# data[].attributes.body
Many students have difficulty writing in the classroom, and unfortunately, this issue has developing more and more within schools. Writing is a complex activity, for it requires both lyrical and technical skill and knowledge (p.p 99). Here, we will discuss different solutions for different issues that relate to writing.

# data[].attributes.body
Writing is difficult, but it does not have to be. Demonstrating writing skills can advocate for students in the long run. With strong writing skills, students are able to become more expressive, collaborative, and of course, be successful ("Strategies to teach students to write effectively").

# data[].attributes.headline
#1 Model-Practice-Reflect Instructional Cycle 

# data[].attributes.subject
#1 Model-Practice-Reflect Instructional Cycle 

# data[].attributes.body
I found the Model-Practice-Reflect strategy to be quite helpful in terms of writing! ("Strategies to teach students to write effectively")
#1 Model - This will help display understanding and knowledge. The teacher will explain a thought process behind the meaning and purpose of writing. The student is then able to mentally begin a pathway for their writing journey. This portion is also called "I do", for the teacher is laying down a foundation for the student.
#2 Practice - The teacher will have the student actively engage in the work. Students will incorporate the methods, techniques, or procedures in their writing. It is important that the student and the teacher are able to share feedback and information. This part of the strategy is referred to as "We do".
#3 Reflect - This portion pertains to the students. The teacher begins to allow students to engage in how the 'practice' portion of the strategy has helped them. Reflection allows for both the student and the teacher to think about what could be improved, what went well, and what can be changed from the writing activity. Since this is more on the personal side, this is referred to as "You do".

# data[].attributes.body
The STOP and DARE is a mnemonic for teaching persuasive writing (Losinski). This tool helps students critically think about their writing, especially in terms of argumentative pieces. The STOP and DARE strategy more or less, prompts students to understand the elements of persuasive and argumentative texts and writing. For example the student is stopped to realized that there is a counterargument to consider, or even the rebuttal. STOP allows for the student to advocate for the topic, which makes then pause and think. STOP acts as a guide for students to begin the actual process. DARE helps the students physically compose the essay in its format. By developing and producing the paper, the student is able to engage in the writing process as well as following the steps for constructing an argumentative or persuasive essay (p.p. 103).

# data[].attributes.body
STOP + DARE could be useful for some students. Here is exactly what the acronym means step-by-step: (p.p. 103-105)

S: Suspend judgement. Brainstorm ideas for and against the topic.
T: Take a side. Place a + at the top of the box that shows the side you will take,
O: Organize ideas. Decide which ideas are strong and which ideas you can dispute.
P: Plan more as you write.

D: Develop your topic sentence.
A: Add supporting details
R: Reject possible arguments
E: End with a conclusion.

# data[].attributes.body
Another learning takeaway I found very useful in Module 5 was discussing the Self-Regulated Strategy Development Model. The SRSD is designed to focus on different difficulties and attitudes that correspond to the writing process (p.p. 100). Most students have trouble writing because they are too frustrated, they feel stuck, or plainly because they don't want to do it. The SRSD model promotes students to to become more familiar with self-monitoring as well as beginning to start addressing academic and behavioral skills the they may have (p.p. 100).

# data[].attributes.body
The SRSD model composes of six steps. Here, we will review the first three steps (p.p. 100-101).

1. Develop background knowledge - Gathering pre-skills or background for the style of writing will allow students to mentally prepare for what is expected. When teachers begin to lead students through different examples of genres, students are then able to get a sense or an idea of the writing criteria.

2. Discuss It - Step 2 makes students become more aware of why they're completing the task of writing. During this time, students are utilizing different social skills. The teacher is responsible for discussing advantages and benefits for why it is important to be organized and have a plan when the students is involved with the writing process. Emphasizing such importance will allow students to begin to think about self-monitoring and progression. Since writing is a creative mode of communication, students will be able to think about how they want their experience of writing. There are several different possibilities that students can become involved in.

