Composition+&+Writing

 **Compostion & Writing**   Composition Defined:  Writing Defined:  How good writers write? (Shanahan, T)
 * Composition has multiple meanings.
 * "...process of producing a work of oral or written language, and the work itself." (Writing, Slide 2)
 * Examples: poem, essay, report, letter--extended pieces of writing rather than just individual words.
 * 1) Writing system used by the people to go about their daily lives and within their culture.
 * 2) Process of recording oral language by hand or other means of print.
 * 3) Meaningful ideas expressed.
 * 4) Literary works or forms.
 * 1) Make a good first impression. Put in the extra effort into their introductions and beginning paragraphs to they can catch the readers attention in hopes that they will want to read on.
 * 2) Make their endings strong. They pull everything together with a rewarding peak or a summary at the end.
 * 3) <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Organize their thoughts or stories so good readers to not get lost while reading. Clear beginnings, middles, and ends, using understandable logic.
 * 4) <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Rewrite. Real efforts to polish up their work.
 * 5) <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">They show, not tell. Real concrete examples of why they hold a certain opinion.
 * 6) <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Varied and interesting sentences. Repetition=boring!
 * 7) <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Write for what we hear, not what we see. Making sure the text sounds good when read aloud is more important than what it looks like.
 * 8) <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Elaborate. Share a lot of information and detail.
 * 9) <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Get the facts straight! Checking to make sure their facts are accurate and correct.
 * 10) <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Know when to quit. When you said what you set out to say, stop!

Different Components of Writing <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">(Writing, Slide 4)
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**Physical Components:** motor demands of typing or handwriting.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**Background Knowledge:** what previous knowledge we have of a topic can influence the success of our written thoughts.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**Process Knowledge:** Ability to understand the different components that go into the process of writing.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**Strategic Knowledge:** Knowing strategies for the pre-writing stage and revision stage.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**Linguistic Knowledge:** The mechanics of writing: vocabulary, sentence structure, spelling, punctuation.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**Genre Knowledge:** Text structures, signal words and phrases.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**Audience Awareness:** who is the audience for the particular piece of writing.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**Self-Regulation:** Regulating thinking process, behaviors, and emotions throughout the writing process.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**Motivational Components:** Perception of oneself as a writer, and how we believe the value of what we are writing about.

How Children Learn to Write: <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Through discovery
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Strategy development
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Influence from others examples
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">From peers
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Strategies
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">For early writing:
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Tracing over letters someone has already written
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Copying using a visual template
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Creating one's own letters without prompts
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Inventory Principle: tendency to make lists of letters or words children can write. (Writing, Slide 12)
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Scaffolding:
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Interests that the child would like to write about.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Repeat what child says.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Repetition
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Names play a big role in development
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">usually first piece of writing
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">repertory of letters

Stages of Writing Development: > <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> Six Traits of Writing: <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Example **I Can Fly:** //I can Fly. When I was little my Mom teach me to fly. I Fly every where I look for food. I have friend when I was flying and still looking at food. My mom go looking the nother food. I hate finger nails. I have a big body I have a good food. I play with my friend. My mom have a new friend and we all play together we have a party. I'm happy and I have a big head.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Writing Through:
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Drawing: one of the first ways children express thoughts on paper
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Scribbling: squiggly lines, may follow a structure, ie: list or letter.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Letter-like Forms and Letter Strings: strings of letters put together, not necessarily forming words.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Estimated Spelling: More conventionally formed letters
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Conventional Spelling: Time and exposure to print help their conventional spelling
 * 1) <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Ideas: content, theme, portrayed message, presented in a clear, logical manner?
 * 2) <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Organization: structure, logical order
 * 3) <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Voice: personal voiced heard in the piece of writing
 * 4) <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Word Choice: rich, colorful words, variety throughout the text
 * 5) <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Sentence Fluency: rhythm to the writing, should have a nice flow when reading it aloud, different types of sentences
 * 6) <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Conventions: mechanics of writing, spelling, grammar, punctuation

The next day. I com back to my home I go to sleep at home. I like being a bird.//

Scores:
 * || Ideas || Organization || Voice || Word Choice || Fluency || Conventions ||
 * Reader 1 || 2 || 1 || 2 || 3 || 2 || 2 ||
 * Reader 2 || 2 || 1 || 3 || 3 || 3 || 3 ||

Issues for SLLs:
 * Trouble not so much with coming up with good ideas, but the grammatical and structural aspects of writing may require much more effort and concentration that their best ideas never get recorded.
 * Writing build upon skills we acquire throughout our years, motor control, attention, language, etc. Many of these areas are not specific to writing.
 * Problems in several developmental processes can negatively impact a child's writing ability (//Writing Disabilities)//

Comprehension and Writing PowerPoint Slides: