SED 695CMentor Texts

Name
Abnoosian, Melanie / Bardine, Bardine, and Deegan-“Beyond the Red Pen”
Blount, Jennifer / Bardine, Bardine, and Deegan-“Beyond the Red Pen”
Bouweraerts, Lucy / Dawson-“Beyond Checklists and Rubrics”
Burk, Tara / Dawson-“Beyond Checklists and Rubrics”
DeGroff, Gail / Franklin-“Thank You for Sharing”
Espinoza, Tabitha / Franklin-“Thank You for Sharing”
Garcia, Lizeth / Gorlewski-“Portfolios as a Means of Program Evaluation”
Lona, Lonée / Gorlewski-“Portfolios as a Means of Program Evaluation”
Maghekian-Guerrero, Jodi / Graff-“Approaching Authentic Peer Review”
Novak, Katherine / Graff-“Approaching Authentic Peer Review”
Nunez, April / Sperling: Revealing the Teacher-as-Reader”
Pearsall, Tami / Sperling: Revealing the Teacher-as-Reader”
Seegmiller, Katie / Paraskevas-“Grammar Apprenticeship”
Williamson, Jake / Paraskevas-“Grammar Apprenticeship”
Wolfe, Carrie / Warne-“Teaching Conventions in a State-Mandated Testing Context”
Wright, Casy / Warne-“Teaching Conventions in a State-Mandated Testing Context”

RHETORICAL READING STRATEGY: SAYS AND DOES

This is a critical reading strategy that helps foreground RHETORICAL text structure as a means to comprehension.

1. Readers chunk the text (draw lines segmenting it into blocks of meaning).

2. In the margin, readers write a brief summary of what each chunks SAYS.

3. Readers then identify what each chunk DOES rhetorically. Possibilities include:

Introduce an idea

State a position or claim

Cite prior authorities

Summarize research

Provide background information or context

Present a literature survey

Present methodology

Present examples and/or evidence

Analyze evidence or information

  • Cause and effect
  • Comparison/ contrast
  • Exemplification

Define a problem/present a solution

Define terminology

Reading Like a Writer

Using Models to Develop Writing Expertise

1. Read your assigned article for content first. You may wish to mark “what works” (words, phrases, ideas that appeal to you as a reader).

2. Reread the article analyzing STRUCTURE and FORM (this may take more than one rereading). You are trying to identify the bones of the piece—how the writer has put it together to assist readers.

Look at:

  • Titles, headings, subheadings
  • Student examples
  • Figures, diagrams, charts
  • Bullets

3. Reread the article analyzing CONVENTIONS.

  • How has the writer incorporated quotations? Single words? Short phrases? A line or two? More than four typed lines of prose? More than three lines of poetry?
  • How has the writer used references? What kinds are included? What functions do they serve?
  • Look at the Works Cited list. Format? What is included? What is the order of elements in each citation?

What else do you notice that might be helpful to you as a writer in the field of English Education?

Rowlands