8th Grade Historical Literacy consists of two 43 minute class periods. Writing is one 43 minute block and reading is another. The teacher has picked themes based on social studies standards, and a read-aloud novel based on social studies serves as the mentor text for writing and reading skills. More social studies content is addressed in reading through teaching nonfiction reading skills and discussion.
Standards reflect CCSS ELA, Reading, and Social Studies Standards.

This module is designed to support instructor training on best practices for responding to college student writing across the disciplines. The module shares resources on feedback practices, as well as activities to help instructors practice using these practices to build a toolkit of strategies for effective response. Strategies discussed include: Limit feedback so as not to overwhelm students. Don't underestimate the value of praise to motivate and support student writing. Make sure feedback is appropriate for the assignment type and stage. As well, this module includes the following materials:Two sets of slides presenting effective feedback strategies.Self-assessment on responding to student writing.Feedback practice activity.Feedback peer review.Evaluating and revising comments activity.  

With the adoption of the Common Core State Standards, The Next Generation Science Standards, and the C3 Framework for Social Studies State Standards, many middle and high schools require their content teachers to teach writing within their discipline area, often resulting in role confusion, anxiety, and resistance.“Teaching writing” – the job of the ELA faculty - is confused with “Teaching How to Write like a Historian, a Scientist, a Mathematician . . .”  - the job of the content faculty. Because content faculty are not usually trained in composition pedagogy, they may avoid writing instruction or worse – actually damage young writers by offering misguided instruction in mechanics and grammar.Content faculty may be familiar with the writing conventions of their particular discipline. With raised awareness of their expertise and by identifying the rhetorical characteristics of their subject area, content faculty can learn instructional skills to support writing across the curriculum.As a K-12 informational resource, the librarian holds a key position to raise awareness, reduce role confusion, provide instructional references, and improve writing school-wide. This module prepares pre-service librarians to understand and provide information to rectify the confusion of writing instruction across the secondary curriculum.

The course design, in-class activities, assignments, and citations here offer ways educators can use the writing process to improve student learning, focusing on undgraduate and early graduate work. These materials can be remixed and repurposed, in whole or in part, as you wish under the terms of a CC BY-NC 4.0 license. If you repurpose these materials for a particular discipline or context, an email about your work would be greatly appreciated!