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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