Freewriting Many writing instructors use a freewriting exercise at the beginning of each class. It's a way of getting the brain in gear, and it's an exercise you can do on your own, safe to try in your own home. We provide an interactive page for this exercise, see below. Write down a topic at the top of that empty page.
Then, and only then, may they take out their beloved bears that they had permission to bring to school on this special day. With her pigtails swinging side to side, Alex looked up at her teacher and proudly proclaimed that her bear Amy had been to every doctor's visit since she was born.
Not to be outdone, Ross jumped up and shouted that his bear had been around the world at least 20 times when it was accidentally left on an airplane. Each child waited quietly to begin the language arts lesson on the letter B. One after another, they will share stories of their bears—the ones on their beds and those bears in their favorite storybooks, such as "Goldilocks".
The teacher is overjoyed with the lesson. Tomorrow, they will study foods that begin with the letter B. Many foods will be brought to class, from broccoli to biscuits and bologna. Across town at the local high school, a different story is playing out in the classroom.
In a history class, students in the back have their arms stretched out across the desk, head on one arm—napping or listening? Other students are bent over their notebooks, writing.
But what are they writing? The teacher is giving a lecture on the Reformation, which will be followed by a minute movie on Martin Luther. The teacher then reads the two-column notes to the class. Zach is watching the teacher but not listening.
He is wondering if the news report was correct in its prediction of another snowfall. Melinda is writing down the notes as she replays in her mind what happened at lunch.
Vanessa had an argument with Alena just before class. Will the teacher notice if she writes a note to Alena, especially if she looks up periodically as if she were listening? Then there is John, who is dying to leave class.
No, he can't ask to use the restroom; he did that yesterday. Maybe if he looks as if he's distressed and hostile, the teacher will send him to the guidance office. Needless to say, there is no excitement, no anticipation, and very little thought processing in this class.
Why do we creatively present materials using manipulative and visuals almost exclusively in elementary school classes, yet subject students to almost exclusive oral learning techniques in high-school classes?
What happened to the excitement and thought-processing? Are the learners in elementary school really that different from those in a high-school setting?
In the mids, I served on a city-wide curriculum committee whose function was to narrow every high-school course into six broad objectives. At one point, the group facilitator began to record our collective thoughts on a computer across the room.
My group was not close to the computer, so we sat quietly while those within sight of the computer screen discussed the objectives. Embarrassed that I was not contributing, I stated that I was a visual learner and I must see the objectives to be able to discuss the rewordings.
Everyone at my table concurred! Strange that educators can admit they have trouble with oral presentations of complicated materials yet they don't also recognize it in their own students. I did not fully recognize the ramifications for the visual learner until my own child, in second grade, was diagnosed with central-processing disorder.
My daughter Alex lacks the ability to process oral information, particularly if there are outside noises or disruptions in the classroom. She has to listen to each word spoken and translate the words into visual modes.
This process takes time. Often, there were gaps between what she heard the teacher ask and that which she answered. She became increasingly frustrated with school and felt that she was dumb. I took her to a child psychiatrist to find out what her abilities and weaknesses were. Tests showed that Alex was of high intelligence, scoring "gifted" in nonverbal tasks, but with low scores on auditory sequential tasks.
Her oral memory at the end of second grade was that of a four-year-old. She is not hearing impaired but is strictly a visual learner.Prewriting is the first stage of the writing process, typically followed by drafting, revision, editing and publishing..
Prewriting can consist of a combination of outlining, diagramming, storyboarding, clustering (for a technique similar to clustering, see mindmapping. Strategies for Writing Timed Essays (B&S3, p56, Study Skill) What we read. Next time if I have a timed essay, I will analyze the essay question more closely because when it comes to writing, the mistake I usually have is I do not get the point of the question.
Reply Delete. Writing Review Strategies for Writing a Timed Essay. It Is Important That You Watch This Video First. Strategies from a noted educational consultant on how to ease the pressure, ace the essay, and gain admission into your top-choice school Getting into college has become fiercely competitive, which makes the personal-essay part of the application process even more important–and stressful.
Take a full TOEFL practice test to achieve top exam results. Students can sit a variety of realistic full length tests or separate components for Reading, Listening, Speaking and Writing and receive scoring and feedback from real teachers.
The Analytical Writing measure tests your critical thinking and analytical writing skills. It assesses your ability to articulate and support complex ideas, construct and evaluate arguments, and sustain a focused and coherent discussion.