Writing a Term Paper or Senior Thesis Welcome to the History Department You will find that your history professors care a great deal about your writing.
Contact Us Listen to this post as a podcast: For seven years, I was a writing writing an argument primary resources time. Yes, I was certified to teach the full spectrum of English language arts—literature, grammar and usage, speech, drama, and so on—but my absolute favorite, the thing I loved doing the most, was teaching students how to write.
That practice will continue for as long as I keep this up. Although I know many of the people who visit here are not strictly English language arts teachers, my hope is that these posts will provide tons of value to those who are, and to those who teach all subjects, including writing.
This overview will be most helpful to those who are new to teaching writing, or teachers who have not gotten good results with the approach you have taken up to now.
If you are an experienced English language arts teacher, you probably already have a system for teaching this skill that you like.
I would ask students which author they feel did the best job of influencing the reader, and what suggestions they would make to improve the writing.
I would also ask them to notice things like stories, facts and statistics, and other things the authors use to develop their ideas.
Later, as students work on their own pieces, I would likely return to these pieces to show students how to execute certain writing moves. Informal Argument, Freestyle Although many students might need more practice in writing an effective argument, many of them are excellent at arguing in person.
An activity like This or That one of the classroom icebreakers I talked about last year would be perfect here: Then they take turns explaining why they are standing in that position.
This ultimately looks a little bit like a debate, as students from either side tend to defend their position to those on the other side. Informal Argument, Not so Freestyle Once students have argued without the support of any kind of research or text, I would set up a second debate; this time with more structure and more time to research ahead of time.
Here they are still doing verbal argument, but the experience should make them more likely to appreciate the value of evidence when trying to persuade. Before leaving this step, I would have students transfer their thoughts from the discussion they just had into something that looks like the opening paragraph of a written argument: A statement of their point of view, plus three reasons to support that point of view.
Introduction of the Performance Assessment Next I would show students their major assignment, the performance assessment that they will work on for the next few weeks.
What does this look like? Anytime I give students a major writing assignment, I let them see these documents very early on. At this time, I also show them a model of a piece of writing that meets the requirements of the assignment.
Unlike the mentor texts we read on day 1, this sample would be something teacher-created or an excellent student model from a previous year to fit the parameters of the assignment. I would devote at least one more class period to having students consider their topic for the essay, drafting a thesis statement, and planning the main points of their essay in a graphic organizer.
I would also begin writing my own essay on a different topic. This has been my number one strategy for teaching students how to become better writers. Using a document camera or overhead projector, I start from scratch, thinking out loud and scribbling down my thoughts as they come.
When students see how messy the process can be, it becomes less intimidating for them. They begin to understand how to take the thoughts that are stirring around in your head and turn them into something that makes sense in writing.Writing a persuasive essay is like being a lawyer arguing a case before a jury.
The writer takes a stand on an issue—either “for” or “against”—and builds the strongest possible argument to win over the reader. Mar 01, · Of all the resources we publish on The Learning Network, perhaps it’s our vast collection of writing prompts that is our most widely used resource for teaching and learning with The Times..
This. Writing Resources Writing a Good History Paper Writing a Good History Paper. A primary source is one produced by a participant in or witness of the events you are writing about. A primary source allows the historian to see the past through the eyes of direct participants.
Hamilton College. College Hill Road, Clinton, NY For seven years, I was a writing teacher. Yes, I was certified to teach the full spectrum of English language arts—literature, grammar and usage, speech, drama, and so on—but my absolute favorite, the thing I loved doing the most, was teaching students how to write.
Most of the material on this site is directed at all teachers. I look for and put together resources that would appeal to any. Share My Lesson is a destination for educators who dedicate their time and professional expertise to provide the best education for students everywhere.
Share My Lesson members contribute content, share ideas, get educated on the topics that matter, online, 24/7. Persuasive Writing Primary School Teaching Resources Clear, concise persuasive writing resources - perfect for your students! Teach Starter is the tool that makes it easier for teachers to focus on what really matters - teaching!