The elusive sentence : recovering the rudiments of writing / Rita Eulalie Hatfield and Leta Marie Young.

Format:

Book

Author/Creator:

Hatfield, Rita Eulalie, author.

Young, Leta Marie, author.

Language:

English

Subjects (All):

Basic writing (Remedial education).

English language--Composition and exercises--Study and teaching (Elementary).

English language.

Physical Description:

xviii, 153 pages : illustrations ; 24 cm

Place of Publication:

Lanham : Rowman & Littlefield, [2016]

Summary:

Across our nation, many within our educational system complain that America's children cannot write well. Rita Eulalie Hatfield and Leta Marie Young assert that the problem lies at the foundation of our pedagogy for writing, that most elementary writing curricula lack rudimentary instruction at the sentence level. The authors introduce a sentence-level writing intervention that explicitly defines the elements found in great sentences. This intervention forms the foundational framework for writing skills acquisition, helping teachers, students, and writers of all ages to understand how to craft well-written sentences and paragraphs. Research supports that the most effective instruction is skills-based and multisensory; therefore, Hatfield and Young also introduce a cognitively differentiated writing model, which uses arts-integrated instruction to enhance learning and memory for other content areas. This writing model is based on best practice and this sentence-level intervention serves as a precursor for mastering the new writing standards for CCSS. It offers novice writers a precise blueprint for what successful writing looks like and clearly defines the elusive sentence. Book jacket.

Contents:

Part I Language Objective: Sentence-Level Writing Intervention 1

Why should we teach sentence-level writing? 1

1 The Problem: Inverted Writing Pedagogy 3

2 The Solution: Sentence-Level Writing 7

3 Sentence-Level writing Intervention 11

Elementary Writing Pedagogy 12

4 Linguistic & Musical Syntax 17

Audiation Theory for Music and Writing 18

How do we teach sentence-level writing? 23

5 Ingham-Webster-Pudewa Method 25

Dress-Ups 25

Scaffolding Common Core State Standards for Writing 38

6 Writers: Middle School, High School, College, and Beyond 41

Advanced Stylistic Techniques 43

7 Sheltered Instruction for Writing 47

Part II Content Objective: Cognitively Differentiated Learning 49

What is cognitively differentiated learning? 49

8 Cognitively Differentiated Learning 51

Why should we teach academic content through arts-integrated experiences? 55

9 Rationale: Teaching through the Arts 57

Art and Cognition 58

10 Arts-Integrated Learning 61

Rehearsal Effect 62

Elaboration Effect 63

Generation Effect 64

Enactment Effect 65

Production Effect 66

Effort After Meaning Effect 67

Emotional Arousal Effect 67

Picture Superiority Effect 68

11 Arts-Integrated Instruction and cognition 71

Writing: Cognitive and Physical Skills 73

Cognitively Differentiated Teaching and Learning 75

Why should we teach academic content through song? 79

12 Song as a Teaching Tool 81

Balanced Learning through Horizontal Differentiation 83

13 Operational Definitions 87

Rationale: Teaching Content through Song 88

4 Inherited Dissociated Philosophy 91

Historical Background of Mnemonic Learning 94

15 Neuroscience of Music and memory 97

Memory and Music 98

Musicand Mnemonics 99

Mnemonicsand Diverse Learners 100

Assumptionsand Final Thoughts on Mnemonic Song 101

16 Method and Practice: Putting It All Together 103

Sample Weekly Outline 105

17 Best Practice for writing Instruction 111

18 Training Teachers for the New Millennium 115

Hippocratic Oath for Educators 118

19 Final Reflection 121.

Notes:

Includes bibliographical references.

ISBN:

9781475823387

147582338X

9781475823394

1475823398

OCLC:

914224205