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Sedita, J. (2023). The writing rope: A framework for explicit writing instruction in all subjects. Paul H. Brookes Publishing Co.

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Chapter 1: Introduction to The Writing Rope

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Chapter 1: Introduction to The Writing Rope

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2. Which writing components do you feel most confident about teaching, and which areas do you want to learn more about? (p.6)

The writing components that I feel most confident about teaching are critical thinking and transcription. While I have yet to be teaching in a classroom, these are just the writing components that I feel I know best, therefore can teach confidently. I have learned so much about critical thinking in my time as a college student. Generating ideas and gather information are necessary skills to possess for all of the courses I have taken (Sedita, 2023). In my time as a student, I have also learned a great deal about the writing process through feedback that I have received from professors. Each time I read through rubrics from writing assignments, I am able to see how I can make improvements to support my writing. The writing components that I would like to learn more about are syntax, text structure, and writing craft. I do have some knowledge on these components but I also get a lot of support from resources like revising tools on word. Sentence elaboration is still a challenge for me as I assume everyone thinks the same and can understand the point I am trying to make but that is not true at all. As for text structure, I am still working on how to put together strong paragraphs. Lastly in regard to writing craft, I struggle greatly with deciphering between literacy devices. So while I may feel more confident in teaching two of the writing components, I am eager to learn skills to strengthen my knowledge to teach all five components successfully.

3. Next, for each type of task, generate at least one new example of a writing task you might assign to your students. (p.8)

For each of the three writing tasks, there could be endless ideas for examples to use. For quick writes that will typically take less than 10 minutes, students could write 2 aha! thoughts after a lesson. For a content learning task, students could begin a concept map with a central idea and over the 1-3 day sessions, they could add ideas/thoughts as they need to. At the end of the final session students can write a summary of the ideas from their concept maps. When doing a formal writing task, students could write a letter to a person of their choice. The letter must be at least three paragraphs long and each paragraph will be reflected on by a peer. Over all the letter will be revised four times, before it is to be graded/sent.

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Chapter 2: What Do We Know About Effective Writing Instruction?

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Chapter 2: What Do We Know About Effective Writing Instruction?

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1. Reflect on each teaching principle. (p.15)

The seven teaching principles are release of responsibility, explicit instruction of writing strategies, differentiated instruction, scaffolding, peer collaboration, mentor text as models, and increasing writing amount (Sedita, 2023). The gradual release of responsibility supports students in their initial learning while helping them develop their skills into a independence. Explicit instruction of writing of writing strategies breaks down the process of writing into more meaningful steps. A specific skill is taught individually (e.g. planning, revising, editing) to master each step. Differentiated instruction allows each student's individual learning style to be aided, therefore each of their needs are being met in a beneficial manner. Scaffolding to support learning of a new skill allows the students to try their new skills without the feeling of "sink or swim". When scaffolding is implemented, students know that they can reach out for assistance when they feel stuck or lost but eventually will gain the confidence in their new skill to work independently. Opportunities for collaboration with peers features the the social side of writing. It can give students a perspective different from their own to help improve their writing. Use of mentor text as models shows students the expectations of what they should be writing. Mentor writing can provide a reflection for students to refer to model. Increasing the amount students write gives students adequate time to practice and implement their writing skills. It allows for students to become more comfortable with writing. These seven teaching principles support student writing skills and can be integrated into every type of instruction.

1. Identify a writing skill, strategy, or technique that you would like to teach your students. (p.21)

A writing strategy that I would like to teach my future students is how to provide meaningful feedback to peers. This is a strategy that I have a hard time doing because it can feel mean to critique someone else's work. By teaching this strategy to student's they will be able to see the value in it and know how to do so in a specific way. What I like most about this strategy is that it "expands student awareness of audience" (Sedita, 2023).

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1. Identify students who have difficulty with writing. (p.24)

Students who have difficulty with writing are the students who have not developed fluency with spelling, handwriting, and keyboarding. The fluency for these skills is best developed by the 4th grade but if they are not, those students will have a harder time with writing. As stated in the reading, “students need to practice handwriting and keyboarding skills in the early elementary grades” (Sedita, 2023). Unfortunately, many of the students who have difficulty with writing may not be identified early enough and will have to catch up with their peers in time. While lack of these skills will contribute to a difficulty with writing, it maybe be an either/or situation as well. A student who is fluent in spelling but not handwriting/keyboarding may still have difficulty with writing and vice versa.

