This article forms the basis upon which the rest of this collection is built. Subsequent resources provide valuable information on addressing these changes in terms of skills we can help our students develop.
Most ELA teachers are well versed in traditional writing instruction, but point 2 of the first article points out the need for students to be versed in digital writing. So what exactly does that mean, and how can teachers actually teach it? This article is a spring-board for the conversation.
Before we can teach students how to seek out and employ visual elements in their own writing, we need to teach them how to interpret the barrage of visual elements they encounter in day-to-day life. Ultimately, this skill starts with the teacher modeling the incorporation of relevant visual elements, and ensuring students understand their value for their own projects.
The interactive nature of the web calls for writers who are engaged in a back-and-forth conversation about what they are writing and reading. Students need to learn how to express their opinions and defend their writing, and a good start to that process is for the teacher to set the example of writing and allowing students to chime in.
One common complaint of teachers is that students hand in work that has clearly never been gone over after the rough draft. This brief and common-sense article reinforces the need for students to be held responsible for checking their work before submitting.
If we as teachers discourage our students from using new words, we are sticking our heads in the sand, because the thousands of new words that appear each year won't stop flowing in. Instead, why not leverage the latest teen slang and build on it with this article and accompanying lesson plan?
While this list repeats some of the previous one, it is specifically written for grades 6-12, and goes into more detail about the skills needed, the challenge of teaching these skills to students, and the solution for teachers.