EKUWP Summer Institute 2013 Writing Matrix
Legend:
Argument – making and supporting claims, analyzing substantive topics or texts, using reasoning and evidence
Narrative – depicting real or imagined experiences or events, emphasizing technique, details and sequences
Informative/Explanatory – examining and conveying complex ideas, concepts and information through selecting, organizing and analyzing content
Personal –about the writer’s life and experiences in any way
Classroom Practice –related to the teaching of writing and/or the teacher’s, students’ or others’ lives inside the writer’s classroom
Craft – meta-writing: about the practice, skill, and art of writing in any part of recursive writing process
Leadership –about the teacher’s position in the classroom, the school, the teaching profession
Reflective –to look back, to assess areas of growth, development of thought, changes made and purposefully considered
Rules:
To be “complete” you should have at least 12 of the 16 spaces filled in, using titles or key identifiers and a brief, specific description of each piece’s form for pieces that have been started and developed to some extent and that can be accessed in your writer’s notebook, electronically, or elsewhere in your portfolio of writing from the Summer Institute.
Argument – making and supporting claims, analyzing substantive topics or texts, using reasoning and evidence
Narrative – depicting real or imagined experiences or events, emphasizing technique, details and sequences
Informative/Explanatory – examining and conveying complex ideas, concepts and information through selecting, organizing and analyzing content
Personal –about the writer’s life and experiences in any way
Classroom Practice –related to the teaching of writing and/or the teacher’s, students’ or others’ lives inside the writer’s classroom
Craft – meta-writing: about the practice, skill, and art of writing in any part of recursive writing process
Leadership –about the teacher’s position in the classroom, the school, the teaching profession
Reflective –to look back, to assess areas of growth, development of thought, changes made and purposefully considered
Rules:
To be “complete” you should have at least 12 of the 16 spaces filled in, using titles or key identifiers and a brief, specific description of each piece’s form for pieces that have been started and developed to some extent and that can be accessed in your writer’s notebook, electronically, or elsewhere in your portfolio of writing from the Summer Institute.
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Argument |
Narrative |
Informative
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Personal
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Those Who Can
My argument against Shaw's quote, "Those who can, do. Those who can't teach." |
This I Believe
This brief piece explains my personal belief and is written within submission guidelines for thisibelieve.org |
Craft |
Script-Writing
This includes the script-writing activity we completed during the demo, along with a reflection on the writing and its' potential impact on students in the social skills classroom. |
Boston Massacre
This writing piece gave me an opportunity to present information in a new and exciting way. |
Classroom Practice |
Shostakovish
An analysis of two sides of a historical figure. |
Leadership |
What's Your Passion?
My argument for teaching the child, not the standards. |
E-Mails
The emails sent between my principal and I to set up a date in August where I can present my demo are written evidence of leadership, however brief in form. |
My Personal Website
This is a personal website I have developed and continue to add to as I have more information. It serves as my leadership piece, as I have presented it to my fellow co-workers, as well as my technology piece. |
Reflective |
Daily Reflective Writing
These entries can be located in the back page of my notebook and include a running daily reflection of my experience in the EKUWP. |
Things to Remember
This is an informal list of things to remember that I have kept throughout the EKUWP. |
FREE SPOT |
Another Saturday - This piece is one I wrote in an attempt to describe an experience from the third person. Most of the writing I produce is done in the first person, and I wanted to challenge myself to write a different way.
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