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Reading and Writing in the Content Areas eWorkshop: Identifying Text Structure in Informational Writing

writing genres Genre is a recognized category of works that share a common form, purpose or content. As a writer, it is important to understand what these commonly shared attributes are for each of the different genre.

Often, we receive student writing samples that are too long for our handbooks or that fall into a category already covered by another model. This is where we publish these additional student models. Important Note: If you would like to see one of your models published on our Web site, why not submit it? Click on Publish It! for details. Click on the titles below to see the student models.

Writing across the curriculum in science

'Types of text' worksheets Types of text worksheets and examples. Read the examples and then try to write some texts of your own using the question guides to help you decide what you need to write.

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WHAT IS FUZZMAIL? Fuzzmail records the act of writing and lets you send it as an email. Dynamic changes, typoes, pauses and writeovers are captured and communicated. We created fuzzmail because we wanted a more emotionally expressive alternative to email, so that an emailed love letter does not have to look the same as a business letter.

In this lesson, students analyze a writer's use of sensory details and descriptive language in a New York Times article reviewing the Apple iPhone. Then, students are asked to write original product reviews which incorporate some of the descriptive writing techniques identified and evaluated in class.

SIX + 1 TRAITS WRITING

Interactive Tools and Lessons for "Persuasive Writing"

Teaching and Assessing Writing with the 6-Traits

Shared Documents This page allows you to download documents for teaching reading and writing that members of the our list have agreed to share. File size for each document will be provided in download dialogue box.

Teaching Students Feature Article Writing and Informational Reading

First, writers will search for all four pieces of advice that young author, Eva, receives from her neighbors and then uses in her story found in the book Nothing Ever Happens on 90th Street. Next, writers will apply the four pieces of advice as they brainstorm details about a person, place, and thing they have chosen to write about. Finally, writers will each create a descriptive paragraph that interestingly describes the person, place, and thing they have chosen.

The ability to read allows individuals access to the full range of a culture's artistic and scientific knowledge. Reading is a complex act. Good readers are able fluently to decode the words on a page, to organize and recall important facts in a text, to distill from a reading the author's opinions and attitudes, and to relate the content of an individual text to a web of other texts previously read. The foundation that reading rests upon is the ability to decode. Emergent readers require the support of more accomplished readers to teach them basic vocabulary, demonstrate word attack strategies, model fluent reading, and provide corrective feedback and encouragement. Newly established readers must build fluency and be pushed to exercise their reading skills across the widest possible range of settings and situations. As the act of decoding becomes more effortless and automatic, the developing reader is able to devote a greater portion of cognitive energy to understanding the meaning of the text. Reading comprehension is not a single skill but consists of a cluster of competencies that range from elementary strategies for identifying and recalling factual content to highly sophisticated techniques for inferring an author's opinions and attitudes. As researcher Michael Pressley points out, reading comprehension skills can be thought of as unfolding along a timeline. Before beginning to read a particular selection, the skilled student reader must engage prior knowledge, predict what the author will say about the topic, and set specific reading goals. While reading, the good reader self-monitors his or her understanding of the text, rereads sentences and longer passages that are unclear, and updates predictions about the text based on what he or she has just read. After completing a text, the good reader summarizes its main points (perhaps writing them down), looks back in the text to clarify any points that are unclear, and continues to think about the text and its imp

The ability to read allows individuals access to the full range of a culture's artistic and scientific knowledge. Reading is a complex act. Good readers are able fluently to decode the words on a page, to organize and recall important facts in a text, to distill from a reading the author's opinions and attitudes, and to relate the content of an individual text to a web of other texts previously read. The foundation that reading rests upon is the ability to decode. Emergent readers require the support of more accomplished readers to teach them basic vocabulary, demonstrate word attack strategies, model fluent reading, and provide corrective feedback and encouragement. Newly established readers must build fluency and be pushed to exercise their reading skills across the widest possible range of settings and situations. As the act of decoding becomes more effortless and automatic, the developing reader is able to devote a greater portion of cognitive energy to understanding the meaning of the text. Reading comprehension is not a single skill but consists of a cluster of competencies that range from elementary strategies for identifying and recalling factual content to highly sophisticated techniques for inferring an author's opinions and attitudes. As researcher Michael Pressley points out, reading comprehension skills can be thought of as unfolding along a timeline. Before beginning to read a particular selection, the skilled student reader must engage prior knowledge, predict what the author will say about the topic, and set specific reading goals. While reading, the good reader self-monitors his or her understanding of the text, rereads sentences and longer passages that are unclear, and updates predictions about the text based on what he or she has just read. After completing a text, the good reader summarizes its main points (perhaps writing them down), looks back in the text to clarify any points that are unclear, and continues to think about the text and its imp

Info text with examples

Teaching Summarization

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