Across our nation, many within our educational system complain that America's children cannot write well. Hatfield and Young assert that the problem lies at the foundation of our pedagogy for writing, that most elementary writing curricula lack rudimentary instruction at the sentence level. The authors introduce a sentence-level writing intervention that explicitly defines the elements found in great sentences. This intervention forms the foundational framework for writing skills acquisition, helping teachers, students, and writers of all ages to understand how to craft well-written sentences and paragraphs. Research supports that the most effective instruction is skills-based and multisensory; therefore, Hatfield and Young also introduce a cognitively differentiated writing model, which uses arts-integrated instruction to enhance learning and memory for other content areas. This writing model is based on best practice and this sentence-level intervention serves as a precursor for mastering the new writing standards for CCSS. It offers novice writers a precise blueprint for what successful writing looks like and clearly defines the elusive sentence.
Introduction Part 1: Language Objective: Sentence-Level Writing Intervention Why should we teach sentence level writing? Chapter 1 The Problem: Inverted Writing Pedagogy Chapter 2 The Solution: Sentence-Level Writing Chapter 3 Sentence-Level Writing Intervention Elementary Writing Pedagogy Chapter 4 Linguistic & Musical Syntax Audiation Theory for Music/Writing How do we teach sentence-level writing? Chapter 5 Ingham-Webster-Pudewa Method Dress-Ups Sample Writing Matrix Sentence Openers & Decorations Phrase & Clause Manipulation Diagram Basic Report/Essay Model Critique Model & Super Essay Model Scaffolding Common Core State Standards for Writing Chapter 6 Writers: Middle School, High School, College, & Beyond Advanced Stylistic Techniques Chapter 7 Sheltered Instruction for Writing Part 2: Content Objective: Cognitively Differentiated Learning What is cognitively differentiated learning? Chapter 8 Cognitively Differentiated Learning Why should we teach academic content through arts-integrated experiences? Chapter 9 Rationale: Teaching through the Arts Art & Cognition Chapter 10 Arts-Integrated Learning Rehearsal Effect Elaboration Effect Generation Effect Enactment Effect Production Effect Effort After Meaning Effect Emotional Arousal Effect Picture Superiority Effect Chapter 11 Arts-Integrated Instruction & Cognition Writing: Cognitive & Physical Skills Cognitively Differentiated Teaching & Learning Teaching & Learning Relationship Cognitively Differentiated Writing Model Why should we teach academic content through song? Chapter 12 Song as a Teaching Tool Balanced Learning through Horizontal Differentiation Chapter 13 Operational Definitions Rationale: Teaching Content through Song Chapter 14 Inherited Dissociated Philosophy Historical Background of Mnemonic Learning Chapter 15 Neuroscience of Music & Memory Memory & Music Music & Mnemonics Mnemonics & Diverse Learners Assumptions & Final Thoughts on Mnemonic Song Chapter 16 Method & Practice: Putting It All Together Cognitively Differentiated Writing Wheel Sample Weekly Outline Pictures of Writing Journals Chapter 17 Best Practice for Writing Instruction Chapter 18 Training Teachers for the New Millennium The Hippocratic Oath for Educators Chapter 19 Final Reflection Appendix A Arts-Integrated Resources Appendix B Writing Matrix Appendix C Composition Checksheet Appendix D Sample Syllabus for College Course Appendix E Webster's Formulas/Chants for Written Communication References
