Writing Tools and Templates
"Thinking with the end of a pen"
Writing Tools and Templates
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. Instructor Note: For copying purposes, each writing template provided includes a copy of an APA Bibliography Writing Template, a Written Presentation Rubric and the "Review and Rewrite" Learning Tool.
As directed by teacher, students, (individually, with a partner, a small group or as a class), when agreeing and verifying information with facts, details, examples and quotes, will use the “CORROBORATING THE FACTS” writing template provided.
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.
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.
As directed by teacher, students, (individually, with a partner, a small group or as a class), when confirming thoughts with logic and evidence, will use the “I HAVE MY REASONS” writing template provided.
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.
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.
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.
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.
Click Here to Start Module. The gears provided on each module provide specific student learning and achievement research for the selected module strategy. Click on the gear to read and click on gear again to eliminate the research box retrieved. For more citation reference information, please refer to the Learning Connect Research Listings in the Teacher Menu located at the top of the page.
Learning is defined as . . .
"Neuroscience research confirms that practice improves performance. The brain processes new information by recalling it, and as the activity is practiced, the pathways get more efficient, and transmission speed increases. The pathways may become permanent as the skill becomes integral to the brain, and is held in long-term memory." (Jensen as stated by - Cercone, 2006.)