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This can be daunting to anticipate; however educators can...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F33795%2Fwriting-skills-"><i class="fa fa-envelope"></i><span>Email</span></a></li></ul></li><li><a class="" href="ibcp/teaching-materials"><i class="fa fa-puzzle-piece colored"></i></a></li></ul></div></div><h1 class="section-title">Writing skills </h1><ul class="breadcrumb"><li><a title="Home" href="https://www.thinkib.net/ibcp"><i class="fa fa-home"></i></a><span class="divider"><i class="fa fa-chevron-right"></i></span></li><li><a title="Go to: Reflective Project Skills " href="https://www.thinkib.net/ibcp/page/33789/reflective-project-skills-">Reflective Project Skills </a><span class="divider"><i class="fa fa-chevron-right"></i></span></li><li><span>Writing skills </span></li></ul><div id="std-sidebox-task-added-msg"></div><section id="main-content"><div id="toc-1672967939" class="toc"><a href="#" class="toc-switcher" title="Show table of contents"><small><i class="fa fa-reorder"></i> Table of contents <span class="pull-right"><i class="fa fa-chevron-down"></i></span></small></a></div><div class="intro-card"><div class="bg-cover" style="background-image: url("/media/ib/ibcp/images/writing-948x639.png");"><span style="font-family:courier new,courier,monospace;"></span></div><img src="/media/ib/ibcp/images/writing-948x639.png" style="display: none" /><div class="content"><h3 class="heading">The writing process can be difficult</h3><p class="text"> Irrespective of which option the student chooses to take, they will have to utilise writing skills for the reflective project. This can be daunting to anticipate; however educators can take advantage of the unique nature of the reflective project to help students to develop their writing in dynamic ways they have not been able to in the past.</p></div></div><div class="panel" style="box-shadow: rgba(0, 51, 17, 0.3) 0px 10px 30px -15px; border-color: rgb(0, 114, 60);"><div class="panel-heading" style="background-color: rgb(0, 114, 60);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Starting the writing process</p></div></div><div class="panel-body" style=""><div><p><strong>Writing is difficult. </strong>Even if a student chooses Option 2 to give themselves both less to write and more freedom in how they write, they still have to produce a substantial amount of writing. Thinking routines that employ visible thinking can help; all it takes is for students to find one that works for them and they can access a skill they never thought they could.<br /><br /><strong>The key ingredients</strong><br /><br />1.<strong> Starting the Introduction: </strong>Students can find writing easier to start when the piece is broken down into chunks with a checklist for each part. Creating a good introduction will set up the potential success of the entire reflective project so should contain the following details to tick off:<br />- the issue is clearly established<br />- why there is a dilemma<br />- local, cultural and global significance<br />- how it relates to the career related study; why is it significant?<br /><br />2. <strong>Starting the main part of the essay: </strong>the key here is to find a way into analysis that your student can really use. Do not just opt for a one size fits all. The goal is that each of the student's main points contain something like the following:<br />-Topic sentence that contains the idea<br />- Evidence that is cited and referenced<br />- Analysis of how the evidence supports the original idea<br />- Link back to your original focus and, if further along in the essay, how it links with other ideas stated<br />- Strengths and weaknesses of ideas<br />- Explanation of why it is a strength or weakness (which might be an opportunity for student voice)<br />- Significance of this analysis on the local/global community and the wider argument<br />- Link to the previous point or the next point.</p></div></div></div><div class="panel " style="box-shadow: rgba(68, 51, 0, 0.3) 0px 10px 30px -15px; border-color: rgb(217, 153, 0);"><div class="panel-heading" style="background-color: rgb(217, 153, 0);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Check your understanding</p></div></div><div class="panel-body" style=""><div><p><a href="Browse server to select file" target="_blank" title="Discussion"><img class="ico" src="img/icons/discussion.png" /> </a><strong>What does criterion D and the rest of the criteria tell us about the role of writing skills in the reflective project? Consider also the Options available to students too. Do not be fooled by the apparent lack of marks available for communication. </strong>Click below on the evaluation for further ideas .