August 28, 2017

Andrew PudewaFounder and Principal SpeakerInstitute for Excellence in Writing

Welcome!AfewinstructionsforthosenewtoanIEWwebinar

� Q&Abox:� OnlyIandafewstaffmemberswillseewhatyou

type.� I’llanswerasI’mable.

� Chatbox:� Allcanseeyourcomments.� Usethisareato“passnotesinclass.”� I’llprettymuchignorethisarea,butourstaffwill

monitorandreposttomeifdeemednecessary.� Linksontheslidesandinthechatbox are“live.”� Ifyoucan’thear,tryexitingandreturning.� Don’tworry,wecan’thearorseeyou.� Yes,thiswebinarwillberecorded,andyouwill

receiveanemailwithinformationonhowtoaccessthisrecording.

Your tools for tonight:

Refer to Pages 7–30Discs 1–2

Unit 1: Note Making and Outlines

Unit 2: Writing from Notes

Unit 3: Retelling Narrative StoriesUnit 4:

Summarizing a Reference

Unit 5: Writing From PicturesUnit 6:

Summarizing Multiple References

Unit 7: Inventive Writing

Unit 8: Formal Essay Models

Unit 9: Formal Critique

An Overview of IEW’s Nine Structural Models

NOTEMAKINGANDOUTLINES:LAYINGAFOUNDATIONFORSTRUCTURE

GoalsandRecommendedMaterialsforUnit1

Goals for Unit 1� Todeveloptheabilityto

chooseandrecordkeywords� Touseabasicoutlineformat� Tocommunicatemainideas

fromtheirownkeywordoutlines(KWO)

� Tochooseselections(sourcetexts),independentlycreateaKWO,andretellbasicideastoanotherpersonusingonlytheoutline

� Tobeintroducedtobasicpublicspeakingskills

Recommended Materials� Veryshort,one-paragraph

articlesorstoriesatorbelowreadinglevel

� Posterorremindersigns� SourcetextsfromTheme-

BasedWritingLessons1,2,4

MiniPosters� IncludedwithyourPremiumSubscription

� Printoutordisplayinyourclass

Unit1TeachingProcedure1. Beginwithdemonstration

andgroupparticipation.2. Discussvocabulary.3. Allowstudentstoselectkey

words.4. Onenoteforeachsentence

with1,2,or3words.5. Studentswillbegintoselect

betterwordsovertime.6. Havestudentspairoffand

telleachothercontentfromnotes.

7. Goalisnottorepeatsourceverbatim.

8. Emphasizetheimportanceofspeakingincompletesentences.

GeneralReminders,Tips,andTricksforUnit1

� Don’tassumestudentsremember;it’sokaytoreview,evenwitholderstudents.

� Findsourcetexts“atorbelow”readinglevel.

� Don’tskiptheverbalretelling;“test”isoftheoutline,notthestudent.

� Readandretellseveraltimesifnecessary.

PublicSpeaking� Fallisagreattimetobegin!� Family,co-op,friends– Makeitconsistentandformal(olderlearningfromyounger).

� Shortisokay!� Don'tfearrepetition;sameselectionmorethanonceisokay.

� Retellingfromnotesisanincrediblyvaluabletoolforretentionandcomprehension.� EnglishLanguageLearners� StrugglingReaders/Writers

� Rules� Lookatthekeywordsandthinkofthesentence,butthenlookupfromthepaperandsaythesentence.

� Don’tspeakwhileeyesareonthepaper!

WRITINGFROMNOTES:BUILDINGONTHEUNIT1FOUNDATION

GoalsandRecommendedMaterialsforUnit2

Goals for Unit 2� ToretellinwritingbyusingtheirownKWO

� Touseprovidedcontentwhilelearningthewritingandrewritingprocess

� Tobeginteachingdress-ups� Tobecomeindependentin

� choosingasourceandcreatingaKWO(Unit1)

� rewritingfromtheirownnotesw/ocopying

� “dressing-up”theirsummariesandrewritingafinaldraft

Recommended Materials� SamesourcematerialsfromUnit1

� Usebothfictionandnonfiction

� Posterorremindersigns

Unit2TeachingProcedure1. Always begin every unit

with demonstrations and group participation.

a. Read the story together.b. Create KWO together.c. Remove original text from

view and retell verbally.d. Write the story or article

together from the outline.e. Younger or struggling

students may copy from the board.

Unit2TeachingProcedure2. Repeat steps until it is

easy.3. When ready, begin to

teach dress-ups.a. -lyb. who/which

Unit2TeachingProcedure4. Demonstrate how to

make a first draft: double-spaced, indent (use pen!)

5. Have students rewrite final draft in pencil or on the computer (double-spaced if teaching MLA format).

6. Teach students to create a title that repeats key words of last sentence.

EZ+1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Unit9

-ly w/w bec.sv qa www.asia

#2 #3 #4 #5 #6 #1 simile quote.

StylisticTechniquesPacing� Techniquesshouldbe“dripped” inastheybecome________.

� Example:easy

StylisticPacing� Level A

� -ly� (who/which)

� Level B� -ly� who/which� (strong verb)

� Level C� -ly� who/which� strong verb� (quality adj.)� (www.asia.b clause)

(denotes only for advanced students)

EZ+1

Adjustmentsforstyle� RemembertheEZ+1rule!� Allowstudentsandparentstodictatewhattheywillincludeontheirchecklist,nottheauthor.

� Average:-ly,w/w� UsetheIEWChecklistGenerator™� Speeditup!� Slowitdown.� Moreaboutthislater.

Created from the IEW Checklist Generator in less than 2 minutes ^

Let’sdoonetogether!TheBoyandtheNettles

Aboywasstungbyanettle.Heranhomeandtoldhismother,saying,"Althoughithurtsmeverymuch,Ionlytoucheditgently.""Thatwasjustwhyitstungyou,"saidhismother."Thenexttimeyoutouchanettle,graspitboldly,anditwillbesoftassilktoyourhand,andnotintheleasthurtyou."

1. Always begin every unit with demonstrations and group participation.a. Read the story together.b. Create KWO together.c. Remove original text from view and retell

verbally.d. Write the story or article together from the

outline.e. Younger or struggling students may copy

from the board.2. Repeat steps until it is easy.3. When ready, begin to teach dress-ups.

a. -lyb. who/which

4. Demonstrate how to make a first draft: double-spaced, indent (use pen!)

5. Have students rewrite final draft in pencil or on the computer (double-spaced if teaching MLA format).

6. Teach students to create a title that repeats key words of last sentence.

Let’sdoonetogether!

Anyquestions?

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Meme Credit Kristy Britt PlattAugust 3

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