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Why teach argument writing?!

c3wp def.PNG

This afternoon I lead my department in a brief 30 minute introduction to NWP’s College, Career, & Community Writers Program. I started by posting the above explanation of C3WP and asking why we should teach our students argument writing. When we discussed, words and phrases like “read critically,” “multiple points of view,” and “respectful” came up repeatedly. We innately know as teachers that it is important for our students to be able to master these skills.

We also discussed the importance of the word finally. Most often we as arguerers take a stand first, then spend the remainder of our efforts reading and researching to support that opinion. However, C3WP’s approach encourages writers to get informed first, challenge their thinking, discuss and revise their opinions, and then finally take a stand. And it provides a wealth of resources to help us guide our students towards mastering this process multiple times throughout the school year.

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Teacher to Teacher: Fostering Social-Emotional Learning

by Lynne R. Dorfman

As young people’s bodies and brains are changing rapidly, they’re also trying to wrestle with who they are and who they want to be. Today’s students have a tougher time than ever, in part – thanks to technology. They’re growing up on Instagram and Snapchat—braces and voice changes and acne breakouts and bad haircuts and fashion pressures and  first crushes for all to see –-and face-to-face communication is almost nonexistent because everyone (sometimes, parents as well) are glued to their phones and various devices.

In today’s classrooms, social-emotional learning practices have found a prominent place. Everywhere, we find educators and our communities talking about raising self-awareness and focusing on kindness, empathy, and the interpersonal skills that help us navigate through school, work, and relationships with family and friends.

Social-emotional learning (SEL) can be defined as the process through which children and adults alike understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. It stands to reason that if you help children develop strong social-emotional skills, then they will be able to cope with everyday challenges.  SEL provides a foundation for positive, long-term effects on kids, adults, and communities.

SEL practices help build a foundation that supports students’ success academically. When kids are equipped with social-emotional skills, they can learn and contribute to a positive school climate. There are many simple things we can do in the beginning of the year to promote social-emotional learning.

With elementary school students, start a card file to record the things you are learning about them. Josh has a new baby brother named Jonathan. Aliyah went to the shelter with her mom, and they rescued an older dog named Cooper. Jamal will be on a traveling ice hockey team this school year, and Cado (Carlos Eduardo) just moved here from Portugal. These notes come in handy during writing workshop when students are trying to think of a topic to write about. They also are great ways to welcome students to class. “Aliyah, how is Cooper adjusting to his new home?”

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Book Review: Oh, Yeah?! Putting Arguments to Work Both in School and Out by Amy Ahart

As part of an independent book study for the Reading and Writing Argumentative Texts course, Amy Ahart created the following flyer. The advertisement highlights key parts of the book that directly affect English instruction.

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After checking out some of the key concepts in this book, what do you want to learn more about? What are some of your go-to professional texts for teaching argument writing?

Joy Write Question 10

The series of posts for “Joy Write” refer to the title of the text our new Summer Institute participants are reading. This is a fabulous book that examines writing instruction, published in 2017 by Ralph Fletcher. Our SI participants are going to comment on the questions, but any reader is welcome to contribute (whether you have read the book or not).

Chapters 11-12: Ralph interviews himself in the final chapter. If you could add an interview question to ask him, what would you want to know?

Joy Write Question 9

The series of posts for “Joy Write” refer to the title of the text our new Summer Institute participants are reading. This is a fabulous book that examines writing instruction, published in 2017 by Ralph Fletcher. Our SI participants are going to comment on the questions, but any reader is welcome to contribute (whether you have read the book or not).

 

Chapter 9-10: What type of writing do you think you use most- writing to communicate or writing to think/learn/problem-solve?  What kind of writing do you ask your students to do more of?

Joy Write Question 8

The series of posts for “Joy Write” refer to the title of the text our new Summer Institute participants are reading. This is a fabulous book that examines writing instruction, published in 2017 by Ralph Fletcher. Our SI participants are going to comment on the questions, but any reader is welcome to contribute (whether you have read the book or not).

 

Chapters 8-9: Our students (and likely us as well) engage in mostly feral writing. Do you think your students consider writing Instagram captions and social media posts to be writing? Do you consider this to be writing? Why or why not?