Chapter 9

• The authors identify three types of writing: personal (expressive), informational (transactional) and poetic (imaginative). They claim that students want to write and need to be given that opportunity. Composing (writing) is a powerful learning process and is very helpful in helping students 'relate the new to the known.' It is hard work to put thoughts on paper, but there are many benefits. Knowledge is firmed up and thoughts and opinions clarified.
• I was intrigued by the notion of writing poetry in the content area. With a little planning I think I may be able to use this in a math class. I have recently learned that the word and syllable pattern in a limerick uses Fibonacci numbers!
• The Listen, Stop, and Write (and share) cycle for note taking is also an interesting suggestion. I would like to try this sometime. In a math class we might have to add 'draw' to the cycle. The sections of reading would likely be short and rich with vocabulary and concepts, and rereading is often essential in math text.

Chapter 10

• This chapter introduced RAFT (role, audience, format, topic) choices for students' writing assignments. The importance of the teacher modeling writing strategy is emphasized and an editing technique using ARMS is introduced. (A=add something to the piece, R=remove something that isn't working anymore, M=move a portion of the text to another place where it will work better, S=substitute a word, a phrase, a sentence, an example to make it clear) Other recommendations are to be sure to include content in literacy work and to set up a grading rubric.
  
• My favorite sentences in this chapter were "When students write, they have to think. When they think, they internalize information, using the vocabulary and concepts of science (or math) rather than just listening to (the teacher) use them." The students that the author described in this chapter were very enthusiastic about the writing projects described. Their enthusiasm was almost too good to be true. I hope my experience is just as positive!