| |
| |
| Acknowledgments | |
| |
| |
| Preface | |
| |
| |
| Introduction | |
| |
| |
| What is the Writing Process? | |
| |
| |
| What is Writing Content? | |
| |
| |
| Structure and Choice | |
| |
| |
| How to Use This Book | |
| |
| |
| Lessons | |
| |
| |
| Imitation and Need | |
| |
| |
| What Works | |
| |
| |
| Time And Materials | |
| |
| |
| Reproducibles | |
| |
| |
| The Writing Process Classroom | |
| |
| |
| The Environment | |
| |
| |
| Time for Daily Writing | |
| |
| |
| Workshop Materials and Procedures | |
| |
| |
| Content: Genres, Composing Skills, and Conventions | |
| |
| |
| Grade Appropriate Target Skills | |
| |
| |
| Teaching the Target Skill Concept | |
| |
| |
| Lesson Models | |
| |
| |
| The Vocabulary of Writers | |
| |
| |
| Self-Evaluation Procedures | |
| |
| |
| Efficient Record Keeping | |
| |
| |
| Parent Education | |
| |
| |
| Management Techniques | |
| |
| |
| Books About the Writing Craft | |
| |
| |
| Prewriting | |
| |
| |
| Expectations | |
| |
| |
| Strategies For Choosing Topics | |
| |
| |
| Opportunity to Think and Talk About Topics | |
| |
| |
| Planning Techniques | |
| |
| |
| Drafting | |
| |
| |
| From Graphic Planner to Drafts | |
| |
| |
| Skipping Lines | |
| |
| |
| First-Draft Practices | |
| |
| |
| Great Beginnings and Great Endings | |
| |
| |
| Expanding and Developing ideas | |
| |
| |
| No Copying Drafts | |
| |
| |
| Response | |
| |
| |
| Author's Chair | |
| |
| |
| Peer Conferences | |
| |
| |
| Homework Response | |
| |
| |
| Self-Response | |
| |
| |
| Student-Teacher Conferences | |
| |
| |
| Revision | |
| |
| |
| Remembering Responses | |
| |
| |
| Managing the Manuscript | |
| |
| |
| Kinds of Revision | |
| |
| |
| Editing | |
| |
| |
| Standards | |
| |
| |
| Editing Someone Else's Writing | |
| |
| |
| Editing By Ear | |
| |
| |
| Editing Dialogue | |
| |
| |
| Getting Rid of Repetitious Words | |
| |
| |
| Spelling | |
| |
| |
| Publishing | |
| |
| |
| Kinds of Publishing | |
| |
| |
| When and How Often to Publish | |
| |
| |
| Editing Standards | |
| |
| |
| Typing and Printing Considerations | |
| |
| |
| Educating Readers of Hand-Published Books | |
| |
| |
| Writing Content | |
| |
| |
| A General Outline of the Genre Characteristics | |
| |
| |
| Composing Skills | |
| |
| |
| Conventions (See Chapter VII, Editing) | |
| |
| |
| Descriptive Writing | |
| |
| |
| Narrative Writing | |
| |
| |
| Personal Narrative | |
| |
| |
| Informational Narrative | |
| |
| |
| Fiction | |
| |
| |
| Expository Writing | |
| |
| |
| Topic Sources: Personal Exposition | |
| |
| |
| Gathering Information | |
| |
| |
| Choice of Presentation Form | |
| |
| |
| Time to Talk | |
| |
| |
| Organization | |
| |
| |
| Topic Sentences and Supporting Details | |
| |
| |
| Beginnings | |
| |
| |
| Endings | |
| |
| |
| Unity Through Transitions | |
| |
| |
| Persuasive Writing | |
| |
| |
| Organization | |
| |
| |
| Audience | |
| |
| |
| Arguments | |
| |
| |
| Techniques | |
| |
| |
| Poetry | |
| |
| |
| Receiving Poetry | |
| |
| |
| Poetry Instruction | |
| |
| |
| Literary Devices | |
| |
| |
| Evaluation, Assessment, and Portfolios | |
| |
| |
| Assessing Individual Papers | |
| |
| |
| Evaluating Writing Process Progress | |
| |
| |
| Evaluating Content Achievement | |
| |
| |
| Writing Assessment Tests | |
| |
| |
| Assessing Student Manuscripts | |
| |
| |
| Student Self-Evaluation | |
| |
| |
| Portfolios | |
| |
| |
| Meeting Common Challenges | |
| |
| |
| Appendix | |
| |
| |
| Reproducibles | |
| |
| |
| About the Author | |
| |
| |
| Scope and Sequence Fold-Out Chart | |