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Bomer, R., & Bomer, K. (2001). For a better world: Reading and writing for social action. Portsmouth, NH: Heinemann.

McCormick-Calkins, L. & Harwayne, S. (1991). Living between the lines. Portsmouth, NH: Heinemann Educational Books, Inc. Cha

Youngs, S., & Barone, D. (2007). Writing without boundaries. What’s possible when students combine genres. Portsmouth, NH: Heinemann.

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Bad: "Most evaluation values what you've already done, not what you are learning," (McCormick-Calkins & Harwayne, 1991).
Good: "What do I want to learn this year?" "Write about something that is important to you" (McCormick-Calkins, & Harwayne, 1991).

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(11) "...and how does that make you feel?" (any psychiatrist)

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(11) "...and how does that make you feel?" (any psychiatrist)

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Well, I feel like I have a fountain of knowledge on how I can incorporate writing in a social studies lesson- the entire lesson could be writing and student's would walk away with more knowledge than a multiple choice quiz might allow them...  When I think of comprehension, I think of understanding. I've come to learn a lot about student background knowledge, and how it can make the difference between understanding and confusion in learning about a specific topic. With that said, I loved learning about the read aloud response idea from Youngs and Barone; this is where students read a piece of text, write down their impressions, any connections they make, and then what they wonder. I will definitely remember this strategy for when it comes to helping students comprehension skills.

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There are four types of unit studies in which "...multigenre writing is a powerful extension to students' understanding of topic and genre" (Youngs & Barone, 2007). The four types that can be used for studying social studies are: persuasive speech unit with a focus on historical figures, biography in the primary grades, a unit on the Revolutionary War, and the last is a focus on writing in response to literature.

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"...where the reading and writing workshop are used together to expand students' understanding of historical events...engaged in the study of the same events...becomes the culminating activity to allow for student choice, voice, and expression..." (Youngs & Barone, 2007).

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Students should have the chance in school to express how they feel about a certain issue, one that is usually school appropriate. In a social-action project, students have the opportunity to decide what issue they'd like to pursue. Allowing students to do research, write in journals about their research, and then later refer back to it in choosing a topic will help them decide what exactly they'd like to research and defend or argue against.

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For discussions on social or political stances, the teacher may advise students to turn to broadcasts, news articles or stories that air on the television to watch and then bring questions or points do discuss in class.

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1. not student confidence
2. not book-handling behaviors
3. not whether children have experiences reading and writing a wide range of genres
4. not levels of independence, involvement, confidence, or enjoyment

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One thing that stuck out to me was taking offense.. Bomer and Bomer stated that some people wondered  if "...the words of the editorial might offend its intended audience... her wording...would probably offend whoever disagreeed with them. 'I thought that's kind of the point,'". From what I gather, I feel like one can never please
e v e r y o n e, so be passionate about what you write and provide detailed examples.

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One important thing to remember is to remind students to use credible sources.

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When things get complicated, the teacher should not hesitate to jump in and help explain certain concepts to students. If a teacher should not know an answer, it's perfectly alright to say "I don't know the answer to that question" and look it up.

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Students should have the opportunity to share their writing pieces with parents, buddies, or administrators. This presentation method may be a concert-type, organized, celebration.