A Teacher's Guide to Organizational Strategies for Thinking and Writing
By (author) Billie F. Birnie
Publication date:
09 December 2014Length of book:
60 pagesPublisher
Rowman & Littlefield PublishersDimensions:
227x153mm6x9"
ISBN-13: 9781475814040
A Guide to Organizational Strategies for Thinking and Writing offers teachers and students ten patterns for arranging ideas that will expand their repertoire of organizational skills. Each pattern is illustrated by passages that model the strategy, and each is accompanied by an assignment that invites application and practice. Models that encompass a wide range of subjects—literature, history, science, mathematics—are provided for students in the early grades, in middle school, and in high school or college. Teachers will find the first part of the book helpful in planning writing instruction, not just for language arts but for any subject that requires English exposition. Students, from emerging to accomplished writers, will benefit from reading the passages and completing the assignments. The strategies include six basic approaches—chronological, spatial, topical, comparison, contrast, comparison contrast—and four less well-known patterns—traditional narrative, point
counterpoint, question-answer, and extended analogy. The book concludes with a lesson in modeling rhythm and rhyme in poetry. Some other key features of this book include:
•Ready-to-use assignments
•A bonus lesson on modeling rhythm and rhyme
•Leads to additional resources
•An introduction to modeling prose passages
counterpoint, question-answer, and extended analogy. The book concludes with a lesson in modeling rhythm and rhyme in poetry. Some other key features of this book include:
•Ready-to-use assignments
•A bonus lesson on modeling rhythm and rhyme
•Leads to additional resources
•An introduction to modeling prose passages
Dr. Billie Birnie incorporates the natural way we learn into her carefully structured steps for teaching writing. I can’t think of any other book which actually teaches organizational strategies. As teachers, we all know the terms: chronological, spatial, topical, comparison, comparison-contrast—but wait! There are more: question-answer, traditional narrative, point-counterpoint, and, amazingly, my favorite—extended analogy. Point-counterpoint? A strategy for organizing an essay? Brilliant! In fact, this entire guidebook is not only brilliant; it gives teachers precise guidelines for teaching multiple kinds of essays. I commend Dr. Birnie for providing this balanced approach to teaching these organizational strategies for writing.
We are all used to texts that promote one theory or another but never give us the bedrock. That’s what Dr. Birnie does in this guidebook: gives teachers of all grade levels (designated in the text) models for developing interesting, provocative, well-structured essays.
What I especially value in Dr. Birnie’s approach is that she does not limit young writers. She does not proclaim that the five-paragraph essay is essential. What she does do is allow for that model, if it is appropriate, along with many others. There is room for the innovative, creative student as well as for the student who needs the secure structure that is always provided. In fact, this guidebook provides a complete lesson plan which utilizes the strategies in the book to teach modeling rhythm and rhyme; this one lesson can be adapted to any age level.
I hope that this guidebook will be widely used in teacher training as well as in workshops at every level, from department to district to writing projects nationwide. I commend Dr. Birnie for providing this balanced approach to teaching these organizational strategies for writing.
We are all used to texts that promote one theory or another but never give us the bedrock. That’s what Dr. Birnie does in this guidebook: gives teachers of all grade levels (designated in the text) models for developing interesting, provocative, well-structured essays.
What I especially value in Dr. Birnie’s approach is that she does not limit young writers. She does not proclaim that the five-paragraph essay is essential. What she does do is allow for that model, if it is appropriate, along with many others. There is room for the innovative, creative student as well as for the student who needs the secure structure that is always provided. In fact, this guidebook provides a complete lesson plan which utilizes the strategies in the book to teach modeling rhythm and rhyme; this one lesson can be adapted to any age level.
I hope that this guidebook will be widely used in teacher training as well as in workshops at every level, from department to district to writing projects nationwide. I commend Dr. Birnie for providing this balanced approach to teaching these organizational strategies for writing.