Essay Writing In Elementary School

Essay Writing In Elementary School-60
“We need massive teacher education.”One of the largest efforts is the National Writing Project, whose nearly 200 branches train more than 100,000 teachers each summer.The organization was founded in 1974, at the height of the process-oriented era.If the student didn’t learn how to correct pronoun disagreement and missing conjunctions, by high school he could be writing phrases like this one: “Well Machines are good but they take people jobs like if they don’t know how to use it they get fired.” That was a real submission on the essay section of the ACT.“It all starts with a sentence,” Dr. Focusing on the fundamentals of grammar is one approach to teaching writing. Many educators are concerned less with sentence-level mechanics than with helping students draw inspiration from their own lives and from literature.

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She was planning to apply to New York University, Columbia and Stony Brook University and already had an idea of the story she would tell in her Common Application essay. Wanzer encounters juniors and seniors whose essays are filled with incomplete sentences — not an uncommon occurrence — she limits the time she spends covering dull topics like subject-verb agreement.

It would have something to do, she thought, with her family’s emigration from Haiti following the 2010 earthquake that devastated the island. “You hope that by exposing them to great writing, they’ll start to hear what’s going on.”•Three-quarters of both 12th and 8th graders lack proficiency in writing, according to the most recent National Assessment of Educational Progress.

As part of its program at Nassau Community College, in a classroom not far from the one where the teenagers were working on their college essays, a group of teachers — of fifth grade and high school, of English, social studies and science — were honing their own writing skills.

They took turns reading out loud the freewriting they had just done in response to “The Lanyard,” a poem by Billy Collins.

On a bright July morning in a windowless conference room in a Manhattan bookstore, several dozen elementary school teachers were learning how to create worksheets that would help children learn to write. Hochman, founder of an organization called the Writing Revolution, displayed examples of student work.

A first grader had produced the following phrase: “Plants need water it need sun to” — that is, plants need water and sun, too.Wanzer then asked the students to spend a few minutes writing anything they liked in response to the Lamott excerpt.Lyse Armand, a rising senior at Westbury High School, leaned over her notebook.A separate 2016 study of nearly 500 teachers in grades three through eight across the country, conducted by Gary Troia of Michigan State University and Steve Graham of Arizona State University, found that fewer than half had taken a college class that devoted significant time to the teaching of writing, while fewer than a third had taken a class solely devoted to how children learn to write.Unsurprisingly, given their lack of preparation, only 55 percent of respondents said they enjoyed teaching the subject.“Most teachers are great readers,” Dr. “They’ve been successful in college, maybe even graduate school.By requiring students to learn three types of essay writing — argumentative, informational and narrative — the Core staked a claim for writing as central to the American curriculum.It represented a sea change after the era of No Child Left Behind, the 2002 federal law that largely overlooked writing in favor of reading comprehension assessed by standardized multiple-choice tests.Later, in the 1960s and 1970s, this movement took on the language of civil rights, with teachers striving to empower nonwhite and poor children by encouraging them to narrate their own lived experiences. Hochman’s strategy is radically different: a return to the basics of sentence construction, from combining fragments to fixing punctuation errors to learning how to deploy the powerful conjunctive adverbs that are common in academic writing but uncommon in speech, words like “therefore” and “nevertheless.” After all, the Snapchat generation may produce more writing than any group of teenagers before it, writing copious text messages and social media posts, but when it comes to the formal writing expected at school and work, they struggle with the mechanics of simple sentences.The Common Core has provided a much-needed “wakeup call” on the importance of rigorous writing, said Lucy M.The root of the problem, educators agree, is that teachers have little training in how to teach writing and are often weak or unconfident writers themselves.According to Kate Walsh, president of the National Council on Teacher Quality, a scan of course syllabuses from 2,400 teacher preparation programs turned up little evidence that the teaching of writing was being covered in a widespread or systematic way.

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