Writing Strategies

Writing Strategies

Writing is taught in schools to enable students to put down their ideas. Accordingly, teachers put various writing strategies in place to train their students. Subsequently, as the students pick up writing skills, some, like in the “Case Study: Kaynia,” experience difficulties. Different writing strategies may be helpful to some students and not others, and the selection of a writing strategy is significant. The writing of persuasive essays requires the implementation of writing strategies. Therefore, various writing strategies are used in training students, such as “POW + TREE,” “STOP and DARE,” and POW+WWW Strategies.

Do you need an original copy of ” Writing Strategies “ ? Contact us.

The first writing strategy applied is the “POW + TREE” strategy. This strategy can be described as “POW: Pick an Idea, Organize Notes, Write and say more” plus TREE, which is described as “T-Topic Sentence, R-Reasons, E-Explain Reasons, E-Ending” (Harris et al., 2002). These initials describe the procedure the students apply when learning writing strategies. The strategy encourages the students first to pick an idea on what they believe in and want to write about, then they organize their notes, and finally, they can start writing. The writing process involves starting a paragraph with a topic sentence, giving reasons supporting the topic sentence, explaining the reasons already stated, and finally ending by closing the discussion or essay.

The second writing strategy is the “STOP and DARE” strategy. This strategy is described as, “Suspend judgment, Take a side, Organize ideas, Plan more as you write; and Develop your topic sentence, Add supporting ideas, Reject at least one argument for the other side, End with a conclusion” (Ennis et al., 2013). The procedure starts with the suspension of judgment as ideas are developed. A side is taken on the ideas developed, followed by the organization of ideas, and finally planning as the students continue writing. DARE describes the writing process that involves the student developing a topic sentence, then adding ideas that support the topic sentence, followed by rejecting a counterargument, and finally ending the discussion or essay with a conclusion.

The third writing strategy is the POW+WWW strategy. It is described as Pick an idea, Organize notes, and Write and say more, plus WWW plus what=2 and how= 2. (Zumbrunn & Bruning, 2012). It involves describing who is involved, when it occurs, where it takes place, what people do in the plot, what happens next, how it ends, and how people feel in the piece (Zumbrunn & Bruning, 2012). The writing is in a story format that ensures the student’s story gains length, the elements, and characters used are evident, and polishes the quality of the student’s writing (Ennis et al., 2013). This strategy applies mainly in a narrative essay.

The most appropriate strategy to be applied in Kaynia’s case is the “POW + TREE” strategy. This strategy is appropriate because Kaynia’s class is covering persuasive essays, and this strategy is used in the writing of persuasive essays. Also, this strategy helps students improve the use of elements, increases the use of transition phrases and words, improves essay quality, and increases the length of the essay (Ennis et al., 2013). In Kaynia’s case, she has ideas but experiences trouble with the writing procedure; therefore, applying the POW + TREE strategy will enable her to improve her writing by following the steps and procedures of the strategy. She will first Pick an idea she wants to address, and she will then Organize her notes and start writing her essay following the TREE setup. This strategy will enable her to express her opinion and draft the perfect persuasive essay. To conclude, the POW + TREE strategy is the most appropriate strategy for writing persuasive essays as it allows students to express and explain their opinions.

References

Ennis, R., Jolivette, K., & Boden, L. (2013). STOP and DARE Self-Regulated Strategy Development for Persuasive Writing with Elementary Students with E/BD in a Residential Facility. Education And Treatment Of Children, 36(3), 81-99. doi: 10.1353/etc.2013.0026

Harris, K., Graham, S., & Mason, L. (2002). POW plus TREE Equals Powerful Opinion Essays. TEACHING Exceptional Children, 34(5), 74-77. doi: 10.1177/004005990203400513

Zumbrunn, S., & Bruning, R. (2012). Improving the writing and knowledge of emergent writers: the effects of self-regulated strategy development. Reading And Writing, 26(1), 91-110. doi: 10.1007/s11145-012-9384-5]

ORDER A PLAGIARISM-FREE PAPER HERE

We’ll write everything from scratch

Applying Writing Strategies (Early Childhood Education)

There are several research-based strategies that can be used to teach students how to integrate the elements of the writing process (planning, organizing, writing and revising). Some of these strategies, such as, “POW + TREE” and “STOP and DARE,” incorporate mnemonic devices to help students remember the elements.

Review “Case Study: Kaynia” to inform this assignment.

Writing Strategies

Write a 500-750 word essay on writing strategies that can be taught to students to develop their skills in applying the elements of the writing process.

Discuss the following in your essay:

• Describe the “POW + TREE” and the “STOP and DARE” writing strategies, along with a third research-based strategy of your choice that is appropriate for Kaynia’s grade.
• Out of the three writing strategies you described, select one to use with Kaynia, rationalizing your choice and explaining how that strategy would allow her to meet her writing goal, as well as engage in personal reflection and apply standards to evaluate her own writing.

Support your findings with a minimum of three scholarly sources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Case Study: Kaynia

Student: Kaynia

Age: 11

Grade: 6th

Focus: Persuasive Essay

Kaynia is an active girl who works well with others and demonstrates great physical vigor. Kaynia’s performance is satisfactory in most content areas; however, she has a difficult time during writing class. A focus of Kaynia’s sixth grade writing class is persuasive essay writing. Although most of her peers can write persuasive essays, Kaynia is quite frustrated. She has good ideas but is not able to clearly articulate her point of view.

Kaynia’s teacher has the following instructional goal:

• Given a writing prompt, Kaynia will write a persuasive essay, clearly articulating her point of view and providing supporting arguments.

RUBRIC