"Reading is the Inhale; Writing is the Exhale" by Mary K. Tedrow, an award-winning high school English teacher, now serves as the director of the Shenandoah Valley Writing Project. Her book Wirite. Think. Learn: Tapping the Power of Daily Student Writing Across the Content Area is available through Routledge: January 5, 2020 Writing and reading are intricately intertwined. One is the inverse of the other: Reading is the inhale; writing is the exhale. They depend on each other, and when we find time to practice both, the students are the winners. In the earliest readers, writing is a natural way to ingest and experiment with a growing knowledge of letters and their function in symbolizing the sounds we speak. Encouraging students to write, even before they know all the rules, builds a deeper understanding of how reading works. In kindergarten, the inventive spelling students employ to compose early writings allows children to represent on the page what they are hearing in the world. Children more clearly understand the letter/sound relationship as they compose thoughts and stories in writing. Recent research has revealed that students who are given latitude to use inventive spelling become better readers (Oulette & Senechall, 2017). But the interplay between writing and reading goes well beyond just learning to read. When students are asked to write for their own purposes, they intuitively understand the choices authors make as they create a work that moves a reader. Teachers who have students writing authentically-that is, the way real writers write-can interrupt the process and teach craft lessons. Show students how to develop several good beginnings and ask them to choose the one which serves their purpose best. Show how to incorporate the senses in description, how to move a plot forward through dialogue, how to manipulate sentences for punch and clarity. All of these writing skills are the inside/out version of analyzing writing by others. When we analyze the books, poetry, and essays we read, we are simply describing the choices an author made on their road to composing a piece. When students are heavily involved in creating those pieces themselves, they will more easily see what authors are doing and understand the messiness required in producing effective communication. Writing brings the author and his or her skill to life. Students who write are better, more observant, and appreciative readers in general. And students who read are better, more competent writers. Be sure your students have the chance to breathe in and out throughout the day.

"Reading is the Inhale; Writing is the Exhale" by Mary K. Tedrow, an award-winning high school English teacher, now serves as the director of the Shenandoah Valley Writing Project. Her book Wirite. Think. Learn: Tapping the Power of Daily Student Writing Across the Content Area is available through Routledge: January 5, 2020 Writing and reading are intricately intertwined. One is the inverse of the other: Reading is the inhale; writing is the exhale. They depend on each other, and when we find time to practice both, the students are the winners. In the earliest readers, writing is a natural way to ingest and experiment with a growing knowledge of letters and their function in symbolizing the sounds we speak. Encouraging students to write, even before they know all the rules, builds a deeper understanding of how reading works. In kindergarten, the inventive spelling students employ to compose early writings allows children to represent on the page what they are hearing in the world. Children more clearly understand the letter/sound relationship as they compose thoughts and stories in writing. Recent research has revealed that students who are given latitude to use inventive spelling become better readers (Oulette & Senechall, 2017). But the interplay between writing and reading goes well beyond just learning to read. When students are asked to write for their own purposes, they intuitively understand the choices authors make as they create a work that moves a reader. Teachers who have students writing authentically-that is, the way real writers write-can interrupt the process and teach craft lessons. Show students how to develop several good beginnings and ask them to choose the one which serves their purpose best. Show how to incorporate the senses in description, how to move a plot forward through dialogue, how to manipulate sentences for punch and clarity. All of these writing skills are the inside/out version of analyzing writing by others. When we analyze the books, poetry, and essays we read, we are simply describing the choices an author made on their road to composing a piece. When students are heavily involved in creating those pieces themselves, they will more easily see what authors are doing and understand the messiness required in producing effective communication. Writing brings the author and his or her skill to life. Students who write are better, more observant, and appreciative readers in general. And students who read are better, more competent writers. Be sure your students have the chance to breathe in and out throughout the day.

Principles of Management

OER 2019th Edition

ISBN:9780998625768

Author:OpenStax

Publisher:OpenStax

Chapter16: Managerial Communication

Section16.5: The Major Channels Of Management Communication Are Talking, Listening, Reading, And Writing

Problem 1CC: What are the four components of communication discussed in this section?

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