The Writing Center at Lincoln-Way

Click one: Tips for Students | Tips for Parents | Tips for Teachers

For Students

Refine Your Transitions
Try replacing commonly used transitional words and phrases with transitions that can show a variety of connections

• To add a thought: again, also, as well, besides, beyond the, equally important, finally, further, in addition, moreover, similarly
• To illustrate an example: for example, for instance, namely, specifically, to illustrate
• To confirm emphasis: even, indeed, in fact, of course, truly
• To reveal cause and effect: accordingly, consequently, hence, so, therefore, thus thereftherefore, thus

Revise your Writing
Whether you are revising a draft of a paper before its due date, or completing a rewrite assignment, here are some tips that can help you benefit from revision:

• Get a Second Opinion: Have a parent, a friend, or a tutor from The Writing Center read through your paper. Be open to their comments and suggestions and revise your paper as needed.
• Grammar Errors: Begin revision by looking for mechanical and stylistic errors. Obviously, run your paper through spell check and grammar check; check for agreement errors; correct use of possessives; capitalization, apostrophes, etc.
• Organization: Take a closer look at your thesis—is it argumentative? Do all your topic sentences progress this main idea? Then look at your assertions—are they your own ideas? What about your evidence? Be sure that it directly supports your assertions, and that you provide sufficient elaborations to connect it to your ideas. Finally, be sure to refocus on your thesis with a clincher sentence!

Polish Up Your Grammar
Common errors seen in high school papers tend to repeat themselves, especially grammatical errors. Take time to refine your use of:

• Sentence Structure:
  Students should write in complete sentences, avoiding fragments and run-ons. Students should also show a working knowledge of the use of varying sentence structures and lengths.
• Subject/Verb Agreement
  Subjects of sentences should agree with their verbs in both tense and number.
• Contractions
  Students should avoid the use of contractions in formal writing. This can help avoid possession errors and minimum competency mistakes.
• Pronouns
  All pronouns should be used only with an antecedent, and all pronouns agree with their antecedent in gender and number. Unless the paper assigned is a personal essay, the use of personal pronouns should be avoided.
• Spelling/Mechanics
  Proofreading and typographical errors will be considered as legitimate errors. Spelling and/or misused words are not acceptable in senior level writing. Use spell check and grammar check, as errors will receive grade level deductions.

For Parents

Be an Objective Audience!!!
When helping your son or daughter proofread their writing, make sure not to complete their thoughts in your own mind. Your student’s writing should be so clear that all ideas/assertions are presented plainly, all examples are understandable, and all elaborations sufficiently unify the examples with the assertions.

Let Go of that Pen!!!
As hard as it may be, resist writing any comments on your child’s paper. Since all computers have grammar and/or spell check programs, it can be more beneficial for you to dialogue with your child about what you do not understand in their paper. Dialogue is the philosophical foundation that The Writing Center embraces. We believe it will work for you, too!!!

How Much Does Spelling REALLY Matter?
When it comes to spelling, help your child watch out for minimum competency words (page 25 of the academic planner). If your son/daughter makes these “simple” spelling, usage, and grammar errors, deductions on assignments are larger than normal. Also, their college applications, job applications, and scholarship application letters might be tossed into the garbage! Juniors even see their ACT writing score lowered simply because they are not using proper grammar and spelling.

For Teachers

Check Out The Writing Center Resources
Listed are resource/reference materials available in the Writing Center. If you have information you'd like to see us add, please leave us a suggestion.

APA Booklet & Brochure	Prompts	Peer Editing Checklists
College Essay/Brainstorming	Diagnostic Writing Rubric	Personal Statement - Peer Edit Rubric
Sample College Essays	Graphic Organizers	Timed Writing Tips
College Essay Tips Handout	Introductory Paragraph Organizers	Work Cited Formats
Concluding Paragraph Organizers	Paragraph Format	Writing Frameworks - PSAE
ACT style Wrting	Outlines/Organizers	Writing Self Evaluations

Use Assessment FOR Learning!

• When assigning writing, consider having students write a rough draft first. You can use class time to have a peer edit their draft, looking for particulars of the assignment.
• After you have graded and returned writing assignments, consider having students complete a self evaluation. This can be a worksheet you create that asks students to identify weak areas in the assignment, or a general paragraph that directs students to identify their weaknesses and what they might do better.
• Student writing will improve if you offer a rewrite option for the assignment. This can be anything from revising the entire assignment, or simple portions of it, such as assertions, elaborations, or specific paragraphs.

Grammar Counts!!!
We’ve all been to college and know how “picky” professors can be about spelling and grammar errors so it is important that we help our students understand that they have to watch their g’s and s’ (grammar and spelling) no matter what class they are writing for. This does not have to be as scary as it is for an English teacher to solve a quadratic equation. Simply select a few key grammar concepts (The friendly folks in the WC can help you find a few if you’re having some trouble) and emphasize that you will be taking off points if you find these errors. Each time you assign a piece of writing you can add a grammar concept or two, slowly building your confidence with grammar and/or the students’ expectations. Even better, circle spelling and grammar mistakes in everyday homework or class work. This lets the kids know that you’ve noticed their errors.