2. Do you think part of what contributes to their writing difficulty is a lack of fluent spelling or handwriting/keyboarding skills? (p.24)

Yes, part of what contributes to writing difficulty is lack of fluent spelling and handwriting/keyboarding skills. Through knowledge learned from The Writing Rope, the strands that are woven into skilled writing are Critical Thinking, Syntax, Text Structure, Writing Craft, and Transcription. These are the factors that students must be come fluent in to gain writing skills. Spelling and handwriting/keyboarding are both listed under Transcription. That means that fluency in both spelling and handwriting/keyboarding contribute to acquiring writing skills. If these skills are not developed students will “experience constraints” (Sedita, 2023).

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1.     Do you explicitly teach students about TAP? If yes, explain how you do this. If not, develop a lesson that introduces students to TAP. (p.35)

I have not done a lesson where I explicitly teach students about TAP yet. I am still in practicum courses but not working in a classroom. To establish a lesson that utilizes TAP, I need to ask three questions of students. What is your assignment? Who is the audience for the writing piece? What is the purpose of the writing piece (Sedita, 2023)? To create a lesson using TAP, I will refer to the Social Studies Content Standards. To develop a lesson that introduces TAP to students, I would use standard SS.2.11. Identify how individuals have made a difference in the communities in which they live (Nevada academic content standards for social studies). The assignment would be for students to pick one person who they have felt a difference to and write them a letter explaining why. The who would be the person who the letter is being sent to. The purpose of the writing would be to express their ideas. In this lesson, students will all have the same task and purpose but will get to choose who their audience will be.

2.      Identify one example of mentor text that is written in first person and one example of mentor text that is written in third person to share with students. (p.36)

Mentor text is a writing model used to teach students new writing skills. Mentor texts can be pulled from many sources such as professional texts, textbooks, and teacher’s own writing (Sedita, 2023). One example of a mentor text that is written in first person could be an autobiography. An autobiography is a narrative where the story is told through one’s own experience. That means an autobiography is written in first person. A specific example that could be used to show first person narrative to students is I am Anne Frank by Brad Meltzer. One example of a mentor text that is written in their person is a story narrated by someone who is not in the story. This is the most common point of view in writing. A specific example of third-person limited omniscient would be Lord of Flies by William Golding. In third-person limited omniscient, the narrator tells the story from one person in the story’s viewpoint along with what the one character sees, hears, knows, and feels.

Nevada academic content standards for social studies. (n.d.). https://doe.nv.gov/uploadedFiles/nde.doe.nv.gov/content/Standards_Instructional_Support/Nevada_Academic_Standards/Social_Studies/2017NVACSforSocialStudiesADA.pdf

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1. Develop a lesson plan for introducing students to The Process Writing Routine. (p.47)

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The Process Writing Routine Introduction (Ch 5)2

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2. Develop a visual reminder of the writing stages that can be shared with your students. (p.47)

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1. Develop a lesson plan for introducing the tow-column note format to students.

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Create a sentence elaboration activity using "W" questions.

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Chapter 7: Text Structure: Paragraph Skills

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Chapter 7: Text Structure: Paragraph Skills

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1. Identify 2 sample paragraphs that can be used for content reading, and generate a practice activity for each paragraph using the suggested strategies provided on pages 78-79.

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Engage and assess your students in every lesson!

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1. Identify 2 sample paragraphs that can be used for content reading, and generate a practice activity for each paragraph using the suggested strategies provided on pages 78-79.

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Chapter 8: Text Structure: Three Types of Writing

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Chapter 8: Text Structure: Three Types of Writing

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1. Identify a writing topic for an informational writing AND a topic for an opinion/argument writing you might assign to your students.

2. Generate a topic web that includes suggested subtopics that are organized under the body section of the topic web. You will be creating TWO webs: 1 informational and 1 opinion/argument.

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Chapter 9: Critical Thinking: Summary Writing

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Chapter 9: Critical Thinking: Summary Writing

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1. Develop a lesson plan that models how to write a summary.

2. Include the following information:

a. What is the text source?

The text source is an article on recycling published by Britannica Kids. (https://kids.britannica.com/kids/article/recycling/353701)

b. What are the expectations for the length of the summary?

The expectation for the length of the summary is that each space on the Summary Template is filled out. Students will check for this while using their Summary Template Rubric.

c. What scaffolds will you use?

Scaffolds that will be used in this lesson plan are "starting with easy and short text" by using a short article and "providing a Summary Writing Template" for student to have more support as they are learning how to write a summary.

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Chapter 10: Critical Thinking: Writing from Text Sources

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Chapter 10: Critical Thinking: Writing from Text Sources

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1. Develop a WAG to create a writing task based on sources that would be appropriate for 3rd, 4th, 5th, or 6th grade students.

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In a SMART Goal format write one goal you are setting for yourself as a teacher related to teaching writing to students.