</p><p><strong>Criterion A: Focus and Method</strong><br />Decide on an ethical dilemma arising from the career-related context<br />Use appropriate research methods and collect information from a variety of sources judiciously<br />Show an understanding of bias and validity<br /><br /><strong>Criterion B: Knowledge and understanding in context</strong><br />Show knowledge and understanding of the issue<br />Utilise a local/global example of the issue in which the ethical dilemma is embedded to contextualise the ethical dilemma and be able to analyse different perspectives on it<br />Illustrate an awareness and understanding of the impact of the ethical dilemma on a local/global community and demonstrate how cultural influences can effect the perceptions of the ethical dilemma<br /><br /><strong>Criterion C: Critical thinking</strong><br />Demonstrate logic, reason and the ability to interpret, analyse and evaluate researched material<br />Develop the ability to synthesise information gathered from research; make connnections as well as link ideas and evidence<br /><br /><strong>Criterion D: Communication</strong><br />Create a structured and coherent project; appropriate terminology is accurate and consistent; communicate ideas and concepts<br /><br /><strong>Criterion E: Engagement and reflections on planning and progress</strong><br />Reflect on the research process in order to refine it.<br />Show reactions to new understandings gained in the exploration of the ethical dilemma.<br />Critique decisions made throughout the research process and working practices</p><section class="tib-hiddenbox">Communication is being assessed the whole way through the reflective project. The call for academic integrity from the IB throughout their programmes as well as in the reflective project process itself is in itself about transparent and clear communication. Furthermore, there is a knock-on effect from confusion of communication in criterion A and how it will effect the student's work later on so, in this regard, successfull communication can be seen in the same way as a successful research question.</section></div></div></div><div class="panel" style="box-shadow: rgba(17, 34, 51, 0.3) 0px 10px 30px -15px; border-color: rgb(39, 45, 105);"><div class="panel-heading" style="background-color: rgb(39, 45, 105);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Lesson Plan: Perfect paragraphs</p></div></div><div class="panel-body" style=""><div><div class="yellowBg"><div class="box"><h4>Lesson Plan 1: Perfect paragraphs</h4><h5>Aim: to investigate and practice structuring paragraphs to reflect critical, ethical and reflective thinking</h5><h6>Key skills of the reflective project explored:</h6><ul><li>Structured and coherent communication of ideas</li><li>Demonstrate reason and logic</li><li>Analyse and evaluate different perspectives</li><li>Make connections</li></ul></div><h4><strong>Step 1: Start investigating PEEL as one option for structuring paragraphs.</strong></h4><p> <img alt="" height="352" src="/media/ib/ibcp/peel.png" width="238" /></p><h5><br /><a href="/media/ib/ibcp/lesson-1---intro-to-writing-paragraphs.pptx">Use this presentation and video for clarification</a>.</h5><br />(Note that Evidence and Expanation are inverted in the video but useful nevertheless for a working example). This could be followed by individual or group work creating one perfect paragraph on research already completed.<br /><br /> <p><iframe frameborder="0" height="480" scrolling="no" src="/media/ib/ibcp/writing-skills-getting-started.pdf" width="100%"></iframe></p><p><br /><a href="/media/ib/ibcp/lesson-1---intro-to-writing-paragraphs.pptx" target="_blank" title="Teacher notes"><img class="ico" src="img/materials/teacher-notes-24.png" style="vertical-align: middle" /> Teacher Notes on PEEL and presentation link </a></p><section class="tib-hiddenbox"><p><strong>POINT </strong> Your topic sentence provides fluidity and unity within your reflective project. Therefore the first sentence of each research question and issue and dilemma under discussion. When crafting your opening sentence/s, be precise and clear so that the main idea can easily be extracted with little or no effort.</p><p><strong>EVIDENCE</strong> The evidence presented should be consistent with an academic piece of work; therefore the evidence provided should be credible and verifiable such as statistics, concrete examples, illustrations from varied sources. The evidence you collect needs to fulfil the criteria A, B, and C especially – it needs to be relevant and reliable.</p><p><strong>EXPLAIN </strong>Do not be fooled by the apparent simplicity of the word ‘explain’; this part of the paragraph may be the largest one as it involves critical analysis - interpreting, evaluating as well as providing further details to accompany your main idea. Your interpretation should weigh up the strengths and weaknesses of the ideas/perspectives/evidence you have put forward as well as analysis of the reliability of the source or the context in which it was derived. This part of the paragraph also might also explore assumptions made on the evidence provided or judgements and claims made with an assessment of its subsequent accuracy.</p><p><strong>LINK</strong> The last part of your paragraphs can provide a link back to three things; the main argument being explored, other points discussed as an accumulated effect and to the next topic or paragraph. It may well be that the link sentence that could finish the last paragraph is actually better placed as the first sentence of the next paragraph combined with the new topic sentence.