Are there any websites re: sentence diagraming? My TE textbook covers plenty of diagraming (work for the students), but not much on how to actually diagram them or explain it. Thanks!
In the same light, I agree with a prior response that many adults have not been exposed to diagramming so they have no basis for judgment. However, if you read well-written literature (and I mean literature, not writing), there is usually some finesse in grammar apparent. Although the author may not have diagrammed his or her sentence, he had a thorough understanding of the mechanics of our language. Great examples include the Declaration of Independence and the Gettysburg Address. Powerful oration often relies on even more concise expression. Diagramming sentences is a potent way of teaching and learning such mechanics and one should not write it off unless one has learned it fully and THEN decided that his or her own teaching method is superior.
I am looking for a example for conventions that is similar to the "What is Love All About" that Lynda uses in her book. I want one that would be more age appropriate for my 5th graders. Does anyone have one that would be witty?
...See MoreI was told by a 4th grade teacher that she teaches 5 different intros when teaching writing. This will be my first year with 7th grade writing. I have experience in 2nd and 3rd grade. We did more journal writing than essay. Does anyone know where I can find these 5 intros or could you give me example of them. I would appreciate your help.
FraunLook at these PowerPoints on my website. You'll have to scroll to the writing chalkboard and there you'll find 3 presentations. All of which I snagged off someone else's site. [link removed]
I teach 8th grade English and my blocks are only 50 minutes long. We currently don't do "writer's workshop" or "reader's workshop." We do lessons that go with what we're writing, and when we read books we usually focus on literary elements, etc. I'm fairly sure my class period is too short to break it up into doing both things in a day AND I'm worried about my SpEd students if I do an every other day kind of thing. I'm afraid they'll be hopelessly lost, not knowing what we're doing each day, or forgetting what they read last, etc.
How can I successfully teach literature and the traits within a 50 min. period?
Before I order it, I would LOVE it if someone with this book could please tell me which picture books are used in the program so that I can purchase those at the same time. I have looked everywhere online and can't find this information anywhere! Thank you if you can help!!
In the uppe...See MoreAnyone out there using the Collins Writing Program? I have the books, but I need to know how to score the papers based on the Focus Correction Areas.
On the next to the last page of the Implementing the Cumulative Writing Folder Program book, there is a sample of the lined paper students use to write their essays on.
In the upper left hand side, there is a space for identification of the 3 FCA..and a blank line in which to write point values... How are the point values determined?
Hi, I am responding to this particular comment about Collins being only for teachers who don't want to work hard. I found to be a pretty harsh statement considering that any smart teacher will use a program and tweak it to make it work for them (i.e. dropping what doesn't work and keeping what does work). I was introduced to Collins in 2001 at a PD conference my supervisor asked me to attend. Shortly after, I left NJ and started teaching HS English in South Los Angeles. I primarily taught 9th grade low level classes.
Collins (Types 1 and 2) came in very handy on a day to day basis in class. However, once I got in to Types 3,4, and 5 it took quite a bit of work to just get them in to a routine. I have to say that reading each other's work out loud in partners worked so very well for my students. We, of course, had the major rule that any time someone stumbled over another writer's sentences, they both had to stop and look at what the problem was for the reader. If they needed help, they called me over to see about syntax issues, etc. Kids really took pride in those double-spaced handwritten drafts. While much of Collins is, as someone said, not a truly original set of ideas for those of us who have taught writing over the years, it gave me direction, focus and hope for many students including the students with the lowest skills to achieve in some way. I never found that I dumbed down my essay topics or my requirements for volume. I found that I was finding a middle ground between quantity and quality.
I don't think Collins is for everyone and I'm not sure that entire schools/departments should blindly adopt it. Yet, I had to speak up to the notion that only lazy teachers use Collins in their classrooms. That's just simply absurd. I tend to see myself more as a teacher willing to experiment and try out new approaches in her classroom and eventually create some hybrid of my go-to methods and any new ones that work.
Peter, might I ask what grade level you teach and the socioeconomic status of your district? While I certainly don't think Collins is much use for a high four year college-bound district, I think the FCA function of it can really take a writer with no skills and give him/her some skills/knowledge of the writing discipline. There's something to be said for that! I'm not insinuating that you only find perfect writers in a high achieving district but you get my drift.
Now, I have never heard of the 6 Traits system. I'll have to research that.
I have never heard of 6 traits either, but I do not teach English. I am a Spanish teacher who learned the Collins method while working at an all boys K-9 school. The boys there appreciated the clarity of the Collins method, and because the school had embraced it as a whole, they knew what the expectations would be from year to year, not to panic about spelling during Type 1, etc. It alleviated anxiety and promoted neat writing and creativity within a clear set of standards. As a foreign language teacher, one of the biggest challenges I face is the "bad at Spanish" mentality, which effectively prevents them from taking in new information. I ask for Type 1 and Type 2 writing on a regular basis because it allows them to get ideas out using specific parameters. It may be obvious, but it is standardized, and that really helps.
Dear Arlene, I just checked the site that you mentioned and it is just what I was looking for. Thanks again. Sheila