Writing in Today's World

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Writing in Today's World by Mind Map: Writing in Today's World

1. Central Premise 2: Provide Students with Extensive Teacher and Real-World Models

1.1. "The teacher should model by writing - and think out loud while writing - in front of the class" (15)

1.1.1. "I don't tell them how to draft their papers; I show them how I draft my papers" (15)

1.1.2. "No strategy improves my students' writing more than having my students watch and listen to me as I write and think aloud" (15)

1.1.3. "They begin to understand that the struggle they feel when they attempt to write is normal" (16)

1.2. "Students write better when they are given mentor texts to help guide them" (16)

1.2.1. "Excellent examples of real-world persuasion" (16)

1.3. Examples

1.3.1. Newspapers

1.3.1.1. Modern

1.3.1.2. Historical

1.3.2. Magazines

1.3.2.1. Modern

1.3.2.2. Historical

1.3.3. Critical Essays

1.3.4. Art

1.3.4.1. Art Critiques

1.3.5. Movie Posters

1.3.6. Critical Reviews

1.3.6.1. Film Critiques

1.3.6.2. Film Reviews

1.3.6.3. Novel Reviews

1.3.6.4. Novel Critiques

1.3.7. Articles

1.3.8. Journal Articles

1.3.8.1. Modern

1.3.8.2. Historical

1.3.9. Personal Essays

1.3.10. Advertisements

1.3.10.1. Modern

1.3.10.2. Historical

1.3.11. Author Notes

1.3.12. Photographs

2. Central Premise 1: Introduce Young Writers to Real-World Discussions

2.1. Which purposes will retain the most value to our students after they leave the school system?

2.2. What kind of writing do we want our students to be doing years from now?

2.3. REAL WORLD WRITING PURPOSES

2.3.1. Express & Reflect

2.3.2. Inform & Explain

2.3.3. Evaluate & Judge

2.3.4. Inquire & Explore

2.3.5. Analyze & Interpret

2.3.6. Take a Stand/Propose a Solution

2.4. ReadWriteThink - ReadWriteThink

3. Questions

3.1. Student

3.1.1. Why write?

3.1.2. Where can I write?

3.1.3. Who can write?

3.1.4. Why does writing matter?

3.2. Teacher

3.2.1. How can I get my students excited about writing?

3.2.2. How can I make writing more exciting?

3.2.2.1. Engaging?

3.2.2.1.1. Inclusive for all abilities?

4. Connections

4.1. Teaching Resources

4.1.1. Graphic Organizers

4.1.2. Grammarly

4.1.3. The Alberta Program of Studies

4.2. Personal

4.2.1. Writing is no longer prioritized because other outcomes and the completion of the curriculum is valued above it even though it is vital for basic levels of participation in society

4.2.2. Where have I used writing skills in my adult life? (outside of school)

4.2.2.1. Rental agreements/leases

4.2.2.2. Cover letters & Resumes

4.2.2.3. Tax Forms & Work-Related paperwork

4.2.2.3.1. Work application forms

4.2.2.4. University application forms

4.2.2.5. Emails

4.2.2.6. Text messages

4.2.2.7. Social Media

4.2.2.7.1. Facebook posts

4.2.2.8. Online Shopping

4.2.2.9. Grocery lists

4.2.2.10. Reading

4.2.2.10.1. Signs

4.2.2.10.2. Advertisements

4.2.2.10.3. Prices

4.2.2.10.4. Emails

4.2.2.10.5. Recipes

4.2.2.10.6. Instructions

4.2.2.10.7. Maps

4.2.2.10.8. Labels

4.2.2.10.9. Books!!

4.2.2.10.10. Magazines

4.2.2.10.11. Newspapers

4.2.2.10.12. Charts

5. Difficulties

5.1. How to deal with students who have preconceived notions about English class as being boring or useless?

5.2. What are some of the most effective methods of integrating writing into the classroom without eliciting complaints or groans?

5.3. Creating inclusive environments with writing and around writing

5.3.1. Students with learning exceptionalities that many affect writing

5.3.1.1. Dyslexia

5.3.1.2. ADHD

5.3.1.3. ADD

5.3.1.4. Dysgraphia

5.3.1.5. Language Processing Disorder

5.3.1.6. Non-Verbal Learning Disabilities

5.3.1.7. Visual Perceptual/Visual Motor Deficit

5.3.1.8. Dyspraxia

5.3.1.9. Executive Functioning

5.3.1.10. Memory

6. "When a writer has chosen a topic, he or she has really chosen numerous topics" (12)

6.1. Mind maps

6.2. Graphic Organizers

6.3. Tables

6.4. Charts

6.5. "Building young writers starts with stretching them into different writing directions" (14)

6.6. Venn Diagrams

7. The teacher as a cornerstone of writing in the classroom

8. My teachers never really told me about the importance of writing outside of needing to apply to universities after graduation and needing an impressive cover letter and resume, as well as a way to express myself creatively. I wish that writing was more immersive and all-encompassing for me during junior high and high school.

9. I would like to make a commitment as a future English teacher that I will put significant effort into having students excited to attend my English classes and complete work for their class. I want students to not feel like they are doing work as much as they are embarking in exploration of a topic either by themselves or alongside peers.

10. My best memories from high school English were when I got to be creative and make some kind of performance or art piece in response to a text. The best project that I remember was a bunch of glass mason jars that I filled with opposing items (light/dark, soft/hard, wet/dry, etc) to represent some of the dualities found in the character of Macbeth.