Teach Writing With Confidence:For Teacher Candidates in Social Science & the

Humanities and Canadian & World Studies

Risa GluskinYork Mills C.I. (risa.gluskin@tdsb.on.ca)Oct. 9, 2014

Blog: gluskin.ca

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

Growth Mindset / Growth Zone

Panic Zone

Growth Zone

Comfort Zone

Intelligence is not fixed

Inquiry Model

Student-centred, deep learning

Interpretation

NOT memorization of facts

LOTS TO WRITE ABOUT

Inquiry Fosters Deep Learning

Characteristics of Deep Learning

Characteristics of Surface Approaches

Involves an active search for meaning

Intent is to reproduce parts of the content

Requires an understanding of material

Intent is to acquire the grade

Requires interaction with material in a critical way

Ideas and information are passively accepted

Learners relate ideas to previous knowledge and experiences

Learners concentrate only on what is required for assessment purposes

Jenni Donohoo, 2014

Inquiry Focuses on Questions

Asking before answering A different type of writing skill

Open-ended, interpretive Promote curiosity

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

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Is flexible

Is adaptable

-in-class essay

-visual essay

Is a great place to start

-build to longer essays

Teach paragraphs first

Debate as Practice for Writing

Oral reinforces written Oral strengths are different

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 (oral language is the foundation for writing)

Use Formulas

Thesis = main argument + sub-topics

Topic Sentence = main argument + sub-topicsAdjectives help to convey a

strong position

Thesis

Glue = what holds the sub-topics together

Sub-topic 1

Sub-topic 2Sub-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

afterlifeThe Book of the Dead contained scenes that illustrated how a person was to be judged worthy or not of the afterlife…

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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 Put special twists in them that are

particular to your course Have students write the final product in-

class Make assignments date-restrictive (e.g.,

use articles written after Sept., 2013) 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

Use a journal or portfolio in which the students’ growth can be tracked