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提升学生英语写作水平的30个方法,
The National Writing Project's 30 Ideas for Teaching Writing offers successful strategies contributed by experienced writing project teachers. Since NWP does not promote a single approach to teaching writing, readers will benefit from a variety of eclectic, classroom-tested techniques.
Few sources available today offer writing teachers such succinct, practice-based help—which is one reason why 30 Ideas for Teaching Writing was the winner of the Association of Education Publishers 2005 Distinguished Achievement Award for Instructional Materials.
These ideas originated as full-length articles in NWP publications (a link to the full article accompanies each idea below).
Table of Contents: 30 Ideas for Teaching Writing
Use the shared events of students' lives to inspire writing.
Establish an email dialogue between students from different schools who are reading the same book.
Use writing to improve relations among students.
Help student writers draw rich chunks of writing from endless sprawl.
Work with words relevant to students' lives to help them build vocabulary.
Help students analyze text by asking them to imagine dialogue between authors.
Spotlight language and use group brainstorming to help students create poetry.
Ask students to reflect on and write about their writing.
Ease into writing workshops by presenting yourself as a model.
Get students to focus on their writing by holding off on grading.
Use casual talk about students' lives to generate writing.
Give students a chance to write to an audience for real purpose.
Practice and play with revision techniques.
Pair students with adult reading/writing buddies.
Teach "tension" to move students beyond fluency.
Encourage descriptive writing by focusing on the sounds of words.
Require written response to peers' writing.
Make writing reflection tangible.
Make grammar instruction dynamic.
Ask students to experiment with sentence length.
Help students ask questions about their writing.
Challenge students to find active verbs.
Require students to make a persuasive written argument in support of a final grade.
Ground writing in social issues important to students.
Encourage the "framing device" as an aid to cohesion in writing.
Use real world examples to reinforce writing conventions.
Think like a football coach.
Allow classroom writing to take a page from yearbook writing.
Use home language on the road to Standard English.
Introduce multi-genre writing in the context of community service.
1. Use the shared events of students' lives to inspire writing.
Debbie Rotkow, a co-director of the Coastal Georgia Writing Project, makes use of the real-life circumstances of her first grade students to help them compose writing that, in Frank Smith's words, is "natural and purposeful."
When a child comes to school with a fresh haircut or a tattered book bag, these events can inspire a poem. When Michael rode his bike without training wheels for the first time, this occasion provided a worthwhile topic to write about. A new baby in a family, a lost tooth, and the death of one student's father were the playful or serious inspirations for student writing.
Says Rotkow: "Our classroom reverberated with the stories of our lives as we wrote, talked, and reflected about who we were, what we did, what we thought, and how we thought about it. We became a community."
ROTKOW, DEBBIE. 2003. "Two or Three Things I Know for Sure About Helping Students Write the Stories of Their Lives," The Quarterly (25) 4.
2. Establish an email dialogue between students from different schools who are reading the same book.
When high school teacher Karen Murar and college instructor Elaine Ware, teacher-consultants with the Western Pennsylvania Writing Project, discovered students were scheduled to read the August Wilson play Fences at the same time, they set up email communication between students to allow some "teacherless talk" about the text.
Rather than typical teacher-led discussion, the project fostered independent conversation between students. Formal classroom discussion of the play did not occur until students had completed all email correspondence. Though teachers were not involved in student online dialogues, the conversations evidenced the same reading strategies promoted in teacher-led discussion, including predication, clarification, interpretation, and others.
MURAR, KAREN, and ELAINE WARE. 1998. "Teacherless Talk: Impressions from Electronic Literacy Conversations." The Quarterly (20) 3.
3. Use writing to improve relations among students.
Diane Waff, co-director of the Philadelphia Writing Project, taught in an urban school where boys outnumbered girls four to one in her classroom. The situation left girls feeling overwhelmed, according to Waff, and their "voices faded into the background, overpowered by more aggressive male voices."
Determined not to ignore this unhealthy situation, Waff urged students to face the problem head-on, asking them to write about gender-based problems in their journals. She then introduced literature that considered relationships between the sexes, focusing on themes of romance, love, and marriage. Students wrote in response to works as diverse as de Maupassant's "The Necklace" and Dean Myers's Motown and DiDi.
In the beginning there was a great dissonance between male and female responses. According to Waff, "Girls focused on feelings; boys focused on sex, money, and the fleeting nature of romantic attachment." But as the students continued to write about and discuss their honest feelings, they began to notice that they had similar ideas on many issues. "By confronting these gender-based problems directly," says Waff, "the effect was to improve the lives of individual students and the social well-being of the wider school community."
WAFF, DIANE. 1995. "Romance in the Classroom: Inviting Discourse on Gender and Power." The Quarterly (17) 2.
4. Help student writers draw rich chunks of writing from endless sprawl.
Jan Matsuoka, a teacher-consultant with the Bay Area Writing Project (California), describes a revision conference she held with a third grade English language learner named Sandee, who had written about a recent trip to Los Angeles.
"I told her I wanted her story to have more focus," writes Matsuoka. "I could tell she was confused so I made rough sketches representing the events of her trip. I made a small frame out of a piece of paper and placed it down on one of her drawings-a sketch she had made of a visit with her grandmother."
"Focus, I told her, means writing about the memorable details of the visit with your grandmother, not everything else you did on the trip."
"'Oh, I get it,' Sandee smiled, 'like just one cartoon, not a whole bunch.'"
Sandee's next draft was more deep than broad.
MATSUOKA, JAN. 1998. "Revising Revision: How My Students Transformed Writers' Workshop." The Quarterly (20) 1.
5. Work with words relevant to students' lives to help them build vocabulary.
Eileen Simmons, a teacher-consultant with the Oklahoma State University Writing Project, knows that the more relevant new words are to students' lives, the more likely they are to take hold.
In her high school classroom, she uses a form of the children's ABC book as a community-building project. For each letter of the alphabet, the students find an appropriately descriptive word for themselves. Students elaborate on the word by writing sentences and creating an illustration. In the process, they make extensive use of the dictionary and thesaurus.
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