</p><p><img alt="" src="/media/ib/ibcp/peel-language.png" style="width: 750px; height: 389px;" /></p></section></div><div class="greenBg"><h4><strong>Step 2. Look at this example with students of PEEL simplified. Use the teachers notes or presentation to expand on each element of PEEL.<br /><img alt="" src="/media/ib/ibcp/peel-eg.png" style="width: 750px; height: 604px;" /></strong></h4><p><iframe allowfullscreen="" frameborder="0" height="360" src="//www.youtube.com/embed/h1dQvPtwp0I" width="640"></iframe></p></div><div class="pinkBg"><h4><strong>Step 3. Decide where these phrases could be used in a paragraph. </strong></h4><table class="table table-bordered" height="229" width="759"><caption><p><strong>The Language of analysis</strong></p></caption><tbody><tr><td><p><strong><span style="font-family:courier new,courier,monospace;">The evidence clearly shows ... </span><span style="font-family:courier new,courier,monospace;">It appears that...</span><span style="font-family:courier new,courier,monospace;"><br />With this in mind, it is evident that ... </span><span style="font-family:courier new,courier,monospace;">This shows us that...</span><span style="font-family:courier new,courier,monospace;"><br />It has been suggested that ... </span><span style="font-family:courier new,courier,monospace;">This demonstrates that...</span><span style="font-family:courier new,courier,monospace;"><br />It is believed that ... </span><span style="font-family:courier new,courier,monospace;">All this evidence demonstrates...</span><span style="font-family:courier new,courier,monospace;"><br />The source clearly indicates that ... </span><span style="font-family:courier new,courier,monospace;">One school of thought is that...</span><span style="font-family:courier new,courier,monospace;"><br />Therefore it is evident that ... </span><span style="font-family:courier new,courier,monospace;">Some people argue that...</span><span style="font-family:courier new,courier,monospace;"><br />This supports the argument by ... </span><span style="font-family:courier new,courier,monospace;">It is clear from this that...</span><span style="font-family:courier new,courier,monospace;"><br />This is demonstrated by ... </span><span style="font-family:courier new,courier,monospace;">This is supported by...</span><span style="font-family:courier new,courier,monospace;"><br />One argument is that ... </span><span style="font-family:courier new,courier,monospace;">Many people believe that...</span><span style="font-family:courier new,courier,monospace;"><br />The source tells use that...</span></strong></p></td></tr></tbody></table><p><strong><span style="font-family:arial,helvetica,sans-serif;">Other useful words and phrases for extended critical writing</span></strong></p><table class="table table-bordered"><caption><p><strong>Key words and Phrases</strong></p></caption><tbody><tr><td><strong>Structural words and phrases</strong></td><td><strong>Discursive markers or connectives</strong></td><td><strong>Critical thinking phrases</strong></td></tr><tr><td><strong><span style="font-family:courier new,courier,monospace;">However ...<br />Despite this ...<br />Nevertheless ...<br />The most significant point...<br />Contrastingly ...<br />Similarly ...</span></strong></td><td><span style="font-family:courier new,courier,monospace;"><strong>Firstly<br />Secondly<br />Furthermore<br />In addition to this<br />Subsequently<br />Juxtaposed to this</strong></span></td><td><p><span style="font-family:courier new,courier,monospace;"><strong>On the one hand ...<br />On the other hand ...<br />In the short term ...<br />...but in the longer term<br />Most convincingly ...</strong></span></p></td></tr></tbody></table></div></div></div></div><div class="panel" style="box-shadow: rgba(51, 0, 0, 0.3) 0px 10px 30px -15px; border-color: rgb(193, 0, 75);"><div class="panel-heading" style="background-color: rgb(193, 0, 75);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Quick Ideas: To start, develop and review writing</p></div></div><div class="panel-body" style=""><div><p class="panel-body" style=""><a href="Browse server to select file" target="_blank" title="Activities"><img class="ico" src="img/materials/activities-24.png" style="vertical-align: middle" /></a><strong> Writing an Introduction: </strong>Use this video to guide students in writing complex and engaging introductions.It is about 20 minutes in length It can be used:<br />- after students have drafted their introduction with steps to improve.<br />- to review whether students have enough research to start their writing<br />- to guide students step by step on writing an introduction; you may choose to pause the video at various points to apply thinking to whole class effort or for students to make notes on their essay or in their RRS.