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Scooped by Dennis T OConnor onto 6-Traits Resources |
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There is an expected research paper voice and while the mode is driven by organization, voice still plays a part in this form of writing.
I'd describe the desired voice in this mode as; authoritative. Other descriptors would be strong, confident, and understanding. Lovitts 2007 p 36
While the voice of a research report is more constrained, it's there. By helping your students learn to recognize voice you clarify the intent of the writing and help build the concept.
reference:
Lovitts, B. E. 2007 Making the implicit explicit: creating performance expectations for the dissertation. Virginia, Stylus Publishing
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Writers share their opinions In one of the kindergarten classrooms I’ve been working in, we’ve been learning: Writers share their opinions. This has been a unit of study inspired by the Common Core State Standards,... Delete the scoop?
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Class comments from Kathy: I was excited to see the example in the book that described a good way to begin teaching varying sentences was to model. That is exactly what I did with my class last year when I dabbled in teaching sentence fluency. I wrote a story similar to the boring beach story in the book. Mine was about playing at the park. I started every sentence with we and the sentences were short and simple. Then next to it I had a story with descriptive words, varied sentence lengths and different words starting the sentences. I started by asking which one was more enjoyable to listen to. They were able to respond correctly and talk about what made it more interesting to listen to. We then focused on the poorly written park story and how we could rewrite it to make it have more sentence fluency. We never got past the modeling and shared writing portion of this because the school year ended. I am excited to try some more of the ideas in Spandels's book this year. This post includes a list of online resources! ~Dennis Delete the scoop?
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In answer to the quesiton: Is correcting a student's conventions errors effective teaching? Primary teacher Mary had this to say... Delete the scoop?
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Q: I think my students finally understand what voice is, but I don't know how to help them tap into it within their own writing. I'm looking for some picture books that would demonstrate different types of voice and then coordinating strategies to elicit writer voice. Any ideas? Delete the scoop?
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Good for librarians and teachers....