kimskorner4teachertalk.com/writing/writingprocess/timeline.)"
This is a valuable aspect of the writing timeline that the teacher has developed. It provides the student with the ability to earn points on having excellent ideas and content even if the grammar and spelling is not up to par.
For many students the fear of writing begins when they turn in something they worked hard to produce and thought they had a wonderful writing idea, only to have it returned with red marks all over it for grammar errors.
Grammar and punctuation are very important elements to the lesson of writing, however, one must also consider the ideas and content that were offered as well.
Dividing the grading system into two areas, one for ideas and content and the other for grammar, spelling and punctuation is a good idea if one wishes to encourage students to continue writing.
A student with really great ideas and storylines can work to improve his or her grammar and punctuation techniques.
A student that is a stellar speller and understands punctuation completely can work on his or her ideas and improve their writing with new skills.
Writing is a process both linear and recursive. It is linear because effective writers construct documents in well-defined and ordered stages. It is also recursive, however, because at any point an author may need to return to a previous stage."
This website offers an important piece of advice. Writers and students learning to write must understand that it is acceptable and normal to have to return to previous steps or elements of their writing project, and move forward again (the Writing Timeline (http://www.mhhe.com/mayfieldpub/tsw/wt.htm).
This occurs with editing and proofing and is the mark of a writer who takes pride in his or her writing and wishes to make it the best that it can be.
It is important as a teacher to understand the individuality of students and to embrace those differences when teaching...
Instructors should fully explain the "purpose" behind the assignment, and should ask themselves before assigning it: a) am I offering "any autonomy over how and when to do this work?"; b) does doing this assignment promote mastery by being "an engaging task?" And c) is the purpose of this assignment clear to the students? Teachers, students and others in the classroom community are inspired when there is a larger cause for
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Teaching ESL Students At least 3.5 million children every year are identified as possessing limited English proficiency and require additional support before they are mainstreamed into the regular classroom environment (Miller & Endo 2004: 786). Approaches to ESL instruction run the gamut from total immersion to fostering a largely bilingual approach to education for this group of students. The two typical program approaches are that of a transitional bilingual education
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The goal especially at this Behavior Intensity level is to provide corrective action rather than punitive. This can be initiated by the use of visual or non-verbal prompts, proximity or even a subtle verbal warning. The goal is to alert the student to the 'annoying' behavior and to demonstrate that this behavior won't be accepted without yet resorting to punishment. For the student that insists on either becoming distracted easily
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