Begin with the end in mind! (Does that sound familiar?)
If you want your students to produce brilliant work, you must start by considering what makes up brilliant work. Write up a rubric and be very specific as to what you want from the students. Walk your students through the rubric on the day they are given the assignment and stop to explain any element of the writing assignment that might not be clear to them. Be sure to focus on structure (how you want the writing piece set up) in addition to teaching the content (the “meat and potatoes” of the writing assignment). Giving the students a clear understanding of the expectations for both content and structure goes a long way to helping them give you what you want!

Rubrics!
Many people use them but not many people use them at the start of an assignment. A key to a good product from kids is having them know exactly what they are supposed to do. There are many websites available that make the creation of rubrics an easy task (rubristar.com is very user friendly!). So create a detailed rubric and be sure to share it with your class when you hand out the assignment. They will know what to expect when they are doing the assignment and you are likely to get exactly what you were looking for.

Timed writings
No matter what we teach, there is something students can write about our content area. Start a class with a content related writing prompt. Give your students a set amount of time in which to write and let them have at it. You can use an ACT writing rubric to grade the paragraphs so grading is made easy! Contact the Writing Center if you want a copy of the ACT writing rubric or contact any one of the Writing Center staff if you want to brainstorm possible timed writing topics. Here are a few content-related ideas:

• Health/PE: Students can agree or disagree with the following statement: A healthy lifestyle is beneficial for all people.

• Civics: Choose any of the issues related to the Presidential election process and have your students take a position on that issue.

• Biology: When studying scientific method, students can research a currently published scientific study and evaluate the study for its use of proper scientific method.

• Drivers Ed: Students can write a one-paragraph essay defending or refuting the state’s decision to increase pre-license driving requirements.

• Auto Mechanics: Write a one paragraph persuasive essay on why Auto Mechanics should or should not be a mandatory graduation requirement.

• Chemistry: Prior to their first major lab, students can decide which lab safety rule is the most important and write a paragraph explaining their reasons behind their choice.

• Algebra: When students ask, “where will I ever use algebra again in the real world?” tell them, “Good question!” and have them research ways in which algebra is used in every day life. They can then write a one paragraph expository essay sharing their findings.

• Music: Many companies are making millions of dollars every year incorporating the idea of the Mozart Effect into baby products meant to improve the intelligence levels of infants. Research the Mozart Effect and at least one of these products and decide if your findings concur with what the baby product companies are selling.

Use of essential questions:
Teenagers seldom take the long view, which leads to the same refrain generation after generation: "Why do I have to learn this? When will I ever use this?" Essential Questions (an integral part of Understanding by Design) helps students make the connection between day-to-day classroom activities and what we want them to take out into the world.

• Essential Questions are about relevancy, not skills or knowledge Therefore, the purpose of essential questions are how we want students to apply the skills and knowledge that we teach/dispense in our classrooms.
• When writing Essential Questions begin with specific learning outcomes that you want to achieve then take the long view An example for geometry and the importance of measurement formulas: What function does design serve in your intended career or profession? A doggy daycare owner needs to assess space to determine how many hounds will be happily accommodated, thus determining how much money a doggy daycare owner can make. That's relevant! Every profession should have a design function in it that requires geometry.
• Refer back to the essential question(s) during the lesson or during the unit The value in referencing the essential question is that it motivates students to think about, not parrot back, information that they have heard. The information is then integrated in a very real and applicable way.

Journaling:
We’re not talking “Dear Diary” stuff here. Journaling to get students’ reactions on everyday concepts can be a great way to get them to be more metacognitive. Are you teaching something that seems to have them stumped? End the class with having the students write a short paragraph either restating what they learned today or writing what they are struggling with. After reading the “essays” you can have a good idea on whether they understood your lesson. If they seemed not to understand, their words will more accurately direct you to what they are struggling with which will help you to streamline the review session.

To think or not to think, it may simply be in the question. You don’t have to always write full, formal paragraphs to teach proper paragraph structure. You can word everyday questions using paragraph structure language. Here’s what we mean…

Assignment:
Students in an anatomy and physiology class will read an article about the government possibly mandating businesses owners to supply portable defibrillators in the workplace.

Non-Paragraph language:
Read the article and explain if you are for or against the position of the author. Explain your position on the topic clearly.

Using Proper Paragraph language:
Read the article and assert your position on the article. Be sure to support your assertions using key evidence from the article. Use paragraph-structured language when holding class discussion. If a student answers a question you’ve posed in class with minimal depth and you want them to probe deeper, simply respond with:

“I see you’ve asserted that __________. Now can you supply me with some specific evidence to support your assertion?”

OR

“I see you’ve asserted that ___________. Now can you elaborate for me so I can more clearly see your position?