The Writing Hamburger Model

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Mississippi State University Department of
Education Mississippi Writing/Thinking Institute
The National Writing Project 7sites in
Mississippi Alcorn State University Delta Sta
te University Mississippi State University Missi
ssippi Valley State University
University of Mississippi University of Southern
Mississippi University of Southern MississippiGu
lf Park Campus www.nationalwritingproject
.org
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HELP YOUR ADULT LEARNERS TO BECOME WRITERS FIR
ST,
THEN ESSAY WRITERS
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Establish a WRITING ROUTINE!
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Teachers and studentswritefor the first 10
minutesof each class period!
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WRITING PROMPTS

• OBSTACLES I OVERCOME TO GET TO CLASS
• HAPPY MEMORIES OF A FAVORITE RELATIVE
• A POSITIVE QUALITY I WOULD LIKE TO INSTILL IN MY
  CHILD
  
• REASONS WHY I NEED TO FURTHER MY EDUCATION
• GOOD QUALITIES IN A MATE

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WRITING PORTFOLIO

• IS a file folder for each student kept in a safe
  place in the classroom
  
• IS a depository for all writing
• FREEWRITING
• WRITING TO PROMPTS
• PARAGRAPH AND ESSAY WRITING
• POETRY WRITING

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Freewriting

• Peter Elbow on freewriting ---
• Defined as private, non-stop writingliterally,
  putting words on paper continuously, without
  regard for the usual constraints of staying on
  topic or writing correctly.
• Such exploratory, unconstrained writing can help
  writers in moments when they feel stuck, blocked,
  or confused.
  
• Five or ten minutes of freewriting can help
  generate ideas, develop a free flow of thought,
  and energize writing.
  
• Many people practice it as a kind of warm-up
  exercise.
  
• (National Writing Project. Because Writing
  Matters. 26)

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WRITING PROMPTS---DESCRIPTIVE

• How to change the oil in the car
• How to get your kids ready for school
• How to grow bell peppers
• How to make a delicious breakfast

• How to find a good doctor
• How to choose tires for your car
• How to check your e-mail
• How to parent teenagers

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WRITING PROMPTS---PERSUASIVE

• Burger King is the best fast food restaurant
• School uniforms are good for students
• The country, rather than the city, is a more
  desirable place to live

• Goodyear makes the best tires for trucks
• Education is the key to a good job

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Persuasive Writing Exercise

• FOUR FACES
• THINK IT!
• TALK IT!
• WRITE IT!

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THE WRITING PROCESS---FIVE STEPS---

• BRAINSTORMING
• DRAFTING
• REVISING
• EDITING
• PUBLISHING

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BRAINSTORMING

• At the preliminary stage of (students) writing,
  they need to concentrate on the development of
  their ideaswe can look at grammar and
  conventions later, when they revise and edit.
• Because Writing Matters 37

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DRAFTING

• The writer begins to develop the content of
  the piece of writing by putting thoughts into
  sentences, grouping similar ideas into
  paragraphs, and connecting one thought to the
  next, and then to the next.
• The piece of writing begins to have FOCUS.
• Peer and teacher commentary are valuable at this
  point.

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REVISING

• IN THE ROUGH DRAFT, IDENTIFY AND DELETE
  EXTRANEOUS SUBJECT MATTER
  
• ADD NEEDED SENTENCES TO AMPLIFY AND CLARIFY
  MEANING
  
• CREATE STRUCTURE BY ORGANIZING IDEAS INTO
  SEQUENCED, COHERENT PARAGRAPHS
  
• KEEP REVISING THE WRITING OVER TIME THE
  RE-SEEING PROCESS TAKES TIME
  
• Strive for FOCUS

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EDITING In Teaching With Writing, Toby Fulwil
er defines editing as the process which makes s
ure that you say exactly what you mean to say
in the most appropriate language possible.
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Editing

• Editing also can mean proofreading at the
  sentence, phrase, or word, focusing on the
  following
  
• mechanics
• spelling
• punctuation
• other conventions
• Editing prepares a piece of writing for its final
  publication

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PUBLISHING

• Share writing with classmates
• Display writing on walls of classroom
• Create a portfolio of exemplary writing (that has
  been through all steps of the writing process)
  for other learners to read

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SKILLS .....THE BASICS OF STANDARD ENGLISH
ARE THE GATEKEEPER AND LANGUAGEOF POWER ALL
STUDENTS NEED TO MASTER..... (The Na
tional Writing Project. Because Writing Matters.
37)
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Grammar and Usage skills

• During editing, error creates learning moments in
  grammar, usage, spelling
  
• Teach common errors to the group in a lesson use
  peer response to help students improve skills
  
• Use GED workbooks as guides to remediation

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USE A FORM FOR WRITING

• Poem form (haiku, sonnet, 4-line stanza)
• Graphic organizer
• Outline
• Formula
• Model
• Visual Model

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BIO-POEM

• TITLE (Writers first name)
• LINE 1 (4 adjectives which describe the
  writer)
  
• LINE 2 Mother of.Father of....Sister
  of...
  
