Overview

Introduction

Guide Focus

What are Learning Disabilities?

Role of Formal Assessment

LD Students in Your Composition Classroom

LD Students in a Writing Center Tutorial

Teacher Resources

An Introduction to Resources for Disabled Students

Annotated Bibliography

Relevant Web Sites


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Authors & Contributors

Appendix 10: Writing Strategies

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It is helpful to break any writing assignment up into separate "tasks." For instance, see Appendix 12 for a possible breakdown of a research project. For the most part, you can separate a writing task into 3 parts:

Planning:

1. Introduction: Generally, an introduction includes

a. necessary background on the topic

b. the purpose of the paper (why it might be important to

explore this topic)

c. an overview of the main points that will be covered

2. Body: the body of the essay is generally

a. organized by point (and the order makes sense)

b. clearly states each point

c. offers evidence/details for each point

3. Conclusion: make sure the conclusion

a. is consistent with what is slated in the introduction

b. explains the importance of issue addressed

Next comes the drafting step:

Translating:

Now it is time for your student to translate her chart into a draft. Some students might benefit from creating a more detailed linear outline before going on, and others will benefit more from a more detailed "pictorial" outline. For some students, once they have written a detailed outline the drafting is the easiest part of writing. However, most students with LDs have a very difficult time with this part of writing. Some students will need to freewrite again at this point, and then use a strategy like cutting the draft up and pasting it back together (see Appendix 11). Others will just need a lot of extra time and room for writing many drafts.

Reviewing: