Students who have been exposed to the strategies display improved reading comprehension, strong organizational skills, better study habits, and more.
Teaching Basic Writing Skills is broken into two comprehensive sections that support students in generating high-quality sentences; precise, clear paragraphs; and powerful, compelling compositions.
Section1, Sentences: Uses activities such as scrambled sentences, sentence combining, and summarizing to increase students' understanding of sentence structure while developing their ability to compose complex sentences that reflect extended thinking. Practice in editing and revising are key to these activities.
Section 2, Paragraphs and Compositions: Teaches students to develop paragraphs by beginning with a topic sentence, then writing/organizing additional sentences to create a cohesive paragraph. Outlining, drafting, editing, and revising are important components of these lessons.
The program can be implemented in general classrooms as well as special education settings. Instruction can be adapted to varying difficulty levels in large classrooms, small groups, resource rooms, or tutorials.
Teaching Basic Writing Skills is also ideal for providing content-area educators with easy-to-implement writing activities that can be infused into science, social studies, math, and any other content area to increase the depth of thinking, support student content analysis, and to help students "own" new knowledge.
As Chronicled in the Article, "The Writing Revolution" (The Atlantic, October 2012)
In the article, "The Writing Revolution", Peg Tyre chronicles the transformation of New Dorp High School. Contributing to New Dorp's extraordinary growth was Dr. Judith Hochman and her expository writing program, Teaching Basic Writing Skills. As noted in the article, Hochman became "a frequent visitor" to New Dorp, providing professional development and working with teachers to revamp their curriculum to have a heavy focus on analytical essay writing. Some outcomes of this curricular focus included:
- Number of students eligible to take college-level classes increased 64% from 2006 to 2011
- Graduation rate is expected to hit 80% this year (2012/13)—up from 63%
- Pass rate for English Regents increased 22% in two years (2009–2011)
- Pass rate for Global History Regents increased 11% in two years (2009–2011)