He has strong voice in his writing i can almost hear

This preview shows page 6 - 8 out of 21 pages.

wondering how he feels about the given topic. He has strong voice in his writing. I can almost hear him as I read this, as the tone of the writing his most definitely Cade’s style. As compared with another fourth-grade opinion writing (Appendix B), Cade’s was lacking regarding the depth of his ideas and organization. As an advanced writer, the author of the sample essay provides extensive reasoning to support his or her opinion. The essay reads on a more sophisticated level due to the use of higher-level vocabulary and more fluent sentence structure. Although Cade’s opinion on the topic of Mars exploration is clear, his justification is limited. His paragraph on using the money from one Mars rover to help two hundred schools is underdeveloped, as it consists of only three choppy sentences. In contrast, the sample essay provides smooth transitions between ideas and paragraphs. To support the development of ideas and organization in Cade’s writing, I would focus onthe prewriting stage in the writing process. “Prewriting has probably been the most neglected stage in the writing process; however; it’s as crucial to writers as a warm-up is to athletes”
15GETTING TO KNOW THE LITERACY LEARNER(Tompkins, 2010, p. 52). Tomkins goes on to reiterate that at least seventy percent of the time allotted for a writing assignment be spent in this first stage of the writing process. Brainstorming,pictures, graphic organizers, reading, internet research, and peer conversation are all great ways to generate ideas for writing. A heavier focus on the beginning stages of writing can lead to a more thorough understanding of the topic. Through the use of a variety of sources, Cade could bebetter equipped to provide adequate evidence to support his claims. Another important concept for the generating of ideas is for students to choose their own writing topics. “Students should choose their own topics for writing-topics that they're interested in and know about-so that they'll be more engaged, but that isn't always possible” (Tompkins, 2010, p. 53). Our school district designed our writing curriculum to include opinion, informative,and narrative writing. Each writing must be in response to, and citing evidence from, multiple texts on the topic. We have a set of writing tasks to complete throughout the school year, so time spent on student-generated ideas is limited. However, I can broaden the topics more to provide opportunities for students to have more ownership over what they choose to focus on. Thoughtful time spent in the initial stages of writing will prove to expand on Cade’s ideas and more thorough organization, thereby allowing him to produce more detailed writing. The Common Core State Standards (CCSS) prioritize the holistic literacy of twenty-first-century students. “The standards assume that being literate means being digitally literate” (Dalton, 2012, p. 333). To be fully literate today, our students must “become proficient in the new literacies of 21st-century technologies” (Coskie and Hornof, 2013, p. 57). Guiding Cade

  • Left Quote Icon

    Student Picture

  • Left Quote Icon

    Student Picture

  • Left Quote Icon

    Student Picture