Dear Dr. D’ My students do not know how to put quoted material in their essays? Can you help me? Margaret Dear Margaret, My friend, Shelly Cook, calls this strategy “Avoiding the Kerplunk Effect,” and I love that …
Dear Dr. D’, I was talking to an administrator who was not understanding why the students were struggling to write even when they were given graphic organizers and step-by-step instructions on what to do (“Read the prompt, brainstorm, plan/outline, …
Dear Dr. D’, The confusion I’m having now that you might be able to help me with has to do with how deep to have [my students] go on the WOW sheet in the bubbles. Some students seem to write …
This speech is from Jane’s papers. It is in our nature as human beings to reminisce at times like this, and I am no exception. I have a stern face but a soft heart, and I would like to give …
Dear Dr. D’, What do I say to people who say that the Jane Schaffer® methodology is formulaic. Elizabeth Dear Elizabeth: Wouldn’t the world be wonderful if all students felt comfortable and fluid in writing academic essays? The simple truth is that …
Dear Dr. D’, In the past, as 7th grade teachers we have stuck with the one, two, or three-chunk JS single paragraphs. Last year as our students completed the SBAC, they were confused with questions that required them to compose a …
Dear Dr. Louis, I recently gave my students the following prompt: “Write an essay explaining why hard work is necessary to be successful.” My District Coordinator told me that [the students’ responses] were not showing the “hard work” required in the …
Dear Dr. D’, I’m concerned that, since everything is so new, the students do not understand how those individual sheets connect to the big picture of writing? Answer:Start with a final piece. Show them a sample of the end result. …
Dear Dr. D’, Could you review the conclusion portion of the argument essay and the expository essay? I’m still struggling with that part. Answer:Sure. Let’s start with expository. Go to your expository packet and turn to the page on conclusions and …
This workshop is two days, 5 hours each day (not including lunch). Day 1 is a prerequisite to Day 2. The morning of Day 1 covers part of the same content as Teaching the Paragraph in ELA and Content-Area Classes; …