As part of students IEP resource program and RtI services, I provide instruction for the

While attending writing class, I learned about the 4 steps in writing, bases for revising, organizing, and connecting specific information, and I also learned about the different types of essays such as descriptive, narrative, process, cause and effect and argumentative essay. I have been a student at Milwaukee Area Technical College for 1 semester, and over the course of my enrollment I have grown and learned more that I knew prior to attending this writing course. Participating in this writing class has taught me so much more than stuff about literature and language, it has taught me another way of expressing myself. I have learned here how to write and express myself, how to think for myself, and how to find the answers to the things that I don 't know. Most importantly I have learned how important technique, outlines and organization are. My goal in this paper is to inform writers about how my writing skills have improved.

A single-subject design or single-case research design A-B, was created to determine how a structured writing program impacted the client’s anxiety. The structured writing program was chosen because there is “a growing body of empirical research indicates that structure writing interventions produce substantial immediate and long-term benefits, including improvements in cognitive, emotional, behavioral and physiological functioning” (Barret & Wolfer, 2001, p. 1). Structured writing has been proven to be effective with emotional stimulation as well as helping a person with self-discovery process.

University Writing Center (UWC) and Academic Success Center (ASC) are two of the university facilities that help students enrich their academic experience. While UWC assists students in improving their written and oral communication skills through one to one consulting sessions, online resources, and workshops, ASC works to enhance students’ intellectual performance through academic coaching, supplemental instruction, drop-in tutoring sessions, and peer mentoring. Both of the organizations take a collaborative learning approach to encourage students to develop necessary study skills for academic success and increase student retention. ASC offers various student development programs; however, our focus for this proposal will be on drop-in tutoring services offered by ASC.

Imagine that your class is reading a passage and the teacher calls on you to read that nervous feeling you get not knowing what to do weather to say you don't to read or actually confront the fear you have since you were a kid. Having an IEP has made me who I am today some people not feel comfortable say this type of things like me but I have learned to embrace it.

Reflecting at my own writing process and using my experiences as a way to shape my future practice as an English teacher, has brought light to the concepts of style, providing opportunities for multiple forms of writing, creating low-stakes writing opportunities, addressing authentic audiences, and establishing non-judgmental/safe space classrooms. Based on the theory that Milner et al. outline in the "Process Model," (2012, p.339) I would almost explicitly follow this pedagogy as a way to help students explore writing. For example, I would focus on the steps relating to revision (step 2), teaching multiple forms of writing (step 3), creating opportunities for teacher conferences (Step 4), and providing students with authentic, and divers audiences

I would use the IEP in order to glean information about M’s strengths, weaknesses, needs, likes, goals, objectives, adaptations, and parental input in order to access a better understanding of who M is and what would best fit her needs and help her learn.

“Growth through challenge”, was the motto used Sara Tarbay (adapted from the Devil Pups youth-citizenship development program) to describe the development of her writing experience over the past few years. Writing has never been her favorite activity to do throughout the day, but the instilled self-discipline in her put there by the Pups has challenged her mentally enough to overcome any obstacle. In overcoming obstacles in her writing, she has established experiences with many literacies, with both good and bad proficiencies that contribute to what she has to offer for this class.

although the student exhibited good reading skills; however, his writing skills is not great for students at his age level. The student ability to read with accuracy shows a good potential to excel in school and in the real world. The student’s progress in the ability to use computer and keyboard skills indicates good potential to meet goals stated in IEP. The student would benefit from writing assignments to increase fine motor skill needed for

The University Writing Center (UWC) and the Academic Success Center (ASC) are two of the university initiatives that help students enrich their academic experience. While UWC assists students in improving their written and oral communication skills through one to one consulting sessions, online resources, and workshops, ASC works to enhance students’ intellectual performance through academic coaching, supplemental instruction, drop-in tutoring sessions, and peer mentoring. Both of the organizations take a collaborative learning approach to encourage students to develop necessary study skills for academic success and increase student retention. ASC offers various student development programs; however, our focus for this proposal will be on drop-in tutoring services offered by ASC.

SpEd teacher: a valuable resource for the Special Education aspects of the child’s education in regard to their needs and related services. Helps in strategizing the critical aspects of scheduling inclusion classes, special/elective classes. Additionally, they provide life skills teaching and coaching, coordinate related services, help determine the LRE. They ensure FAPE goals fit to the level of appropriateness for the child, help ensure modification and accommodations for classes are in place (collaboratively with other school personnel), ensure the curricula of the SpEd aspects for each student are being met. SpEd teachers also act as partner to the GenEd instructor as role models to others in regard to these direct students and working with their unique exceptionalities (Hallan, Kauffman, & Pullen, 2015).

This application would be used to aide in writing instruction and develop proficiency in 21st century literacy skills. Students would be encouraged to use the application for independent writing assignments and responding to each other’s work through peer editing and sharing with the classroom community.

Writing instruction has become one of the most important issues in educational practices. A large increase in the migration of immigrants into the United States has increased the demand for English language instruction significantly (Mei Lin, 2015). With this in mind the educational practices taking place in today's schools become a center of focus.

When I was a child, writing was one of my favorite hobbies, so I used to spend many hours to write in my daily journals. However, when I came to America, I felt more difficult to write and express my thoughts in English because I did not know much vocabularies and lacking grammatical knowledge. Then, I decided to go back to school to improve my writing skills because I recognize the significant of writing in my everyday lives. As a college student, my writing are about different types of class assignments such as reflections, journals, essays, and research papers. As a teacher aide in the preschool classroom, and most of my writings are reports, observation, notes, and curriculum planning. At the beginning of the Academic Writing Seminar (AWS 100) when I wrote my first essay assignment, and I found out that writing essays in English was not easy. At the end of the semester, I realize I have learned valuable lessons while working seriously to write assignments from the AWS 100, so this class will a step with deep preparation to help me successful in writing research papers skills at Pacific Oaks College. In this essay, I will also introduce the “best” of my writing, and share my experiences on the process of creating this portfolio.

research project on writing in my current first grade classroom, which further deepened my literacy content knowledge and technology applications for my students. As a master’s degree candidate specializing in both curriculum design and technology, I have acquired a thorough background of knowledge of current research on how to analyze, design, and then apply the design to writing curriculum based on the needs of my first

Johns Hopkins University outlined concepts on instructional educational coaching (Lacefield, 2014). Instructional educational coaching is a framework for effective mediation in the classroom. It focuses on self-directed learning at the guidance of the teacher (Perna, 2013). In this context, the term “instructional writing coaching” will be used. This is a powerful tool for stimulating a positive writing environment. It can help undergird insecure writers in a diverse learning environment (Carter, 2007; Costa & Garmston, 1985; Holly, 2014).