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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.

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]

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Question 


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

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

Course Code Class Code Assignment Title Total Points
ELM-305 ELM-305-O501 Applying Writing Strategies 30.0
Criteria Percentage No Submission (0.00%) Insufficient (65.00%) Approaching (75.00%) Acceptable (85.00%) Target (100.00%) Comments Points Earned
Criteria 100.0%
Writing Strategies 20.0% Not addressed. Essay vaguely explains the POW + TREE, STOP and DARE. A third research-based writing strategy may not be included. If present, the third strategy is inappropriate for the grade described in the case study. Essay minimally explains the POW + TREE, STOP and DARE, and a third research-based writing strategy. The third strategy is adequate for the grade described in the case study. Essay appropriately explains the POW + TREE, STOP and DARE, and a third research-based writing strategy. The third strategy is sound for the grade described in the case study. Essay proficiently explains the POW + TREE, STOP and DARE, and a third research-based writing strategy. The third strategy is ideal for the grade described in the case study.
Strategy and Rationale 20.0% Not addressed. Essay recommends an inappropriate strategy for the case study student. It is incoherent in describing how the selected strategy would help the student meet her writing goal. Essay recommends an adequate strategy for the case study student. It includes cursory reasoning for how the selected writing strategy would help the student meet her writing goal. Essay recommends an appropriate strategy for the case study student. It includes sound reasoning for how the selected writing strategy would help the student meet her writing goal. Essay recommends an ideal strategy for the case study student. It includes a compelling rationale for how the selected writing strategy would help the student meet her writing goal.
Engaging Student in Personal Reflection 20.0% Not addressed. Essay inappropriately explains how selected writing strategy will allow case study student to engage in personal reflection and evaluate her own writing. Essay briefly explains how selected writing strategy will allow case study student to engage in personal reflection and evaluate her own writing. Essay successfully explains how selected writing strategy will allow case study student to engage in personal reflection and evaluate her own writing. Essay insightfully explains how selected writing strategy will allow case study student to engage in personal reflection and evaluate her own writing.
Thesis Development and Purpose 10.0% Not addressed. Thesis or main claim are insufficiently developed or vague; purpose is not clear. Thesis or main claim are apparent and appropriate to purpose. Thesis or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis or main claim is comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 10.0% Not addressed. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Introduction and conclusion bracket the thesis. Sources used are credible and generally support the claim. Argument shows logical progressions.  Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative and clearly support the claim. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative and thoroughly support the claim.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 10.0% Not addressed. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. Submission includes mechanical errors, but they do not hinder comprehension. Effective sentence structures are used, as well as some practice and content-related language. Submission is largely free of mechanical errors, although a few are present. A variety of effective sentence structures and figures of speech are used, as well as appropriate practice and content-related language. Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
Paper Format (use of appropriate style format) 5.0% Not addressed. Template is missing key elements or includes pervasive errors. A lack of control with formatting is apparent. Appropriate template is used, but formatting includes several minor errors. Appropriate template is fully used. There are very few errors in formatting style. All template and format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Not addressed. Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although several formatting errors are present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

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