3. Model It - In the third step, the teacher explains the concept of [self] talk, questioning, instruction, and reinforcement. With the teacher verbally explaining this information, students are able to follow along both visually and mentally. Elaborating on different elements is important to both the teacher and the student because it prompts the teacher to adjust their style of teaching to help satisfy their students. For the students, the are able to gain additional knowledge and understanding about the style of writing as well as methods on how to utilize a strategy within writing.

# data[].attributes.body
This is a continuation of SRSD. Below are Steps 4-6 explained (p.p. 101-102)

Step 4: Memorize It - For different strategies, it is critical that you should be able to remember it. You should be able to remember what it means, how it functions, and other important factors. In this strategies, memorizing is necessary. Given mnemonic, students are required to practice memorization to ensure the they have a full understanding of each step and meaning of the mnemonic. An example that Chapter 7 discusses is the STOP and DARE mnemonic device, which helps students in regards to persuasive writing.

Step 5: Support It - Teachers play a major role in step five, "Support It". In this process, teachers play the role of being there for their students. Teachers are to provide assistance and guidance whenever the student needs it. For those who struggle in writing, this phase is especially for them, for sometimes it is easy to forget some steps, or just simply may need extra tips or aids. Step five is a springboard for step six, "Independent Performance" for there is a lot of freedom and flexibility for the students.

Step 6: Independent Performance - The students are put to the test at this point. Students are able to put their learning strategy and apply it to their writing. The teacher should make sure that the strategy that the students are using is being self-regulated and assessed.

# data[].attributes.body
Graphic Organizers are visual guides that help students to understand structure, meaning, and function of something (a word, a concept, etc). What's cool about graphic organizers is that they are visual tools that can help students a ton. Whether the student needs to categorize ideas, find similarities and differences, brainstorm, graphic organizers lay out the information you need. Different graphic organizers serve different purposes and function differently, which is why it is important for the teacher to select an organizer that is suitable and appropriate for the lesson. Teachers are responsible to explain the graphic organizer that is being used, practice using it, and then begin allowing the students to explore it independently ("Graphic Organizers").

# data[].attributes.body
Students can't just write... at least not without a plan or objective. It is important that ideas are channelled and have a goal. Without this, writing doesn't really serve a purpose. We know that writing can be entertaining, informative, or persuasive; but to what cost?

I found the UDL (Universal Design for Learning) principles to be applied directly teachers, which is why I found this takeaway the most insightful.

There's three (3) principles that teachers must personally partake in to extract the most out of the student's learning experience ("Using 3 Universal Design for Learning (UDL) to Inform Planning for a Writing Focus").

1. Engagement Principle : Teachers need to strive to offer more support, motivation, and resilience for the students. Different activities help determine how the teacher can improve, which is important that the students give helpful feedback about the activity.

2. Representation Principle : The teacher must present the information in a way that will help all of their students. Students must utilize in the given materials. By presenting and demonstrating information, the teacher is able to relay information to their students. Students are then asked to share any new information that they have gathered from the materials.

3. Action & Expression Principle : Lastly, the teacher needs to consider options for their students in terms of how they can support their students in regards to collaboration. Students must use critical thinking skills to evaluate their strategies and others'. In addition to the Representation Principle, the teacher should have access to different tools, resources, and materials for the students to participate in class/peer discussions.

# data[].attributes.body
Sitting in the classroom and being asked to write an essay can be tricky. However, teachers are coming up with different strategies and methods to help their students advance in their writing skills. Writing is an activity that requires a tremendous amount of planning. An idea can start from somewhere, but it has to be organized. Writing benefits students by allowing them to become more expressive and successful in their personal journeys!

Whether students are using mnemonics to help them grow in their writing skills, using the SRSD Model, or even graphic organizers, they truly do have the potential to produce something amazing. Teachers play a major role in a student's success, so it is important that they focus on implementing the necessary tools like the Model-Practice-Reflect Instructional Cycle or even the UDL Principles to guide their students to greatness.

This module provided various solutions and informations for students to grow in their writing abilities. I hope to hang on to this information and use it for when I become a teacher!