Besides grades and credit, how might a content area writing task appeal to a student as necessary?
What will be an ideal response?
Using the learning cycle as a tool to think about writing can help teachers view writing as a productive problem solving and networking process. Encouraging students to consider whose interests are at stake in a given situation (e.g., who may have special knowledge or experience of a given topic, who may need to know about the results of student inquiry, and who may be expected to benefit from student-generated knowledge or written products) is a great way to make the writing that teachers see as vital also appear necessary to students. Thinking about the kinds of written products that are appropriate to the content area—such as proposing an exhibit, explaining an experiment or natural phenomenon, interpreting the mathematical principles inscribed in a model—as well as appropriate interactions beyond the classroom can make it much easier to engage students in prolonged, inquiry-based writing.
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“You don’t feel like following the rule, do you?”
Indicate whether the statement is true or false.
Refer to Exhibit 5-3. Children who do not resolve the Oedipus complex before the age of eight will show a greater degree of homosexuality as adults than will children who do
a. adequate hypothesis b. inadequate, not testable c. inadequate, no statement of relationship d. inadequate, not consistent with the existing body of knowledge
Software that is created by a group of programmers who offer it for download at no charge is
a. proprietary software. b. commercial software c. open source software. d. illegal software.
________ teachers can assist content area teachers in helping students who are English Learners understand text
A) QuIP B) IEP C) QRI D) ESL