AIM: The purpose of this module will be to teach students to use the writing process when writing for any purpose. By using the writing process, students will form habits that builds writing skills.
RATIONALE: Students must be able to express themselves verbally and in writing. Students are often able to speak in an articulate manner on a given subject, idea or personal thought but lack the confidence or ability to write in a clear, concise and purposeful manner. This module will guide students to write for a purpose by providing instruction on how the writing process can build writing skills as well as familiarize students with the resources available on the worldwide web.
GOALS &
OBJECTIVES: The goal of this module is to provide a constant student tutorial for the writing process. Students will gain an appreciation of the usefulness of the writing process as the most common form of communication. This module was designed to eliminate the confusion encountered when the steps of the process vary from source to source.STATE GOAL 3: WRITE TO COMMUNICATE FOR A VARIETY OF PURPOSES.
CAS A. Produce documents and other written works that adhere to Standard English conventions.
CAS B. Write in a manner that reflects focus, organization, and coherence, using a variety of supporting evidence and elaborate detail.
CAS C. Use stages of the writing process to produce well-developed expository, narrative, persuasive, and technical texts that address audience, purpose, and context.
CAS A. Gather, organize, and integrate information from a variety of print and non-print sources (e.g., library, electronic sources, human resources) to answer questions and solve problems related to investigation and research.
AUDIENCE: This module is designed for intermediate and middle school students, grades 4-8.
CURRICULUM
CONTENT: This module is designed to be used with all areas of the curriculum. The main focus is language arts/writing.INSTRUCTIONAL
PLAN: Students are expected to have a general idea of the components and functions of a PC. Instruction on how to surf the worldwide web in a prerequisite for using this module.Time span for using the module will vary. Allow 50 minutes to go through the module as an introduction. It may take up to three 50-minute sessions to complete the module and a writing assignment.
Teachers have the option of assigning a writing prompt/topic or allowing the students to choose their own.
Teachers will log on computers and direct students to type in URL to begin: http://cuip.uchicago.edu/~mmanning/2001/.
Teachers should browse the entire module (and links) prior to students.
The first page directs students to click on STUDENTS or the image "Sharpen Your Skills" to begin. There are five stages or steps for students to follow in this module.
Students are directed through each step of the writing process on separate pages. Within a page are links to other web pages with helpful information. Links outside of Write Away!. will open a separate page. Students should be instructed not to browse the web from a link.
The first time students use the module, it may be used as an introduction to the writing process and no actual writing would be required. Each additional time, students may revisit steps as needed and view links that provide additional help based upon individual student needs. Topics, ideas,graphic organizers, etc. will vary for each use. If necessary, additional organizers and rubrics may be provided.
The Student Assessment page is a form students complete that answers questions regarding the type of writing a student is actively involved. The form can be printed for teachers to assess their work and/or submitted to Write Away!.
MATERIALS: writing topic/prompt (optional); pencil; paper; graphic organizer (printed from web); peer edit checklist; writing checklist); self-check (form); quiz (electronically graded)
ASSESSMENT &
EVALUATION: The final assessment of student learning will be the completed writing assignment. Students will have an editing/revision checklist completed by a peer and a self-assessment writing checklist, both of which may be printed from the site. Teachers may also select from links to additional rubrics.
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Mishawna
S. Manning * A Chicago Public Schools and University of Chicago
Internet Project * Last updated on
July 19, 2001
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