</p><p class="panel-body" style=""><br /><iframe allowfullscreen="" frameborder="0" height="360" src="//www.youtube.com/embed/IN6IOSMviS4" width="640"></iframe></p></div></div></div><div class="panel panel-has-footer " style="box-shadow: rgba(50, 50, 50, 0.3) 0px 10px 30px -15px; border-color: rgb(136, 136, 136);"><div class="panel-heading" style="background-color: rgb(136, 136, 136);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Further resources</p></div></div><div class="panel-body" style=""><div><p><br /><a href="Browse server to select file" target="_blank" title="Activities"><img class="ico" src="img/materials/activities-24.png" style="vertical-align: middle" /> </a><strong>Harvard Project Zero - Thinking Routines. </strong>This thinking routine, in particular, is great to encourage writing skills in hesitant students; if they first try this through discussion in small groups or pairs where they can explore ideas and justify them to each other. It then might be used to enhance understanding of PEEL above. What is helpful here are the definitions of 'claim, support and question' that guide the student. This routine also stresses the importance of topic sentences which should be clear enough to summarise what that paragraph will be about.</p><div class="box"><h5>Claim - Support - Question</h5><p><span style="color:#FF0000;"><strong>Make a claim about the topic</strong></span><br /><em>Claim: </em>An explanation or interpretation of some aspect of the topic</p><p><span style="color:#0000CD;"><strong>Identify support for your claim</strong></span><br /><em>Support: </em>Things you see, feel, and know that support your claim<br /><br /><span style="color:#800080;"><strong>Ask a question related to your claim</strong></span><br /><em>Question: </em>What's left hanging? What isn't explained? What new reasons does your claim raise?</p></div><h6><a href="Browse server to select file" target="_blank" title="Teaching ideas"><img class="ico" src="img/materials/teaching-ideas-24.png" style="vertical-align: middle" /> </a>Varying the exercise</h6><div class="box"><ol><li>Before working through the process with the three stages, time can be spent on the first stage of 'claim' where students gather a range of claims that summarise the research that they have done. This is a good way for the students to do a stock take of the research that they have done so far and see if there are a balance of claims from multiple perspectives.</li><li>This does not have to be a written exercise from the start; students often feel more at ease doing this verbally.</li><li>The exercise suggests a linear, formal process but students can respond in a more creative, subjective way in their researcher's reflection space (RRS) and learning portfolio that supports PPS.</li></ol></div></div></div></div></section></article><section id="media-extras"><div class="page-actions no-print navbar inline hidden-desktop"><div class="navbar-inner"><ul class="nav"><li><a class="presentation" href="#" onclick="return false;"><i class="fa fa-desktop"></i></a></li><li><a class="print-section-blog" href="#" onclick="return false;"><i class="fa fa-print"></i></a></li><li><a class="personal-notes" href="#" onclick="return false;"><i class="fa fa-file-text"></i></a></li><li class="dropdown"><a class="dropdown-toggle" data-toggle="dropdown" data-target="#" href="#"><i class="fa fa-share-alt"></i></a><ul class="dropdown-menu" role="menu"><li><a class="" target="_blank" title="Share on Twitter" href="https://twitter.com/share?text=%22Writing+skills+%22+-+via+%40InThinker+%23ibcp%0A&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F33795%2Fwriting-skills-"><i class="fa fa-twitter-square"></i><span>Twitter</span></a></li><li><a class="" target="_blank" title="Share on Facebook" href="https://www.facebook.com/sharer.php?u=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F33795%2Fwriting-skills-&t=Writing+skills+"><i class="fa fa-facebook-square"></i><span>Facebook</span></a></li><li><a class="" href="http://www.linkedin.com/shareArticle?mini=true&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F33795%2Fwriting-skills-"><i class="fa fa-linkedin-square"></i><span>LinkedIn</span></a></li><li><a class="" href="https://plus.google.com/share?url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F33795%2Fwriting-skills-"><i class="fa fa-google-plus-square"></i><span>Google +</span></a></li><li><a class="" href="mailto:?subject=Writing skills &body=The writing process can be difficult Irrespective of which option the student chooses to take, they will have to utilise writing skills for the reflective project. This can be daunting to anticipate; however educators can...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F33795%2Fwriting-skills-"><i class="fa fa-envelope"></i><span>Email</span></a></li></ul></li><li><a class="" href="ibcp/teaching-materials"><i class="fa fa-puzzle-piece colored"></i></a></li></ul></div></div><div style="border-top: solid 1px #eee;border-bottom: solid 1px #eee;padding: 4px 0 4px 0;line-height: 1em;color: #666;font-size: .8em"><small><em>All materials on this website are for the exclusive use of teachers and students at subscribing schools for the period of their subscription. Any unauthorised copying or posting of materials on other websites is an infringement of our copyright and could result in your account being blocked and legal action being taken against you.</em></small></div></section><section id="comments"></section></div><!-- /#main-column -->
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