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Teaching Writing to Visual, Auditory, and Kinesthetic Learners
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Teaching Writing to Visual, Auditory, and Kinesthetic Learners



February 2006 | 136 pages | Corwin
`Helps teachers see how to approach writing in ways that make it fresh, relevant, and accessible.'

-Carol Ann Tomlinson, Professor of Educational Leadership

University of Virginia

`True to one of the basic tenets of writing, the book shows rather than tells . . . . This makes for a fun and engaging read.'

-Erin Sullivan, Research Associate

University of Connecticut

`As a writing teacher for twenty-some years, I wish I'd had access to this material.'

-Marilee Sprenger, Educational Consultant

Seattle Pacific University

Are your picture-smart, music-smart, and body-smart learners lagging behind their word-smart and number-smart peers?

Donovan Walling offers innovative new ways to help these learners become effective writers! With an emphasis on matching teaching method to learning style and developing both basic writing competencies and higher-level thinking skills, this resource offers instructional strategies, sample lessons, and pathways to fluency that focus on

Organizing ideas "artistically"

Using walkabout strategies to clarify concepts

Using pattern and rhythm for writing sense, and much more

Twelve sample lessons and a learning styles self-assessment make this an essential resource for teachers, literacy coaches, and curriculum designers who want to expand writing curriculum and incorporate more non-linear methods into their instructional repertoires.

 
Acknowledgments
 
About the Author
 
Introduction
 
1. Writing Processes and Differentiated Instruction
Assembly-Line Writing

 
Teaching Writing for Meaning

 
Learning Styles and Differentiated Instruction

 
Stimulus, Process, and Product

 
Learning Styles Self-Assessment

 
References

 
 
2. Writing About Real Things
School Writing Versus Authentic Writing

 
Multidimensional Authentic Response Writing

 
And Then: The Process Phase

 
Pathways to Fluency

 
Sample Lesson 2.1: Respond As a ___ Might

 
Sample Lesson 2.2: Multidimensional Authentic Response Writing

 
References

 
 
3. Observing, Then Writing
Sensory Reportage

 
Visual Reportage

 
Auditory Reportage

 
Kinesthetic Reportage

 
Translation Into Different Forms

 
Sense Exploration

 
Writing Up the Taxonomy

 
Sample Lesson 3.1: Template and Checklist Strategies

 
Sample Lesson 3.2: Observation and Sensory Reportage

 
References

 
 
4. Organizing Artistically
Pearls-on-a-String Organization

 
Inductive and Deductive Organization

 
Inverted Pyramid Organization

 
Identifying Key Ideas

 
Another Translation: Factual Reportage

 
Sample Lesson 4.1: Gathering and Organizing Information

 
Sample Lesson 4.2: Artistic Organization

 
 
5. Clarifying Ideas Using Walkabout Strategies
Walkabouts

 
Paragraph Walkabouts

 
Auditory and Kinesthetic Paragraph Walkabouts

 
Collaborative Planning, Drafting, and Revising

 
Guide on the Side

 
Sample Lesson 5.1: Paragraph Walkabout and Sense Exploration

 
Sample Lesson 5.2: Paragraph Walkabout Analysis

 
 
6. Using Patterns and Rhythms for Writing Sense
Discerning and Adjusting Patterns and Rhythms

 
Translating the Visual and the Auditory for Kinesthetic Learning

 
Brevity, Elaboration, and Conceptual Density

 
Outlining to Revise

 
Sample Lesson 6.1: Outlining to Revise — and Revising

 
Sample Lesson 6.2: Patterns and Rhythms for Writing Sense

 
 
7. Choosing the Right Words
Basic Words: Nouns and Verbs

 
Correct and Politically Correct

 
More Basic Words: Adjectives and Adverbs

 
Brevity

 
Spelling Improvement

 
Sample Lesson 7.1: Reviewing the Words

 
Sample Lesson 7.2: Up Close: Choosing the Right Words

 
References

 
 
8. Increasing Focused Engagement
Selective Correction

 
The Importance of Portfolios

 
Making and Using Rubrics

 
Rubrics and the SAT Essay

 
Concluding Thoughts and a Final Checklist

 
References

 
 
Resources
Print

 
Online

 
 
Index

"I think the content in this book is excellent and it makes a great contribution. As a writing teacher for twenty-some years, I wish I’d had access to this material...This is important and seminal work that is needed for differentiating writing for students with strong learning preferences."

Marilee Sprenger, Educational Consultant
Seattle Pacific University

"True to one of the basic tenets of writing, the book shows rather than tells...The author consistently conveys ideas through metaphor, symbolism and simile, without extraneous words or overly elaborate imagery. This makes for a fun and engaging read."

Erin Sullivan, Research Associate
National Research Center on the Gifted and Talented, University of Connecticut

"The book helps teachers see how to approach writing in ways that make it fresh, relevant, and accessible. It is substantive and not a twinky 'feel good' book. ...it will be useful to teachers who work diligently to help students become more competent and confident writers."

Carol Ann Tomlinson, Professor of Educational Leadership
University of Virginia

"The book makes a distinct contribution to the teaching of writing; I am not aware of any other book that addresses the issues so comprehensively."

Pamela Fannin Wilkinson, Educational Consultant
The Winston School San Antonio, TX

Sample Materials & Chapters

Introduction

Chapter 1


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