STOP + DARE Strategy
What: This writing strategy provides a mnemonic device to organize student think when creating argumentative essays.
STOP + DARE is mnemonic writing strategy for argumentative essays. To the extent that it specifically reminds students to consider alternative claims and to address them it may be more specifically aligned with Common Core Learning Standards for writing.
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.
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: STOP + DARE is particularly effective for persuasive essays in which students need to consider multiple sources.
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. Suspend judgment – list the points for both sides of the argument and consider all possible sides.
2. Take a side – read through the list of points for both sides and determine which side you believe is more persuasive.
3. Organize your ideas – select the strongest ideas. It might be helpful to number them in order of importance.
4. Plan more as you write – continue planning as you write. Use the DARE strategy as you proceed with writing.
As already noted, TREE provides assistance for students when they are organizing their notes.
1. Develop a topic sentence
2. Add supporting ideas
3. Reject the other side
4. End with conclusion
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.
(Files from Linda Mason)
STOP + DARE is mnemonic writing strategy for argumentative essays. To the extent that it specifically reminds students to consider alternative claims and to address them it may be more specifically aligned with Common Core Learning Standards for writing.
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.
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: STOP + DARE is particularly effective for persuasive essays in which students need to consider multiple sources.
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. Suspend judgment – list the points for both sides of the argument and consider all possible sides.
2. Take a side – read through the list of points for both sides and determine which side you believe is more persuasive.
3. Organize your ideas – select the strongest ideas. It might be helpful to number them in order of importance.
4. Plan more as you write – continue planning as you write. Use the DARE strategy as you proceed with writing.
As already noted, TREE provides assistance for students when they are organizing their notes.
1. Develop a topic sentence
2. Add supporting ideas
3. Reject the other side
4. End with conclusion
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.
(Files from Linda Mason)
toolbox_stop_and_dare_mnemonic_device.docx | |
File Size: | 233 kb |
File Type: | docx |
toolbox_dare_cue_card.docx | |
File Size: | 335 kb |
File Type: | docx |
toolbox_stop_graphic_organizer.docx | |
File Size: | 209 kb |
File Type: | docx |