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ERIC Number: EJ912133
Record Type: Journal
Publication Date: 2010
Pages: 4
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-1056-0300
To Understand the Content, Write about It!
Leddy, Diana
Social Studies and the Young Learner, v23 n1 p4-7 Sep-Oct 2010
Integrating writing into the social studies curriculum ought to be easy. After all, within any rich unit of study, there are endless possibilities for students to record, synthesize, and respond to new content with written words. Learning is enhanced by multiple opportunities to write, and what better way to teach composition than in the vivid context of a voting booth simulation, a classroom interview with a student's grandmother, or lesson about a local agricultural product? Yet, despite the compelling intersection of literacy and social studies, for many years the author found the goal of crafting lessons that meaningfully integrate "content" and "composition" elusive. Concerned that her students were not engaging in meaningful writing, the author began to collaborate with a small group of colleagues to examine the research, experiment in the classroom, analyze student writing, and share observations. After several years, the core of the study group expanded to form the Vermont Writing Collaborative. Today, this collaborative has grown to include more than one hundred teachers statewide. Its mission is to help all students, K-12, write thoughtfully and effectively. The author describes an approach that provides support needed for all students to produce high quality, meaningful writing and develop a deeper understanding of content. (Contains 11 notes.)
National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800: Fax: 301-588-2049; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Vermont