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ERIC Number: ED440376
Record Type: RIE
Publication Date: 2000
Pages: 241
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-1-57517-259-3
ISSN: N/A
Writing as Learning: A Content-Based Approach.
Rothstein, Evelyn; Lauber, Gerald
Based on the understanding that writing should not be confined to the language arts classroom, this book provides over 200 examples of how 12 different strategies can be used in kindergarten through high school classrooms. The writing strategies in the book demonstrate how writing can also be employed as a powerful tool for processing new subject-area content and integrating new learning with prior knowledge. Additionally, by using writing to process content, students learn to read better, strengthen organizational skills, achieve an enriched vocabulary, and enhance thinking skills. After a preface and introduction, chapters in the book are: (1) The Elements of Writing as Learning: Strategies, Genres, Topics, and Tools; (2) Building Taxonomies for Fluency: The ABCs of Word Power; (3) Composing with Keywords: Words Define Knowledge; (4) Metacognition: Knowing What You Know; (5) Defining Format: Categorizing and Clarifying; (6) Profiles and Frames: Organizers for Writing; (7) Who's Who: Biographies and Autobiographies; (8) Reasons, Causes, Results: The Essay--Personal, Persuasive, Explanatory; (9) Where in the World: Locating Our Writing; (10) Premises, Premises: The Book, the Play, the Movie; (11) Quotable Quotes: Beliefs and Opinions; (12) Personifications and Interactions: Subject Area Conversations; (13) Morphology, Etymology, and Grammar: Words for Grammar and History; (14) Writing as Editing: Writers Revisit; and (15) Active Learning: A Goal for Every Student. (Contains 42 references.) (RS)
SkyLight Training and Publishing Inc., 2626 S. Clearbrook Dr., Arlington Heights, IL, 60005-5310 ($26.95). Tel: 800-348-4474 (Toll Free); Tel: 847-290-6600; Web site: http://www.skylightedu.com; e-mail: info@skylightedu.com.
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A