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LC Module: Writing Templates and Term Papers

“When answering study questions, students engaged in fragmented, low-level recognition and recall. When taking notes, they focused on larger concepts but still failed to make their own sense of the content. Only essay writing caused them to think critically—synthesizing, hypothesizing, and evaluating ideas.” (Goodwin, Bryan 04, 2014)
“Writing is not merely the simple task of using paper and pen or pencil to connect letters to form words. Instead, it is using words to form larger thoughts that demonstrate understanding.” (Waring, Jennifer 2007)
“Writing is, in fact, one of the best tools for learning any material because it activates thinking” (Daniels et al., 1998, p. 63). (Daniels, H., Hyde, A., & Zemelman, S. 1998)

30 MIN

WT08 LC-Writing Templates – WRITING TECH INSTRUCTIONS Student Activity Sheet

As directed by teacher, students, (individually, with a partner, a small group or as a class), when writing about chronological steps or sequences, will use the “TECHNICAL INSTRUCTIONS” writing template provided. Students should be prepared to share their work with a partner, in a small group and/or class. Teacher may ask that students submit their paper copy for points at different intervals during the writing process, such as Draft Copy, Revised Copy, Edited Copy and/or Final Copy.

30 MIN

WT07 LC-Writing Templates – SHARING MY OPINION Student Activity Sheet

As directed by teacher, students (individually, with a partner, a small group or as a class), when sharing both facts and opinions, will use the “SHARING FACTS AND OPINIONS” writing template provided. To support the facts, students should include examples, statistics and comparisons, if available. Students should be prepared to share their work with a partner, in a small group and/or class. Teacher may ask that students submit their paper copy for points at different intervals during the writing process, such as Draft Copy, Revised Copy, Edited Copy and/or Final Copy.

30 MIN

WT06 LC-Writing Templates – REPORTING THE FACTS Student Activity Sheet

As directed by teacher, students (individually, with a partner, a small group or as a class), when reporting about an event, will use the “JUST THE FACTS” writing template provided. The facts are revealed using the five Ws – Who? What? When? Where? and Why/How? Students should be prepared to share their work with a partner, in a small group and/or class. Teacher may ask that students submit their paper copy for points at different intervals during the writing process, such as Draft Copy, Revised Copy, Edited Copy and/or Final Copy.

30 MIN

WT05 LC-Writing Templates – IN SUPPORT OF Student Activity Sheet

As directed by teacher, students, (individually, with a partner, a small group or as a class), when supporting an opinion with examples, statistics and comparisons, will use the ‘IN SUPPORT OF’ writing template provided. Students should be prepared to share their work with a partner, in a small group and/or class. Teacher may ask that students submit their paper copy for points at different intervals during the writing process, such as Draft Copy, Revised Copy, Edited Copy and/or Final Copy.

30 MIN

10 MIN

WT03 Pre-Writing Template – Use of Analogy and Metaphors for Writing Enhancement

Writing experts claim that analogies and metaphors can make your writing more personal, more memorable and more persuasive. By creating new and interesting comparisons, new-fangled perspectives and vivid images can be generated in the minds of others. As directed by teacher, (individually, with a partner, a small group and/or class), create possible analogies and metaphors to enhance your writing topic. These examples can be inserted in your writing assignment.

30 MIN

WT03 LC-Writing Templates – DESCRIBING A SERIES OF EVENTS Student Act Sheet

As directed by teacher, students, (individually, with a partner, a small group or as a class), when writing about a series of events, will use the “SERIES OF EVENTS” writing template provided. Students should be prepared to share their work with a partner, in a small group and/or class. Teacher may ask that students submit their paper copy for points at different intervals during the writing process, such as Draft Copy, Revised Copy, Edited Copy and/or Final Copy.

30 MIN

WT02 Pre-Writing Template – Use of Storyboards for Writing Organization

When organizing thoughts, facts, details, examples and quotes for writing, a storyboard can be very beneficial. A storyboard can serve as a framework to help sequence thoughts and ideas before beginning the writing process. Pulling together various parts and seeing the big picture, it is easier to understand how concepts can connect and work together to create the whole. By visualizing the writing activity as a whole and in sequence, a writing roadmap is produced. As directed by teacher, (individually, with a partner, a small group and/or class), use a storyboard to initiate the writing process.

30 MIN

WT02 LC-Writing Templates – DESCRIBING MY EXPERIENCE Student Activity Sheet

As directed by teacher, students, (individually, with a partner, a small group or as a class), when writing about an event or an incident, will use the “EXPERIENTIAL” writing template provided, sharing how the experience looks, feels, sounds, feels and tastes. Students should be prepared to share their work with a partner, in a small group and/or class. Teacher may ask that students submit their paper copy for points at different intervals during the writing process, such as Draft Copy, Revised Copy, Edited Copy and/or Final Copy.

30 MIN

WT01 Pre-Writing Templates – Use of Concept Mapping for Writing Organization

When organizing thoughts, facts, details, examples and quotes for writing, a concept map can be very beneficial planning tool. It can allow thought to flow clearly and logically, while showing how ideas are connected. It is a powerful tool for generating and categorizing ideas before starting the writing process. As directed by teacher, (individually, with a partner, a small group and/or class), use a concept map to initiate the writing process.

Achievement Points - The gears located on each module provide some research specifics why the strategy used in each module raises student achievement. You can click on the gear to read and click on the gear again to eliminate the research box retrieved. For more citation reference information, please refer to the Learning Connect Research Resource Guide in the left hand column of this website.