POW + TREE
What: This writing strategy provides a mnemonic device to organize student think when creating argumentative essays.
Students use the POW strategy for any writing assignment. They add to TREE to the strategy when they are writing an argumentative essay. It is important that students be able to identify when a task is calling for their opinion.
Why: Being able to write effective is a critical skill for academic success. Students who do not demonstrate proficiency in writing by adolescence are at a substantial academic disadvantage. Hoover, Kubina, and Mason (2012). Secondary students who are taught writing in an explicit manner have shown improvements in their writing abilities. (Graham & Perin 2007)
According to Graham, Mason, & Friedlander (2008), struggling readers do not know how to access what they know in writing. Less than twenty-percent of their revisions change the original text. Additionally, they do not respond to abstract terms that are part of the writing process, like “brainstorm.” Consequently, specific and concrete strategies are necessary to help them understand “what has to happen in the mind.
Students with Learning Disabilities, typically have difficulty organizing complex tasks. Using the POW+ TREE strategy has been shown to have a positive effect on student writing both in terms of quantity and structure.
With Whom: SRSD writing strategies have been shown to be effective will all adolescent students. (Graham & Perin, 2007) They have also been specifically demonstrated to have a positive effect on students with learning disabilities and emotional disturbances. (Hoover, et al, 2007).
When: Strategies that are taught using the SRSD framework generally are not intended to be used on specifically designed tasks in the instructional environment. Rather, the goal is to have students apply these strategies outside of the direct instructional environment. Therefore, this strategy should be taught in a SETSS setting, during AIS periods, or as an alternate teaching strategy during an ICT class. The goal is to have the students generalize their understanding of the strategy and to apply them to a variety of instructional setting throughout the day.
How/Procedure: While this strategy also uses the SRSD teaching framework, it is important to note that students must be given specific instruction on how to determine whether a task is seeing an opinion or is expository in nature. Several tasks that students believe are simply descriptive in nature are in fact opinions for which the POW+TREE strategy should be used.
Utilizing the SRSD teaching strategy, students will be taught to the writing process for argumentative essays. First, for any writing assignment, students should use the POW strategy. In this strategy, students take the following steps:
1. Pick an Idea - Choose from the required topics or from brainstormed ideas.
2. Organize my Notes – Use TREE to plan and organize the structure and details of your writing.
3. Write and say more – Use all the parts in the paper and develop your arguments.
As already noted, TREE provides assistance for students when they are organizing their notes.
1. Topic Sentence – Say what you believe, be clear and concise.
2. Reasons – Provide three or more reasons to support your belief.
3. Explain reason – Say more about each reason.
4. Ending – Wrap it up by restating your belief.
Risks: It is important to remind students that these strategies are guides to help them improve upon their writing. Students must apply the strategy flexibly keeping in mind the purpose and requirements of their writing.
Students use the POW strategy for any writing assignment. They add to TREE to the strategy when they are writing an argumentative essay. It is important that students be able to identify when a task is calling for their opinion.
Why: Being able to write effective is a critical skill for academic success. Students who do not demonstrate proficiency in writing by adolescence are at a substantial academic disadvantage. Hoover, Kubina, and Mason (2012). Secondary students who are taught writing in an explicit manner have shown improvements in their writing abilities. (Graham & Perin 2007)
According to Graham, Mason, & Friedlander (2008), struggling readers do not know how to access what they know in writing. Less than twenty-percent of their revisions change the original text. Additionally, they do not respond to abstract terms that are part of the writing process, like “brainstorm.” Consequently, specific and concrete strategies are necessary to help them understand “what has to happen in the mind.
Students with Learning Disabilities, typically have difficulty organizing complex tasks. Using the POW+ TREE strategy has been shown to have a positive effect on student writing both in terms of quantity and structure.
With Whom: SRSD writing strategies have been shown to be effective will all adolescent students. (Graham & Perin, 2007) They have also been specifically demonstrated to have a positive effect on students with learning disabilities and emotional disturbances. (Hoover, et al, 2007).
When: Strategies that are taught using the SRSD framework generally are not intended to be used on specifically designed tasks in the instructional environment. Rather, the goal is to have students apply these strategies outside of the direct instructional environment. Therefore, this strategy should be taught in a SETSS setting, during AIS periods, or as an alternate teaching strategy during an ICT class. The goal is to have the students generalize their understanding of the strategy and to apply them to a variety of instructional setting throughout the day.
How/Procedure: While this strategy also uses the SRSD teaching framework, it is important to note that students must be given specific instruction on how to determine whether a task is seeing an opinion or is expository in nature. Several tasks that students believe are simply descriptive in nature are in fact opinions for which the POW+TREE strategy should be used.
Utilizing the SRSD teaching strategy, students will be taught to the writing process for argumentative essays. First, for any writing assignment, students should use the POW strategy. In this strategy, students take the following steps:
1. Pick an Idea - Choose from the required topics or from brainstormed ideas.
2. Organize my Notes – Use TREE to plan and organize the structure and details of your writing.
3. Write and say more – Use all the parts in the paper and develop your arguments.
As already noted, TREE provides assistance for students when they are organizing their notes.
1. Topic Sentence – Say what you believe, be clear and concise.
2. Reasons – Provide three or more reasons to support your belief.
3. Explain reason – Say more about each reason.
4. Ending – Wrap it up by restating your belief.
Risks: It is important to remind students that these strategies are guides to help them improve upon their writing. Students must apply the strategy flexibly keeping in mind the purpose and requirements of their writing.
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