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November 10, 2014 Instruction & Curriculum

Bringing Writing Back: The SRSD Technique

  • About the Author
  • Latest Posts

About Daisy Filler

Mrs. Filler, or Savage Fill to her students, has been teaching high school English for a decade. In addition to the standard core English class, she has taught inclusion, honors, accelerated honors, and AP Language and Composition. Sometimes, she teaches creative writing and reading intervention. Her love of teaching comes second to her love of family.
  • Seven Reforms Needed in Education - January 10, 2017
  • Stop Censoring Our Classrooms - March 7, 2016
  • Preparing for Parent-Teacher Conferences - October 16, 2015
  • My Experience with TNCore - the Tennessee State Standards - September 15, 2015
  • Tips for Choosing a Novel to Study - June 9, 2015
  • Choosing the Right High School Reading Intervention Program - April 30, 2015
  • Four Things Teachers Should Try Before Removing a Student - April 6, 2015
  • Dear 'Bad Students': Prove Us Wrong - March 12, 2015
  • Improving Education: Response to Joel Klein - February 26, 2015
  • Writing Hacks for Grades 9-12 - February 12, 2015

Stage 2 – Direct Instruction

In this stage, the teacher uses a student exemplar (from an actual student, from the teacher, or something found online) and “maps” out the paper using the mnemonic. For example, if I were mapping an exemplar argument paper, I would use the DARE mnemonic to label those parts of the essay so students can see how the outline looks in the finished product. Students would receive a copy of the mnemonic in the form of a graphic organizer or outline, and if time allows, the teacher would also show students what a weaker writing sample looks like. Ideally, the less ideal writing sample would not have all the parts of the mnemonic on it. (Just be careful if you decide to use a student’s sample from your class; make sure the name is omitted. I would personally mish-mash different weak samples into one to avoid hurting any one student’s feelings.)

Click here for stage 3.

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