Writing+Activities

=Writing Activities= (these activities can be used as Level 1, 2, or 3 writing...it depends on how you present and evaluate the assignment) >
 * **Literacy Autobiography - [[file:LITAUTO-NHS.doc]]**
 * **Writing to Learn -** (Most people realize that writing something down helps them more easily recall that information later. This occurs not because they now have a written record to which they can refer, but because the act of writing causes the brain to process that information more indepth. There is a strong link between writing and thinking. Writing serves as a learning tool for refining thinking. At the same time, complex, cognitive activity produces more articulate and expressive writing.)
 * **Stream of Consciousness Writing -** write write write! Do not stop writing for the entire time (as the teacher, you set the stopwatch). If you get stuck, repeat the last word you wrote or write, "I can't think of anything" until you get back on topic.
 * **Clustering -** to gather ideas, ask students to place their ideas in a web, placing similar details together.
 * **Graffiti Wall -** After students write responses, post the responses onto large paper and post onto the wall. Then, students walk around and the room, reading each response, and writing notes in the margins and such to respond to the responses.
 * **Entrance Cards -** As the students enter the classroom, they give the teacher their response to a reading sample or a question. Students cannot begin class until they have given their entrance card.
 * **Exit Cards -** In the last 5-10 minutes of class, ask students to respond to the activities from the day's lesson. Collect cards as students exit the classroom. Usually the motivation to complete the work comes in this statement, "You cannot leave the classroom unless you hand in your exit card."
 * **Logs -** If you like the strategy of EXIT CARDS, consider using them more often through the log. Ask students to respond to certain activities before, during, and after the activities. Responses are kept in a notebook called a LOG (because they're logging their own learning).
 * **RAFTS -** Role/Audience/Format/Topic/Strong Verbs
 * **Moodle Postings**
 * **Multi-genre Research Papers.** Tom Romano has written a book about this kind of writing, which works well at all levels and in all content areas.

Revising (Changing, Adding, Deleting)

 * **QAD -** Questions, Answers, Discussions. Start by asking students to freewrite on their topic for writing or reading. After a 10-minute freewrite, give students a blank sheet of paper. They each write a "Q" and then a question they want to know from their writing. For instance, they may write a question to themselves about how to solve a problem or diminish tension between ideas, etc. Then they pass the paper to another person and the "A" is written (the answer to the question). Then they pass the paper to the next person and the "D" is written. This can be a discussion about anything written so far. Then the process continues, always staying with the topic at hand. The original writer then uses the entire sheet to revise their work.
 * **Reader-Based Questions [[file:ReaderBasedQuestions.ppt]]**
 * **I Like/I Wish/I Wonder -** Start with a draft of writing. Students get an index card and write these 3 phrases, leaving space between each for some writing: I Like... I Wish... I Wonder. Students switch drafts with a classmate and then the reviewer completes the sentences about the draft. After both are finished reviewing, they discuss their comments. The process can continue with other partners. After all of the cards are complete and discussions have ensued, the writers create a TChart: on the left side, things that came up on the cards or in the discussions that were significant, and on the right side, how will you incorporate those into your writing? Teachers can tell students to write a certain number of things that were useful (2-5 things). After the TChart is complete, the students number the items on the right side. Then on the draft itself, place the corresponding numbers to indicate where the changes will be made in the draft.
 * **Believing and Doubting Game -** Students read through their work aloud for a partner or a group. In the first step of responses, the revisers believe the entire piece of writing and help the writer make the piece more believable. In the second step of responses, the revisers doubt the entire piece of writing. This "devil's advocate" activity helps the writer make the piece stronger by keeping the opposing point of view in mind.