• LINE 3 Lover of.
• LINE 4 Who feels a desire to

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Bio-poem (continued)

• LINE 5 Who needs
• LINE 6 Who gives
• LINE 7 Who fears
• LINE 8 Who would like to see

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Bio-poem (continued)

• Line 9 Resident of
• Line 10 (writers last name)
• I have published bio-poems by printing the poem
  and a digital photo of the author below the poem.
  I display them on classroom walls, or in a
  3-ring binder.

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Teaching Essay Writing

• An assigned writing prompt entitled, The Most
  Important Qualities I Wish to Teach My Child,
  may be the foundation for an essay exercise.
  
• Students revisit this topic two times before the
  idea of writing a personal essay is mentioned.
  
• Their thoughts are on paper the essay formula is
  then introduced as a way for them to organize and
  expand their ideas into a personal essay.

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the

• ESSAY HAMBURGER
• MODEL

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ESSAY BURGER MODEL
Introductory paragraph
First Main Point
Second Main Point
Third Main Point
Concluding paragraph
most important point!
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TEACHING ESSAY WRITING PUTTING AN OLD METHOD IN
ITS PLACE

• Teaching students ways to organize their
  thoughts in writing is a challenge. For that
  reason, at the most rudimentary stages of essay
  writing, I sometimes use an essay formula.
  This particular formula helps students in several
  ways
• It helps them to organize their thoughts
• It lets them see the essay-writing as a
  manageable task
  
• It provides a visual picture of an essay form

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• ESSAY FORMULA FOR PERSONAL ESSAYS
• I. INTRODUCTION
• A. the hook
• B. the thesis statement
• C. other elements
• II. MAIN POINT ONE
• A. define
• B. give examples
• C. tell why important
• III MAIN POINT TWO
• A. define
• B. give examples
• C. tell why important
• IV MAIN POINT THREE (the most important point)
• A. define
• B. give examples
• C. tell why important
• V CONCLUSION

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Teaching Essay Writing

• The essay formula is not meant to be confining
  it is not a box.
  
• Rather, it serves as a bare-bones map upon which
  the student, by way of the process, over time,
  places all the elements of good writing.

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Writing is THINKING. Writing is a PROCESS. Goo
d writing develops through PROCESS over time.
There must be a balance between PROCESS and
PRODUCT FORM and CONTENT The National Writing
Project. Because Writing Matters.
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Nurture the READING/WRITING CONNECTION!

• ENCOURAGE YOUR STUDENTS TO READ NEWSPAPERS,
  MAGAZINES, BOOKS, AND TO GET AND USE A LIBRARY
  CARD
  
• ASK YOUR STUDENTS TO WRITE A LIST OF THE
  IMPORTANT IDEAS AFTER READING A SOCIAL STUDIES
  PASSAGE
  
• USE WRITING TO REINFORCE MATH LESSONS (e.g. WRITE
  THE STEPS FOR CONVERTING A FRACTION TO A
  DECIMAL)
  
• ASK YOUR STUDENTS TO READ SOMETHING THAT THEY CAN
  WRITE A FEW SENTENCES ABOUT BY NEXT CLASS TIME
  
• ENCOURAGE YOUR ADULT LEARNERS TO WRITE AT HOME
  (e.g. keep a journal, or write down funny things
  kids say, or amusing stories their families may
  know).

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SUMMARY

• Establish a daily writing routine
• Use freewriting to spur reluctant writers
• Set up writing portfolios put all writing in it
• Encourage writers to choose which pieces of
  writing to put through the writing process
  
• Encourage revision, revision, revision, based on
  peer evaluations and teacher-student conferences
  
• Encourage writers to edit their own, as well as
  each others work, using rubrics
  
• Stress focus and clarity of meaning in paragraphs
  and essays
  
• Use workbooks to review skills as needed. Need
  is determined by error!
  
• Keep writing assignments simple and clear. Start
  with paragraphs build to essays.
  

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WRITING

• All of us are writers
• We as teachers must model writing for our adult
  learners
  
• We are our adult students best hope for success
  on the essay writing portion of the GED
  
• Remember the ESSAY BURGER!