1. Risa Gluskin York Mills C.I. Oct. 13, 2011
Teach Writing With Confidence: For Teacher Candidates in Social Science & the Humanities and Canadian & World Studies
Risa Gluskin
York Mills C.I.
Oct. 13, 2011

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

3. Philosophical Question:
Does development of writing and research skills get in the way of the curriculum?
Or does the curriculum get in the way of development of writing and research skills?

4. Whose Confidence?
The title of the presentation is teach writing with confidence:
Did you take that to mean you or the students?
anxious teacher
nervous student

5. 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

6. 5 Structure Teach paragraphs first Is flexible Is adaptable
in-class essay
visual essay
Is a great place to start
-build to longer essays

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

8. 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

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

10. 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

11. 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

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

13. Thesis Glue = what holds the sub-topics together Sub-topic 1

14. 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

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

16. Using Your Own Words Most common problem: Solutions?
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

17. 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

18. 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)

19. 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

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

21. Outline
Point- form outline