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8-2-W-3
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last edited
by Tanya Phillips 5 years, 6 months ago
Standard 2: Reading and Writing Process
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Students will use a variety of recursive reading and writing processes.
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WRITING: Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing. |
8.2.W.3 Students will develop drafts by choosing an organizational structure (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays. |
Student Actions
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Teacher Actions
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Supporting Resources
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Teacher Insights
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WritingFix (website)
Description (website)
Compare/contrast (website)
Activities for Problem/solution (pdf)
Cause/effect Sample Lesson (website)
See 8.3.R.6
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Organizational structure does just what it sounds like: provides structure for the reader and helps organize the writer. Structures should be chosen depending on the audience and purpose.
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The University of Washington provides the following patterns of organization structure:
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Narration: telling a story
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Description: relating what you see, hear, taste, feel, and smell
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Process: describing a sequence of steps necessary for a process
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Definition: illustrating the meaning of certain words or ideas
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Division and Classification: grouping ideas, objects, or events into categories
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Compare and Contrast: finding similarities and/or differences between topics
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Analogy: making a comparison between two topics that initially seem unrelated
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Cause and Effect: explaining why something happened, or the influence of one event upon another
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Patterns of organization should be part of the prewriting process. It is expected that some changes may occur; however, there should be clear sections in the planning document that will help organize writing into paragraphs.
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Transitions between ideas, paragraphs, and evidence are necessary for an essay’s cohesion and provide guidance for the reader.
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In multi-paragraph compositions, each paragraph should have a clear topic sentence that is stated or implied and reflects the ideas from the thesis.
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Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.
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