The Writing Revolution 2.0 Quotes

“When students are taught how to create summaries, the research has found that the practice helps them identify the main idea of a text, make generalizations, and retain information. One review of the research found that the effects were particularly strong in the elementary grades. It also found that writing summaries worked better than simply having students read a text multiple times, read and study it, or receive instruction in reading skills.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“the practice helps them identify the main idea of a text, make generalizations, and retain information.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“You can brainstorm with students, provide them with a list of suggested alternative words, or explain how to use a thesaurus.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“One way of enlivening a sentence is to use strong and varied nouns and verbs, as well as modifiers and descriptive phrases.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“it's best if students focus on revising before they edit.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“Editing, although important, is often a less complex process. It involves identifying and then correcting errors in grammar, punctuation, capitalization, syntax, and spelling.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“Revising means clarifying or altering the content or structure of a draft.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“It's best if the topic and concluding sentences don't repeat the same structure.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“one way to make a sentence sound more like a concluding one is to introduce it with an appropriate transition, such as finally or in conclusion.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“To help students identify the appositive in a sentence, tell them that it's a phrase that can be removed or covered up without making the entire sentence incomplete.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“Subordinating conjunctions can occur at the beginning, middle, or end of a sentence. However, it's best to begin instruction using them at the beginning of a sentence,”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“Be mindful of the difference between so (shows cause and effect) and so that (often gives a reason instead of a result).”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“because explains why something is true, why something happened, or why a certain condition exists but indicates a change of direction so tells us what happens as a result of something else—in other words, a cause and its effect”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“taking notes on a computer can result in a transcript of what is being said rather than a summary of important points. Taking notes by hand may lead to deeper processing of the material, since students need to analyze the information and extract what is most important.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“Teachers can also provide “guided notes,” such as an outline that includes some information but leaves space for students to fill in notes on key points. That approach can substantially increase student achievement across all grade levels,”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“Research has found that providing students with complete, well-written notes after they've taken their own notes can significantly boost their learning.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“Have students practice activities with sentence fragments, scrambled sentences, and run-on sentences to help them grasp the concept of a complete sentence.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“When expanding a sentence, students should begin it with the response to when. This gives them practice with a construction that is common in writing but not in speech.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“Reading complex text aloud to students and ensuring they're hearing the sentences can help—but it's even more powerful to teach students how to use those structures in their own writing.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“Listening and speaking—which are components of literacy—don't in themselves impose any cognitive load because humans have evolved to do those things naturally. Reading and—especially—writing, on the other hand, can impose heavy cognitive loads. That's why it's important to model new strategies and have students practice them initially as a whole class, with the teacher's guidance.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“Once students begin to construct more sophisticated sentences, they'll enhance not only their writing skills but also their reading comprehension.2 In addition, sentence-level work will lay the groundwork for your students' ability to revise and edit when they tackle longer forms of writing.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“When introducing a strategy, it's best to model an activity for the class and then have students practice it orally. This is certainly true for younger students,”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“The Two Most Important Phases of the Writing Process Are Planning and Revising”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“Research has found that students who have a better understanding of grammar are better writers.19 But it has also consistently found that teaching the rules in isolation doesn't work.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“The conjunction but, for example, demands that students hold two contrasting ideas in their minds and find evidence to support one of them. Your students will be deciding how to complete the sentence stems independently, but in a way that gives them the structure they need to engage in focused, rigorous thinking.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“And all teachers, no matter their subject area, must be writing teachers. Teachers of history, science, world languages, math, and even music, art, and physical education have learned to incorporate TWR activities into their instruction.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“The other problem is that writing and content knowledge are intimately related. You can't write well about something you don't know well. The more students know about a topic before they begin to write, the better they'll be able to write about it. At the same time, the process of writing will deepen their understanding of a topic and help cement that understanding in their memory.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“One is that having students write about topics unrelated to the core curriculum—whether they're grounded in personal experience or opinion or in a separate writing curriculum—represents a huge wasted opportunity to boost their learning. Writing isn't merely a skill; it's also a powerful teaching tool. When students write, they—and their teachers—figure out what they don't understand and what further information they need. And, as we have observed in many”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“TWR's method is meant to be recursive, with students returning to activities that have previously been introduced—and not necessarily waiting for “mastery” of one kind of strategy before moving on to another.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“The two most important phases of the writing process are planning and revising.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades