ERIC Number: ED269804
Record Type: RIE
Publication Date: 1985-Sep-21
Reference Count: 0
From Cloze Reading to Better Writing--or--How to Survive Teaching Grammar, Expository Reading and Writing to Uninformed, Mostly Disinterested Junior High Students.
Bude, Bette L.
Because junior high school literature anthologies contain few expository offerings and English texts seldom involve students in critical reading as background for writing, it is up to the teacher to fill the gap. One approach for providing students with critical reading practice is the cloze procedure, which (1) encourages close reading and careful attention to semantics, syntax, mode of writing, sentence pattern, and grammar; (2) is motivational; (3) is adaptable; (4) prompts critical thinking; (5) improves vocabulary and use of context; (6) gives students experience dealing with non-fiction; and (7) gives students background so that they can speak with more authority when writing exposition. By finding versatile ways to use material written using cloze, teachers can provide students with the opportunities to interact with content in ways that will make students more capable, satisfied writers. (Two cloze writing lessons, one for writing a comparison or contrast paragraph and the other for writing a chronologically arranged paragraph, are included.) (HOD)
Descriptors: Cloze Procedure, Content Area Writing, Critical Reading, Critical Thinking, Expository Writing, Integrated Activities, Junior High Schools, Paragraph Composition, Reading Skills, Reading Writing Relationship, Student Motivation, Teaching Methods, Vocabulary Development, Writing Exercises, Writing Instruction
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Meeting of the Basic Writing Conference (St. Louis, MO, September 21, 1985).