Teaching Writing to Visual, Auditory, and Kinesthetic Learners

by Donovan R. Walling

Overview

This resource offers differentiated teaching techniques and sample lessons for writing and thinking skills that emphasize fluency, artistry, walkabout strategies, pattern and rhythm, and more!

Product Details

ISBN-13:	9781412925204
Publisher:	SAGE Publications
Publication date:	02/17/2006
Pages:	136
Product dimensions:	7.00(w) x 10.00(h) x (d)

About the Author

Donovan R. Walling is a writer, editor, educator, and consultant. He serves as a senior consultant for the Center for Civic Education. He has taught art, English, and journalism in the United States and abroad and has worked as a curriculum administrator in public school districts in Wisconsin and Indiana. From 1993 until 2006 he was director of publications for the education association Phi Delta Kappa International.

Walling is the author or editor of more than a dozen professional books for educators and numerous articles and other publications. He is nationally recognized in the field of art education, where some of his publications include Under Construction: The Role of the Arts and Humanities in Postmodern Schooling (Phi Delta Kappa Educational Foundation, 1997); the Corwin Press books, Rethinking How Art Is Taught: A Critical Convergence (2000) and Visual Knowing: Connecting Art and Ideas Across the Curriculum (2005); the core chapter on visual and performing arts for the Association for Supervision and Curriculum Development’s Curriculum Handbook (2002), and the “Art in the Schools” entry for Macmillan’s Encyclopedia of Education (2003).

Walling’s recent books include Public Education, Democracy, and the Common Good (Phi Delta Kappa Educational Foundation, 2004) and Teaching Writing to Visual, Auditory, and Kinesthetic Learners (Corwin Press, 2006).

Table of Contents

Acknowledgments
About the Author
Introduction
1. Writing Processes and Differentiated Instruction
Assembly-Line Writing
Teaching Writing for Meaning
Learning Styles and Differentiated Instruction
Stimulus, Process, and Product
Learning Styles Self-Assessment
References
2. Writing About Real Things
School Writing Versus Authentic Writing
Multidimensional Authentic Response Writing
And Then: The Process Phase
Pathways to Fluency
Sample Lesson 2.1: Respond As a ___ Might
Sample Lesson 2.2: Multidimensional Authentic Response Writing
References
3. Observing, Then Writing
Sensory Reportage
Visual Reportage
Auditory Reportage
Kinesthetic Reportage
Translation Into Different Forms
Sense Exploration
Writing Up the Taxonomy
Sample Lesson 3.1: Template and Checklist Strategies
Sample Lesson 3.2: Observation and Sensory Reportage
References
4. Organizing Artistically
Pearls-on-a-String Organization
Inductive and Deductive Organization
Inverted Pyramid Organization
Identifying Key Ideas
Another Translation: Factual Reportage
Sample Lesson 4.1: Gathering and Organizing Information
Sample Lesson 4.2: Artistic Organization
5. Clarifying Ideas Using Walkabout Strategies
Walkabouts
Paragraph Walkabouts
Auditory and Kinesthetic Paragraph Walkabouts
Collaborative Planning, Drafting, and Revising
Guide on the Side
Sample Lesson 5.1: Paragraph Walkabout and Sense Exploration
Sample Lesson 5.2: Paragraph Walkabout Analysis
6. Using Patterns and Rhythms for Writing Sense
Discerning and Adjusting Patterns and Rhythms
Translating the Visual and the Auditory for Kinesthetic Learning
Brevity, Elaboration, and Conceptual Density
Outlining to Revise
Sample Lesson 6.1: Outlining to Revise — and Revising
Sample Lesson 6.2: Patterns and Rhythms for Writing Sense
7. Choosing the Right Words
Basic Words: Nouns and Verbs
Correct and Politically Correct
More Basic Words: Adjectives and Adverbs
Brevity
Spelling Improvement
Sample Lesson 7.1: Reviewing the Words
Sample Lesson 7.2: Up Close: Choosing the Right Words
References
8. Increasing Focused Engagement
Selective Correction
The Importance of Portfolios
Making and Using Rubrics
Rubrics and the SAT Essay
Concluding Thoughts and a Final Checklist
References
Resources
Print
Online
Index

Editorial Reviews

"The book makes a distinct contribution to the teaching of writing; I am not aware of any other book that addresses the issues so comprehensively. "

Pamela Fannin Wilkinson

"True to one of the basic tenets of writing, the book shows rather than tells...The author consistently conveys ideas through metaphor, symbolism and simile, without extraneous words or overly elaborate imagery. This makes for a fun and engaging read. "

Erin Sullivan

"I think the content in this book is excellent and it makes a great contribution. As a writing teacher for twenty-some years, I wish I’d had access to this material...This is important and seminal work that is needed for differentiating writing for students with strong learning preferences. "

Marilee Sprenger

"The book helps teachers see how to approach writing in ways that make it fresh, relevant, and accessible. It is substantive and not a twinky 'feel good' book. ...it will be useful to teachers who work diligently to help students become more competent and confident writers. "

Carol Ann Tomlinson