role of Direct Instruction in the Writing Process 70

Expository Writing and the Process Analysis 71

Learning How a Process Analysis Works 73

The Process Analysis in Published Books 84

Other Applications of the Process Analysis Organizational Structure Across the Curriculum 85

Teaching One Process Used in Almost Every Classroom 85

Other Possibilities for Learning Through Writing a Process Analysis 87

Demonstrating a Process Analysis in Math Class 90

Writing as a Testing Tool in Math Class 92

Turning Cross-Curricular Activities into Writing Process Analyses 94

Teaching Usage: Verb Tense in a Process Analysis 94

Chapter 4 The Narrative Structures: Narrative, Story, and Narrative Essay 96

Teaching Writing Through Narrative and Story 98

The Vocabulary of Narrative and Story 98

Visual Organizers for the Elements of Story and Story Structure 100

Assessment of Narratives and Stories 126

Chapter 5 The Descriptive Structures 129

Teaching Writing Through Description 129

Chapter 6 Expository Writing: The Expository Structures 144

Simple Expository Structure 147

Expository Writing: Structures for Comparing and Contrasting 158

Expository Writing: Cause/Effect Structures 159

The Problem/Solution Structure 161

Chapter 7 Persuasive Writing: The Persuasive Structures 171

Chapter 8 Learning to Manipulate and Mold Written Discourse 186

Indirect Instruction 186

Molding Written Discourse 187

Determining Task, Purpose, Structure, Audience, and Point of View 189

Purpose and Structure 191

Chapter 9 Understanding Revision by Making Changes in TPSAP 196

Changing the Task 196

Changing the Purpose 199

Changing the Audience 200

Changing the Point of View 201

Analyzing an Earlier Piece of Learner-Written Discourse 203

Revising for Third-Person Point of View 204

Changing from Third-Person Point of View to Third Person in Literature Class 204

Using Formality of the Task to Select an Appropriate Point of View 206

Chapter 10 Writing to Learn and Learning to Write 209

Journaling 212

Journals as Learning Tools 213

Writing to Learn Content 217

Chapter 11 Guiding Learner/Writers Through the Writing Process 219

Defining the Process 219

Clustering as an Organizational Strategy 221

Using Popcorn as a Catalyst for the Writing Process 222

Writing a Popcorn Poem 224

Guiding Writers Through Other Projects to Take Them Through the Process 225

Chapter 12 Cosmetic Issues and Optimum Readability 227

The Cosmetic Aspects of Writing 227

Standard Punctuation 228

Standardized Spelling 230

Conferencing 232

Editing and Grading 234

Publishing 235

Chapter 13 Beyond Instruction: Assessment 237

Rubrics 237

Plain or Colored Manila Folders as Portfolios 243

Other Values of the Writing Portfolio 245

Chapter 14 Turning a Family Event into Narrative or Story 247

Appendix A How a Young Writers Conference Fits into the Writing Curriculum 253

Purposes of a Young Writers Conference 254

Rewards of a Young Writers Conference for a School or System 254

Appendix B Organizing a Young Writers Conference 255

Appendix C Binding a Book with a Durable Binding 259

Appendix D Writing to Learn/Learning to Write 261.

Notes:

Includes bibliographical references and index.

ISBN:

0205366767

OCLC:

52853483