1. Writing Across the Curriculum Ideas for Engaging Students in Writing and Learning

2. There is unique power to be found in good nonfiction – the power to illuminate facts and make learning about the world delicious. That’s what draws me to it as both a reader and a writer. However, it is a challenge to write a nonfiction account in a manner that truly breathes life into the subject. Michael O. Tunnell

3. Nonfiction Nonfiction structures challenge students to connect concepts, to organize, and to discover what they understand about a topic or idea. Writing nonfiction helps children hone their thinking and cement their understandings in unique ways.

4. Scavenger Hunt List all the nonfiction structures and features you can find in the texts your group has.

5. Nonfiction Structures Question/answer Cause/effect Compare/contrast Problem/Solution Lists How-to Directions Chronological order Description

6. Nonfiction Features Photographs with captions Sidebars with facts related to the text Headings in different sizes from the text Excerpts Quotes by prominent people in the field Names, dates, facts, figures, statistics, technical terms Table of contents Glossary Index Introduction Graphs Maps Boldface words Diagrams with labels Bubbles with words or thoughts

7. Nonfiction Features What did you learn from the feature? How does it help you as a reader? How does it help you as a learner? What do you notice about the frequency of the feature? What methods do you use for teaching students to read and write those structures and features in your content area?

8. Planning for Writing that Relies on the Acquisition of Knowledge Expect transfer of skills learned in writing workshop –Common language Expect students to use mentors –Study content writing Qualities of good writing your students acquire through writing curriculum will impact their writing work in all content areas. For this to happen every teacher must see themselves as a teacher of writing.

9. Reading with Writers’ Eyes Searching for Patterns Classification: The Nervous System Comparisons: Confucianism/Daoism Characteristics: Binoculars

10. Paragraph Patterns for Classification State the main category in one sentence Use a colon to present the subcategories as a series. Subcategory 1 – function and characteristics Subcategory 2 – function and characteristics Subcategory 3 – function and characteristics

11. Paragraph Patterns for Comparisons Use a semicolon to compare ___; ___. Use a comma + conjunction to compare ___, but (however, on the other hand) ___. Use the both/and structure Both ___ and___ (have something, do something, are something) ___.

12. Paragraph Patterns for Characteristics A (whole) ___ consists of (a) ___ which serves to ___. The purpose of the (part) ___ is to ___. (Part) ___ and (part) ___ work together to ___.

13. Vocabulary Hats Students need to be guided through vocabulary that can wear more than one hat – have more than one meaning. ContentVernacular acuteThe acute angel measures 70 degrees. Appendicitis can lead to acute pain. valueA value is the given measurement of quantity. What is the value of a dollar in Spain? FactorFactor the expression.Weather was a factor in my decision to cancel the party.

14. Vocabulary Hats Some words have a different meaning depending on the subject area. ScienceSocial Studies AtmosphereThe atmosphere of the Earth is divided into temperature zones. The atmosphere promoted nationalism and warfare. AxisThe Earth rotates on its axis.In WWII, the Axis of Powers were defeated on D-Day. CultureA tissue sample was cultured in the Petri dish to diagnose the infection. The culture of the Aztecs included polytheistic religion.

15. Making it Successful Develop a bank of strategies used in all classes. Develop a common language used in all classes. Use strategies on a daily basis. Model for students using teacher and student samples Bring student samples to the table for discussions

16. Bibliography Robb, L. (2004). Nonfiction Writing From the Inside Out. New York: Scholastic. Benjamin, A. (1999). Writing in the Content Areas. New York: Eye on Education. Daniels, H. (2004). Subjects Matter: Every Teacher’s Guide to Content-Area Reading. New Hampshire: Heinemann. Fletcher, R. Portalupi, J. (2001). Nonfiction Craft Lessons. Maine: Stenhouse. Caulkins, L. (1991). Living Between the Lines. New Hampshire: Heinemann. Burkhardt, R. (2003). Writing for Real: Strategies for Engaging Adolescent Writers. Maine: Stenhouse. Davis, J. & Hill, S. (2003). The No-Nonsense Guide to Teaching Writing. New Hampshire: Heinemann. Daniels, H & Semelman, S. ( 1998). A Community of Writers. New Hampshire: Heinemann. Harvey, S. (1998). Nonfiction Matters: Reading, Writing, and Research in Grades 3-8. Maine: Stenhouse. Allen, J. (1998). There’s Room for Me Here: Literacy Workshop in the Middle School. Maine: Stenhouse. http://owl.english.purdue.edu/handouts/WAC/ http://www.sfasu.edu/lalac/bibliog.html www.ncte.org Sorenson, S. Encouraging Writing Achievement: Writing across the Curriculum. ERIC Clearinghouse on Reading, English, and Communication Digest #62 http://www.glencoe.com/sec/teachingtoday/weeklytips.phtml/54