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Home : 2003 : January : 8
then i explain the research requirements--what will they end up with--what will i grade; what will it be worth and how do you create a bibliography; what information do you need to take down when taking information from resources. then i start researching my artist--in front of the students--i show them how to find an acceptable, reliable, helpful site on the internet--how to paraphrase--and how to take notes. then i do the same with a book and with an encyclopedia. then they take notes on their artists. after a few days, i show them how to organize their notes--information on the artist's education--info on the artist's style--one interesting bit of info on the artist--to get paragraphs separated and organzied. i do this by cutting up my notes and pasting them in different places. then i have the students do it. then i show them how to do outlines and organize what i want to say--and they do it. then i show them how to create the topic/body paragraphs--and they do it. then i show them how to create an introduction and conclusion--and they do it. and i continue with revising and editing. i fully believe we do not model good writing skills as we model other subjects--math computation skills, reading skills--we can't just tell them how to write--they need to see us do it.
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