IEW teaches students to write with structure and with style. Style includes vocabulary. Structure is the elements found in compositions. Throughout the year students progress through nine structural units.
After one, two, or maybe three lessons of Unit 1: Note Making and Outlines, students are ready for Unit 2: Writing from Notes. In Unit 2 students learn how to write a paragraph using the key word outline (KWO). Although this sounds simple, it is important to methodically teach four important elements.
First, teach students how to format a paper.
Proper formatting enhances readability and overall presentation. Younger elementary students should hand write their papers. Make sure they understand margins and require that they double space their compositions. The name and date appear in the top left corner. The title should be centered on the third line. The indented paragraph begins on the fourth line.
As students mature and learn keyboarding skills, train them to use a word processing program such as Microsoft Word or Google Docs. Students whose final drafts are typed should know how to do four things.
1. Choose a font and font size. Times New Roman, 12-point font with 1-inch margins is standard.
2. Set the line spacing to double. Do not allow students to press the Enter key multiple times before or after a
paragraph.
3. Center a title using the center command, not spaces or tabs.
4. Begin a paragraph by pushing enter and, if necessary, using the tab key to indent the first line.
Second, teach students how to write a paragraph.
If students do not know, explain that every sentence begins with a capital letter and ends with an end mark. In academic writing most sentences end with periods. Because a series of sentences about one topic is called a paragraph, teach students to indent the first sentence of the paragraph to show readers where a paragraph begins. If students are typing, the indent should be made by pushing Tab, not Space.
In Unit 1 students wrote and tested KWOs. In Unit 2 students use a tested KWO to write a summary paragraph. Each line of the KWO becomes a complete sentence. Although it is imperative that students write from the KWO, remain flexible. One line of the KWO may become two or more sentences, or two lines may become one sentence. Model the process.
With young or struggling students, go line by line. Look at the KWO together, have the student orally state a sentence, then write the sentence for the student. If the student is able, require they copy your work. Although you want students to write in their own words, do not worry if the paragraphs are similar to the source texts. This will change when students advance to other units. Continue to model and help, scribing as necessary, until students become more confident.
Third, teach students how to follow a checklist.
Before students begin the writing assignment, teachers should read the checklist with the students to ensure they understand the expectations. As students work on the writing assignment, they should systematically go line by line, ensuring they fulfill each checklist requirement.
Hold students responsible for the items on the checklist. Learning how to follow directions and to complete items on a checklist is a lifelong skill that will benefit students beyond the classroom because it fosters a habit of thoroughness and attention to detail. As Mr. Pudewa advises, teach students to “check what you do and do what you check.”
Fourth, teach students how to edit a rough draft and complete a final draft.
The first draft is never a final draft. Once a student has written a rough draft, the student should read the paper aloud. This process helps identify awkward phrasing and grammatical errors. If students are typing, teach them to use spell-check.
Additionally, require students to “hire an editor.” An editor is someone who reads the draft, identifies spelling and grammatical errors, and highlights awkward phrasing or incorrect information. In addition, the editor should verify the student followed the checklist. The more effort put into revising and editing, the stronger the final draft will be.
The primary goal of Unit 2 is to learn to write a paper using a KWO. Focus on formatting the paper, structuring the paragraph, following a checklist, and revising the rough draft. Because students begin with key words chosen from every sentence of a source text, the paragraphs in Unit 2: Writing from Notes are simplistic—near copies of the original. As students progress through the structural units, they advance in their note making skills and learn to write more sophisticated outlines and subsequently more sophisticated papers as they select key words from stories, pictures, and various sources.
by Heidi Thomas
