Writing in Activity Classrooms

Quick Writes

As previewing activities, ask students to

List as many different materials sculptors might use as you can in thirty seconds.
Sketch what you think a miter box looks like.
List ways that knowing first aid is important to us in real-life activities.

To synthesize what was learned at the end of a class, ask students to

Define in your own words what syncopated rhythm is.
Draw a stick figure to show what the backhand position looks like.
Use the words _______ and _______ and _______ to write a true sentence.

To help students self-assess understanding, attitudes, and so forth, you could offer these prompts:

What did you not understand about today’s lesson?
List one or more terms you cannot clearly define.
I have the feeling many of you are not “with me” on this topic. Write what you are feeling about what we are doing and if there is anything I could change to help you feel more involved and successful.

Journals

Journals call for more extended entries than quick writes and are most successful if used on a daily basis. Both high-structure and low-structure journals Page Number:206
can be used in activity classes. Here are some examples of high-structure journal prompts:

Draw and label a __________.
Arrange the following words into a web that shows their relationships.
Analyze how you did with today’s activity? Were you able to follow the directions? What problems did you experience? What did you do to help yourself understand?
Explain to a younger person (brother, sister, cousin) why it is important for everyone to know how to do CPR.

Interviewing Real People about On-the-Job Writing

Many students have the idea that once they are done with school, they won’t need to write anymore! In today’s advanced society, this is hardly ever true. Mechanics, technicians, computer specialists, and store managers expend a huge amount of time and effort writing everything from letters to orders to e-mail messages to reports. Every student needs to see writing as an important part of any job to which they aspire. Of course, preaching this to them is rarely effective. Some teachers of activity-oriented courses send the students out to find out for themselves. Students select some people in a variety of nonacademic jobs and then interview them to find out specifically what they write. When all the information obtained from these interviews is compiled and shared with the whole class, students may develop some real-world motivation for learning to write clearly and well.

Writing Directions in Plain English

Everyone knows that directions are hard to read. Students who experience frustration reading directions feel better if teachers demonstrate an “It’s not your fault; they should write them more clearly” attitude. Students are more willing to work through a set of directions and try to make sense of them when they realize that not being able to follow the directions easily says more about the writer of the directions than it does about their own reading ability. One effective writing activity to use when you and your students are faced with complex written directions is to rewrite them “in plain English.” When you come across poorly written directions, have the students work together in small groups to first try to follow the directions. Once they have assembled the object or carried out the procedure, have them rewrite the directions so that they are easier to follow. Here are some guidelines for making directions easier to follow:

1. Use shorter sentences.
2. Use “plain” English words instead of technical terms.
3. Include only one thing in each step.
4. Make sure the steps are in logical order.
5. Include a drawing for each step when possible.
6. Include a list of materials/parts with each one clearly labeled.
7. List important “don’ts” at the beginning. (Sometimes, knowing what not to do is more important than knowing what to do!)