Deck 12: Writing and Reading

Question 1

In guided writing, students are grouped by

A) level of writing development, based on writing samples.
B) reading ability, based on grade level reading.
C) topic they are developing, based on its depth and accuracy.
D) interest in writing, based on their motivation and determination.

Answer 1

level of writing development, based on writing samples.

Question 2

For older students, discussing and brainstorming work well in the preparation and planning stage of the writing process. But for younger students, as well as older students who have difficulty expressing themselves, __________ often acts as a planning device.

A) keeping a journal
B) drawing
C) outlining
D) guided writing

Answer 2

drawing

Question 3

Very young writers typically __________ and assume that readers already know whatever writers know. So for beginners, one of their first steps in writing a piece should be to define __________.

A) lack a sense of audience; who will be reading it
B) have no interest in stories; why stories are important
C) do not want to express themselves; ways to motivate them
D) have few imaginative; ways to use one's imagination

Answer 3

lack a sense of audience; who will be reading it

Question 4

When revising, novice writers are generally most conscious of

A) spelling and handwriting,
B) length of composition and particular words used.
C) sentence structure and sentence length.
D) suitability of content and audience who will be reading their work.

Question 5

Which of the following is a manifestation of Vygotsky?s zone of proximal development?

A) reassuring youngsters who lack confidence in their writing
B) providing tasks that can be completed with ease
C) providing support so that youngsters can make higher-level revisions than they normally would
D) making extensive use of peer conferences composed of pairs of students on the same level.

Question 6

According to Elbow, publishing is important mostly because

A) students get added feedback.
B) it makes students feel good about what they do.
C) students will work harder if they know their writing will be read.
D) it introduces young writers to many ways of communicating their thoughts.

Question 7

Which of the following is at the label level according to Smolkin and Donovan's classification?

A) This is my dog.
B) My dog is ten years old.
C) My dog likes to swim.
D) My dog is a collie.

Question 8

Which of the following prompts might you use if the student has supplied details but has not explained them or elaborated upon them?

A) Can you tell me more about your dog?
B) You say you taught your dog to do tricks? How did you teach your dog to do tricks?
C) Yes, this is a dog. Can you tell me something about the dog?
D) Do all your ideas fit here?

Question 9

The main danger of individual teacher-student conferences is that

A) they may fail to hold the student's interest.
B) students may be more honest with peers than with the teacher.
C) they may take up too much time.
D) the teacher may be too directive.

Question 10

In __________, students in are taught writing strategies in small groups, with all members at about the same level of writing development or with similar needs.

A) guided writing
B) a minilesson
C) group sharing
D) quickwrites

Question 11

According to research by Klein and Rose, the main problem students have in writing about processes is

A) listing all the steps
B) keeping the steps in order
C) explaining why each step works
D) failing to keep the audience in mind

Question 12

The Six Traits Plus approach focuses on __________ as its main element of writing

A) objectivity
B) grammatical form
C) ideas
D) theme

Question 13

What are four basic steps involved in teaching writing to students, particularly those used in guided writing?

Question 14

What is the writing process? Why is it important for students to understand that everyone is a writer?

Question 15

What are the five steps in the writing process, as suggested by several researchers? How are they often modified in real-life writing situations?

Question 16

What is guided writing, and how might it be implemented in a writing workshop?

Question 17

What are quickwrites, and how are they used in teaching literacy? How can struggling students use them?

Question 18

What steps might be taken to help ELL develop their English writing skills?

Question 19

What steps might be taken by students in order to learn to be more sophisticated writers, particularly regarding school assignments such as term papers, investigations, and reports?

Question 20

What is the role of technology in writing instruction?

Question 21

How does reading help improve writing?