What is a Persuasive Writing?
Persuasive Writing is fun for students because they get to use their best arguments to convince their audience to change their minds while also informing them. These types of writings are on a single issue and authors select a stand or position. This type of writing includes a thesis or an opinion clearly stated, sound reasoning supported by strong evidence, recognition of counter arguments and strong conclusions.
Many types of writing can be found under the large umbrella of persuasive writing. These include editorials, advertisements and commercials, pamphlets, petitions, political propaganda, and persuasive letters—to name only a few.
I need some advice for a new text I am writing, The Substitute Teacher's Guide to Success.
Lunch Time Stories for Young Authors
By Lori Demski &
Are you looking for a way to motivate young authors to write creative personal narrative stories? Do your students need interesting, captivating themes to write about? All children young and old do indeed have a story to tell. Everyone enjoys a great story. Think about it! What’s the first thing your students do when they walk into your classroom on Monday morning? If you say, “My students want to tell me everything they did over the weekend,” then you know exactly what I’m talking about! Children want to tell you THEIR stories. Capture your students’ interest and excitement by selecting a theme that every student can relate to and write about—Lunch Bag Stories.
iPods: A Key to Improving High-Stake States Scores
In order to become proficient writers your students must first understand the concept of genres! Genre comes first, whether you’re teaching beginning writers, such as kindergarten students, or more experienced writers like 8th grade students. Genre can be taught as early as kindergarten and should be expanded upon throughout a student’s entire school career. Keep in mind that all literature is categorized according to its genre. For instance, your literacy curriculum more than likely gives your students examples of short stories, poems, letters, research reports and biographies to name only a few.
What’s the “big deal” about the five powerful ideas around which this book is built? What is a powerful idea anyway? Chapter two in the book presents an in-depth examination of these questions, but I’d like to devote this blog post to a bit of reflection on the idea of powerful ideas.
How can we help our students in Middle and High School understand and use the science that they learn in school?
Do your students need improvement at writing attention-grabbing, detailed sentences for every genre? Try this simple five-step “Focus-in” teaching strategy, and you’ll be amazed at their speedy progress!
English Language Learners (ELLs) may not ask questions in the classroom to clear up misunderstandings or improve their comprehension of the topic. Because of this, teachers need to check the understanding of these learners frequently using a variety of methods.
Writing a blog to accompany my book is an idea that I’ve toyed with for a long time. In fact, when I first began writing the book, way back in January, 2004, I had the idea of an interactive website on which readers and I would interact over the concepts and ideas in the book. At that time...
For my very first blog, I’d like to tell you the tale of how I got into teaching. I always knew I would never be a teacher.
I believe there are certain professions where your heart should quicken with excitement as you get ready for your work day. Among those are trial lawyers, surgeons, and teachers. On my first day of teaching (actually, probably more like my first whole year), my heart quickened – with fear.
Interesting details about authors Libby Cohen and Loraine Spenciner and the artists whoses paintings are on our book covers.
Other Things You Might Like
- Literacy in the Early Grades: A Successful Start for PreK-4 Readers and Writers, Loose-Leaf Version with Video-Enhanced Pearson eText -- Access Card Package, 4th Edition
- Middle and High School English Learners and the Common Core Standards: Equitable Instruction in Content Area Classrooms