Using the AREA Approach to Create Successful Writers
Author(s)
William M. Yerger*
ABSTRACT
The high stakes assessments that states are now administering use a rubric where not only is a correct response required by students, but also a justification or rationale for that response is needed for a higher score on the item. The AREA approach discussed in this article is an excellent strategy that both students and teachers can successfully employ in answering questions either in writing or in public speaking. It is a clear, straightforward way of responding to a question with assurance that the response was developed in a thorough and organized manner.
The high stakes assessments that states are now administering use a rubric where not only is a correct response required by students, but also a justification or rationale for that response is needed for a higher score on the item. The AREA approach discussed in this article is an excellent strategy that both students and teachers can successfully employ in answering questions either in writing or in public speaking. It is a clear, straightforward way of responding to a question with assurance that the response was developed in a thorough and organized manner.
Cite this paper
Yerger, W. (2012). Using the AREA Approach to Create Successful Writers. Creative Education, 3, 852-855. doi: 10.4236/ce.2012.326127.
Yerger, W. (2012). Using the AREA Approach to Create Successful Writers. Creative Education, 3, 852-855. doi: 10.4236/ce.2012.326127.
References
[1] Buehl, D. (2008). Classroom strategies for interactive learning (3rd ed.). Newark, DE: International Reading Association. [2] Cunningham, J. W. (1982). Generating interactions between schemata and text. In J. A. Niles & L. A. Harris (Eds.), New inquiries in reading research instruction (pp. 42-47). Rochester, NY: National Reading Conference. [3] Frank, C., Grossi, J., & Stanfield, D. (2006). Application of reading strategies within the classroom: Explanations, models, and teacher templates for content areas in grades 3-12. New York: Pearson Education, Inc. [4] Holston, V., & Santa, C. (1985). Raft: A method of writing across the curriculum that works. Journal of Reading, 28, 456-457. [5] Mamchak, P., & Mamchak, S. (1991). School administrator’s public speaking portfolio. West Nyack, NY: Parker Publishing Company. [6] Parker-Pope, T. (2009). The 3 R’s? A fourth is crucial, too: Recess. URL (last checked 23 February 2009). http://www.nytimes.com/2009/02/24/health/24well.html [7] The Library of Congress, George Washington (2013). URL (last checked 16 October 2012). http://www.americaslibrary.gov/aa/wash/aa_wash_subj.html [8] Tompkins, G. (2013). 50 literacy strategies: Step by step (4th ed.). New York: Pearson Education, Inc.
[1] Buehl, D. (2008). Classroom strategies for interactive learning (3rd ed.). Newark, DE: International Reading Association. [2] Cunningham, J. W. (1982). Generating interactions between schemata and text. In J. A. Niles & L. A. Harris (Eds.), New inquiries in reading research instruction (pp. 42-47). Rochester, NY: National Reading Conference. [3] Frank, C., Grossi, J., & Stanfield, D. (2006). Application of reading strategies within the classroom: Explanations, models, and teacher templates for content areas in grades 3-12. New York: Pearson Education, Inc. [4] Holston, V., & Santa, C. (1985). Raft: A method of writing across the curriculum that works. Journal of Reading, 28, 456-457. [5] Mamchak, P., & Mamchak, S. (1991). School administrator’s public speaking portfolio. West Nyack, NY: Parker Publishing Company. [6] Parker-Pope, T. (2009). The 3 R’s? A fourth is crucial, too: Recess. URL (last checked 23 February 2009). http://www.nytimes.com/2009/02/24/health/24well.html [7] The Library of Congress, George Washington (2013). URL (last checked 16 October 2012). http://www.americaslibrary.gov/aa/wash/aa_wash_subj.html [8] Tompkins, G. (2013). 50 literacy strategies: Step by step (4th ed.). New York: Pearson Education, Inc.