Teach Writing With Confidence: For Teacher Candidates in Social Science & the Humanities and Canadian & World Studies Risa Gluskin York Mills C.I. Oct. 11, 2012

Talk About Writing… That’s a good topic sentence because… The writer is like a tour guide for the reader… Use strong words to indicate your position… …directly Adjectives are your best friends…

Whose Confidence?  The title of the presentation is teach writing with confidence: Did you take confident to refer to you or the students? anxious teacher nervous student

Have a Course or Unit Plan  Start small Paragraph before essay, even in grade 12 Topic sentences before thesis statements  Start with in-role writing It forces students to take a position, from which they learn to argue and use persuasive and descriptive language

Structure 5 Is flexible Is adaptable -in-class essay -visual essay Is a great place to start -build to longer essays Teach paragraphs first

Scaffold Support your students Don’t assume they can do things without being taught how

Integrate with Course Material  Skills + content can be taught together They don’t need to be separated Linking to course content makes it easier for students to use the skills  Requires planning ahead  Reinforce skills orally through debating

Use Formulas  Thesis = main argument + sub-topics  Topic Sentence = main argument + sub-topics Adjectives help to convey a strong position

Thesis  Glue = what holds the sub-topics together Sub-topic 1 Sub-topic 2 Sub-topic 3

Seesaw Argument Evidence Light = a list Heavy = opinion only, a rant Light = opinion only, a rant Heavy = a list

Build a Hypothesis (Social Science) High poverty levels and low levels of health literacy are directly related in Canadian society; the lack of education options available for low income earners as well as communication barriers between new immigrants and health professionals are clear indications of systemic discrimination within the health and education sectors. Hypothesis Main argument Sub-topics (variables)

Build a Hypothesis end point Strong words: High Low Directly Barriers Clear

Topic Sentence Scaffold  Life in the 1930’s was a hardship for most Canadians as demonstrated by…  Life was a hardship = main argument  Students would then describe sub-topics using STRONG adjectives: Challenging living conditions Destabilizing social unrest Widespread discrimination Difficult environmental conditions Stigmatizing feelings of personal shame

Use Common Terminology  Be consistent Point = general idea Example = specific evidence, detail, proof Argument = explanation, connection or link to thesis or topic sentence  How the evidence proves the thesis or topic sentence

Note-Taking  Support and encourage the right kind of note-taking Teach a format that will encourage students to look for and record detailed examples Practice using this format in class  Start with the textbook  Have students distinguish between general ideas and specific examples in the textbook

Note-Taking Method #1  Support and encourage the right kind of note-taking Teach a format that will encourage students to look for and record detailed examples Practice using this format in class  Start with the textbook  Have students distinguish between general ideas and specific examples in the textbook

Note-Taking Format – Method #1 afterlife The Book of the Dead contained scenes that illustrated how a person was to be judged worthy or not of the afterlife… 13

Note-Taking Method #2

Using Your Own Words  Most common problem: Students copy directly from the source without quoting Even if they cite the source they are still plagiarizing by copying the words of the author(s)  Solutions? Check hand-written notes (handed in) Do a class example together of how to paraphrase and cite

Plagiarism Prevention  Proactive tips: Change assignments or topics often Have students write the final product in- class Make assignments date-restrictive (e.g., use articles written after January, 2011) Have note-taking done by hand

Highlighting Sub-Topics in Notes  Have students highlight their notes using different colours for different categories:  categories = sub-topics 3 colours = 3 sub-topics Encourages students to use their notes more effectively  Helps them see patterns and relationships (and repetition)

Sample of Notes

Outline Stage  Transition from research to writing  Allows teacher to see students’ progress BEFORE the essay / paragraph  Encourages good habits: Preparing in advance Citing sources Connecting evidence to argument  Teacher can provide electronic template

CHC 2D – 1930s Argumentative Paragraph Scaffold Example/Evidence #1: Source: Explanation/Argument:

Outline Point- form outline

Outline Electronic template

Go Forth and Be Confident  Talk about writing casually and formally  Get students to write often Give feedback  oral and written