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  • Student Readings from Other Sources
    the Suggested Readings Donald Robert B et al Writing Clear Essays Third Edition Prentice Hall Upper Saddle River NJ 1996 4 5 A brief overview of brainstorming freewriting and journal keeping the collecting techniques Basic level of writing Reinking James A Andrew W Hart and Robert Von Der Osten Strategies for Successful Writing A Rhetoric Research Guide and Reader Fourth Edition Prentice Hall Upper Saddle River NJ 1996 12 20

    Original URL path: http://writing.colostate.edu/guides/teaching/narrow/pop5b.cfm (2015-10-15)
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  • Teacher Readings from Other Sources
    Teacher Readings from Other Sources Print Friendly Page Authors Contributors Teacher Readings from Other Sources Back to the Suggested Readings Connors Robert and Cheryl Glenn The St Martin s Guide to Teaching Writing 2nd Edition New York St Martin s 1992 Provides an overview of teaching composition Highlights the process of composition including topic generation and focus Elbow Peter Writing With Power New York Oxford UP 1981 Discusses freewriting as a means of generating topics Elbow Peter Writing Without Teachers New York Oxford UP 1973 Discusses freewriting and other prewriting techniques that can help students to find their own topics Gebhardt Richard C Initial Plans and Spontaneous Composition Toward a Comprehensive Theory of the Writing Process CE 44 1982 620 27 Lunsford Andrea An Update of the Bibliography on Basic Writing Teaching Composition Twelve Bibliographical Essays Gary Tate Ed Texas Christian University Fort Worth 1987 207 226 Provides an updated bibliography to texts on basic writing including helping students get started Briefly discusses recent issues of teaching basic writing Shaughnessy Mina P Basic Writing Teaching Composition Twelve Bibliographical Essays Gary Tate Ed Texas Christian University Fort Worth 1987 177 206 A bibliography to texts on basic writing including helping students

    Original URL path: http://writing.colostate.edu/guides/teaching/narrow/pop5c.cfm (2015-10-15)
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  • Print-Friendly Page
    what which should lead to a need to understand the customs or language of the skill After you have modelled this kind of description and analysis of an experience learning a new skill you should ask the students to freewrite for several minutes on their own experience learning a new skill Have them describe the experience and reflect on what enabled them to gain proficiency After the freewrite you will discuss how this exercise is like the Literacy Narrative Essay that asks them to think about a time when they became proficient at a language The freewrite should have generated at least one time when this was probably true In order to become proficient at a skill for example we generally need to learn the language associated with the skill Learning a New Skill Exercise Student Instructions Think of a time when you first became proficient at a new skill like riding a bike playing a piano or driving a car Now write approximately two paragraphs describing that experience Be sure to set the scene for us describing where you were how old you were what you were doing what you could see around you and other vivid details Then think and write about what enabled you to learn that new skill What did you need to learn in order to become adept at the skill Evolving a Topic Exercise One activity for teaching students how to narrow their topics for a Literacy Narrative Essay is to walk them through the process of evolving a topic This exercise is designed to model a student s process for narrowing a topic and also to give students practice evolving their own topics In addition it provides them with sample questions they can ask themselves to narrow a topic Evolving a Topic Exercise Teacher Instructions First put up the Evolution of a Topic Overhead This overhead shows the process one student went through to narrow the focus of his topic for the Literacy Narrative Essay Walk the students through the process shown on the overhead Discuss why the student in the example decided the topic needed narrowing at each point in the process and how he went about finding subtopics Discuss the kinds of questions the student most likely asked himself Block out the later evolutionary stages with a piece of paper until you arrive at them in order to help the students focus but also so they feel literally as if they are moving step by step through the process After modelling the one students narrowing process ask for a student to volunteer a topic they were thinking of for the essay Then as a class try to think of subtopics and ways to narrow the topic Have the students ask the volunteer the same kind of questions the modelled student may have i e What are different kinds of this topic What is my interest in this topic how am I personally connected After the class has collaboratively narrowed the volunteer

    Original URL path: http://writing.colostate.edu/guides/teaching/narrow/printformat.cfm?printformat=yes (2015-10-15)
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  • Contributors to this Guide
    Outsider Exercise Learning a New Skill Exercise Evolving a Topic Exercise Suggested Readings Readings from The Prentice Hall Guide Student Readings from Other Sources Teacher Readings from Other Sources Print Friendly Page Authors Contributors Contributors to this Guide Content Development Brenda Edmands HTML Coding Luann Barnes John Robinson Design and ColdFusion Programming Mike Palmquist Tweet HELP SITE INDEX ABOUT THIS SITE CONTACT Writing CSU is an open access educational Web

    Original URL path: http://writing.colostate.edu/guides/teaching/narrow/contrib.cfm (2015-10-15)
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  • Types of Summaries
    to this position Most importantly the summary writer should fairly represent the author s ideas Writers of summaries should save their own ideas and interpretations for the response rather than including these things in the summary The purpose for the summary can alter how it is written Also the reader s needs and interests must be considered when crafting a summary A key skill to develop for use in written

    Original URL path: http://writing.colostate.edu/guides/teaching/summaryresponse/summary.cfm (2015-10-15)
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  • Main Point Summary
    all types of summary a main point summary uses author tags such as In her article Salahub states or Ms Salahub argues explains says asks suggests These tags will make it clear which ideas are those of the author and the text being summarized not the summarizer This type of summary might also use a quote from the text but the quote should be representative of the text s main

    Original URL path: http://writing.colostate.edu/guides/teaching/summaryresponse/main.cfm (2015-10-15)
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  • Key Point Summary
    would also use direct quotes of key words phrases or sentences from the text This summary is used when it is necessary for the summary writer to fully explain an author s idea to the reader The key point summary involves a full accounting and complete representation of the author s entire set of ideas One reason to use this sort of summary would be if the writer intended to

    Original URL path: http://writing.colostate.edu/guides/teaching/summaryresponse/key.cfm (2015-10-15)
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  • Outline Summary
    Page Authors Contributors Outline Summary This type of summary mimics the structure of the text being summarized It includes the main points and argument in the same order they appear in the original text This is an especially effective technique to use when the accompanying response will be analytic such as an evaluation of the logic or evidence used in a text View Example View the Full Text of the

    Original URL path: http://writing.colostate.edu/guides/teaching/summaryresponse/outline.cfm (2015-10-15)
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