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kimskorner4teachertalk.com/writing/writingprocess/timeline.)"
This is a valuable aspect of the writing timeline that the teacher has developed. It provides the student with the ability to earn points on having excellent ideas and content even if the grammar and spelling is not up to par.
For many students the fear of writing begins when they turn in something they worked hard to produce and thought they had a wonderful writing idea, only to have it returned with red marks all over it for grammar errors.
Grammar and punctuation are very important elements to the lesson of writing, however, one must also consider the ideas and content that were offered as well.
Dividing the grading system into two areas, one for ideas and content and the other for grammar, spelling and punctuation is a good idea if one wishes to encourage students to continue writing.
A student with really great ideas and storylines can work to improve his or her grammar and punctuation techniques.
A student that is a stellar speller and understands punctuation completely can work on his or her ideas and improve their writing with new skills.
Writing is a process both linear and recursive. It is linear because effective writers construct documents in well-defined and ordered stages. It is also recursive, however, because at any point an author may need to return to a previous stage."
This website offers an important piece of advice. Writers and students learning to write must understand that it is acceptable and normal to have to return to previous steps or elements of their writing project, and move forward again (the Writing Timeline (http://www.mhhe.com/mayfieldpub/tsw/wt.htm).
This occurs with editing and proofing and is the mark of a writer who takes pride in his or her writing and wishes to make it the best that it can be.
It is important as a teacher to understand the individuality of students and to embrace those differences when teaching...
This is the area that many students have trouble with and the writing web site can provide valuable tools to assist in helping students through this process.
The writing website provides teachers with a step-by-step method for helping students learn to write more effectively. I agree with the timeline that divides the writing assignment up into smaller steps so that students do not become overwhelmed, however, I think the daily points should not be an all or nothing method.
The site is an excellent source for teachers and I would recommend it to anyone interested in seeing one method of teaching students how to write more effectively.
References
The Writing Timeline http://www.mhhe.com/mayfieldpub/tsw/wt.htm in Kim's classroom and predict the advantages and disadvantages of using a tool such as the TIMELINE. http://www.kimskorner4teachertalk.com/writing/writingprocess/timeline.html
Teaching writing to exceptional children: reaction and recommendations.
From: Exceptional Children | Date: April 1, 1988 | Author: Barenbaum, Edna | More results for: "teaching writing"
The Bridge to Powerful Writing and Increased Test Scores: Skills and Effective Methodology for Teachers by Barbara Mariconda http://www.teach-nology.com/tutorials/teaching/powerwrite/
http://www.ldonline.org/article/6201
Instructors should fully explain the "purpose" behind the assignment, and should ask themselves before assigning it: a) am I offering "any autonomy over how and when to do this work?"; b) does doing this assignment promote mastery by being "an engaging task?" And c) is the purpose of this assignment clear to the students? Teachers, students and others in the classroom community are inspired when there is a larger cause for
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