Non-Fiction Writing
Webcast: April
18, 2008
We live in the information age. Over 80% of the texts we encounter or create daily are non-fiction. It is essential that students develop the skills with which to make and convey meaning using non-fiction texts of all types.
Learning how to write non-fiction allows students to explore the depth
and breadth of the world as it relates to their interests, lives, and the
world beyond the classroom. They develop their own voice and learn how
to form an opinion based on evidence. Students learn to assume a critical
stance when responding to or creating media. They learn how to question
the text, the author, themselves and the world. Regardless of the information's
format, the viewer needs to think deeply, ask probing questions, and discover
such things as the author's intent and the credibility of the information.
Looking closely at media techniques, language structures, patterns, and
word choice helps students develop into competent communicators.
Current research reveals that teaching students how to write effective
non-fiction improves reading comprehension and writing and increases student
achievement in all content areas. This webcast will look at the teaching
of non-fiction writing in four junior classrooms. You will see how teachers
create environments that value talk and interaction, flexible groupings,
active engagement, and collaborative learning.
As you watch this webcast, we invite you to think about how you can use
the ideas shared to help your students both read and write non-fiction
texts more effectively.
The following questions are intended to stimulate professional dialogue about the effective teaching of non-fiction writing:
- How can I build on the literacies that my students enjoy outside of school?
- How can I effectively include critical literacy practices during the writing process?
- What writing experiences will help students develop their own voice and world view?
- What authentic writing tasks will engage reluctant male students?
- What strategies would include my students in the assessment process?
- What considerations will help me to align my writing program to support the content areas?
- Which networks might assist me as I plan my writing program?
- How can I discover which mentor texts are most effective as models for non-fiction writing?
Segments |
Connie Wright – Persuasive Writing (Play All)Length: 18 minutes |
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Persuasive Writing Sub-segments: |
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i. Deconstructing a Newspaper ArticleLength: 6 minutes |
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ii. A.P.E.+ (Answer, Proof, Extend, Conclusion)Length: 5 minutes | ||
iii. MetacognitionLength: 2 minutes |
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iv. Assessment and ReflectionLength: 5.5 minutes |
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Dr. Douglas Reeves – The Power of Non-Fiction WritingLength: 5 minutes | ||
Bridget Scime – Report Writing (Play All)Length: 22 minutes |
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Report Writing Sub-segments: |
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i. Effective Literacy InstructionLength: 3 minutes |
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ii. Deconstruction of a Web PageLength: 5 minutes |
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iii. Language and Word StudyLength: 8 minutes |
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iv. Organization, Revision, and ReflectionLength: 5 minutes |
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Richard Worzel – Learning for Tomorrow's WorldLength: 2.5 minutes |
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Dan Grant – Media Writing (Play All)Length: 11 minutes |
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Media Writing Sub-segments: |
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i. Becoming Proficient CommunicatorsLength: 5.5 minutes |
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ii. Deconstruction and Construction of a Media TextLength: 5.5 minutes | ||
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Royan Lee – Advertisement Writing (Play All)Length: 17 minutes |
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Advertisement Writing Sub-segments: |
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i. Deconstructing MediaLength: 4.5 minutes |
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ii. The MoodleLength: 1.5 minutes | ||
iii. Word Choice and Techniques in AdvertisingLength: 9 minutes |
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iv. Student ReflectionsLength: 1 minute |
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Dr. Ruth McQuirter Scott – Word StudyLength: 4.5 minutes |
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Hosted by the Literacy and Numeracy Secretariat in partnership with Curriculum Services Canada