Teaching Writing Strategies to Students: POW + TREE and STOP & DARE Techniques

POW + TREE Writing Strategy

There Are Several Research?Based Strategies That Can Be Used To Teach Students How To Integrate The Elements Of The Writing Process (Planning, Organizing, Writing And Revising).

Write a Word Essay On Writing Strategies That Can Be Taught To Students To Develop Their Skills In Applying The Elements Of The Writing Process.

Discuss The Following In Your Essay: Describe The “Pow + Tree” And The Stop And Dare Writing Strategies, Along With a Third Research?Based Strategy Of Your Choice That Is Appropriate For Kaynia’s Grade.

Out Of The Three Writing Strategies You Described, Select One To Use With Kaynia, Rationalizing Your Choice And Explaining How That Strategy Would Allow Her To Meet Her Writing Goal, As Well As Engage In Personal Reflection And Apply Standards To Evaluate Her Own Writing.

According to the case study, Kaynia was an active student however she was facing difficulty to adopt writing skills. As a third-grade student she faced difficulty in writing the persuasive writing whereas her peer members easily grabbed the technique of writing skills. Hence, in this essay the techniques of ‘POW + TREE’ and the STOP and DARE will be discussed that will help her to understand the tactics of writing skill.

The POW + TREE strategy provides a student the ability to think argumentatively and it is considered as a mnemonic device. Students use the POW strategy for completing any writing assignment whereas they adhere to the TREE strategy to write any argumentative essay (Sartika & Rachmanita, 2017). The strategy develops by – Picking any idea, Organizing the notes (here the TREE diagram helps to organize the notes), and Write and Say more. This is how the abbreviation of POW can be described. On the other hand, the procedure of TREE strategy includes – Topic sentence, Reasons, Explain reasons, and Ending. The TREE diagram explains the clear structure for organizing the collected knowledge (Finlayson & McCrudden, 2019). The topic sentence provides the base line on which the entire essay will be grounded. The reasons need to be provided by which they can support their topic sentence. The third step is to explaining the reasons and provide justification of those reasons. Finally, making an end note with proper summary of entire collection of the study.

Similar to this, Shammari (2018) described the STOP + DARE strategy of writing the persuasive essay. The researcher mentioned that students with learning disabilities will be able to find more comfort by adopting these strategies for their essay writing. The abbreviation STOP stands for Suspend Judgement, Take a side, Organize your ideas, Plan more with continuous writing, and DARE stands for – Develop the topic statement, Add supporting ideas, Reject the other sides, and End with proper conclusion. The STOP technique directs the students to collect some information and reject the unnecessary ideas as well as selecting the right one for developing the essay. The DARE techniques are similar to the TREE strategy mentioned in the earlier section.

For Kaynia, the POW+TREE technique will be more appropriate than STOP + DARE strategy. For a third-grade student it will be difficult for her to collect information and then reject the unnecessary ones as mentioned in the STOP strategy (Washburn, Sielaff & Golden, 2016). Hence, Kaynia can successfully overcome the problems related to writing skill with the strategies of POW and TREE to understand how to prepare, plan, organize, and also assessing the assignment before submitting.

Conclusion

As a conclusion, it can be said that, Kaynia is an active child and hence she is bound to possess an active brain as well. Little training with the proper technology of writing skills can help her to adopt the writing strategies properly. POW + TREE strategies will help her to understand the proper tactics of writing.

References

Al Shammari, s. r. (2018). The Effectiveness Of Stop And Dare In Planning And Drafting Argumentative Writing: a Case Of Saudi College Level Students. Arab World English Journal (Awej) Volume, 9.

Finlayson, k., & Mccrudden, m. t. (2019). Teacher-Implemented Self-Regulated Strategy Development For Story Writing With 6-Year-Olds In a Whole-Class Setting In New Zealand. Journal Of Research In Childhood Education, 33(2), 307-322.

Sartika, d., & Rachmanita, r. (2017). The Effect Of Self-Regulated Strategy Development On Students’ Skill To Write Persuasive Text. Ijeltal (Indonesian Journal Of English Language Teaching And Applied Linguistics), 2(1), 33-49.

Washburn, e., Sielaff, c., & Golden, k. (2016). The Use Of a Cognitive Strategy To Support Argument-Based Writing In a Ninth Grade Social Studies Classroom. Literacy Research And Instruction, 55(4), 353-374.