APPLICATION OF QUICK ON THE DRAW MODEL TO IMPROVE EXPOSITORY WRITING SKILLS FOR FIFTH GRADE STUDENTS OF SDN 2 KARANGPOH IN ACADEMIC YEAR OF 2020/2021

<pre><em>The objectives of the study were: (1) to describe the application of Quick on the Draw model to improve expository writing skills; (2) to improve expository writing skills through the application of Quick on the Draw model; (3) to describe the obstacle and solution in implementing the Quick on the Draw model to improve expository writing skills.</em><em> </em><em>This collaborative classroom action research was conducted in three cycles. The subjects were the teacher and students of fifth grade of SDN 2 Karangpoh. The data were qualitative and quantitative data. Data collection techniques used observation, interviews, and tests. The data validity used triangulation of techniques and triangulation of sources. The</em><em> </em><em>data analysis included data reduction, data presentation, and conclusions drawing.</em><em> </em><em>The results showed that: (1) the steps of the Quick on the Draw model were: (a) delivering learning objectives, (b) preparing question cards, (c) creating group formation and learning material, (d) delivering rules of game, (e) having problem solving, (f) delivering results of discussion, (g) giving rewards, and (h) reviewing exam questions; (2) the application of the Quick on the Draw model improved expository writing skills; (3) the obstacle was the students focused on answering questions quickly but did not pay attention to the accuracy of the answers. The solution was the teacher guided the students to answer questions quickly and accurately.</em></pre>

Notes on writing from writers of note

Each "Communication Corner" essay is self-contained; however, they build on each other. For best results, before reading this essay and doing the exercise, go to the first essay "How an Ugly Duckling Became a Swan," then read each succeeding essay. A distinction is often made between creative writing (fiction) and expository writing(non-fiction). However, they are more alike than most people think. Creative writers can learn from expository writers, and vice versa.

“But are we going to deal with the hard questions?”: Waves of Compassion in Halifax Regional Municipality

Within broader social concern about compassion and learning to live well together in the world, a non-profit community-based organization called Waves of Compassion has emerged in Halifax Regional Municipality (HRM) in Nova Scotia, Canada. In this article, we explore how compassion relates to some “hard questions” that have arise for the organization—questions related to issues of marginalization and inclusivity: for example, what it might mean to “walk in another’s shoes,” particularly when that person or group of people is different from you in terms of age, race, ethnicity, sexual orientation, socioeconomic status, or citizenship. We also wonder what role the Waves organization might take up in terms of action and/or practice with regard to transforming inequity and promoting inclusivity in the community. We consider such questions in the context of data derived from a recent survey that Waves of Compassion undertook. We integrate found poems (many of which are derived from the survey data) and expository writing as means of underlining what some writers have said about compassion—that it involves both emotions and rational thought, the undoing of sharp distinctions between the two. We see compassion as a form of practice where boundaries and separations might be dissolved (at least at times) through being and knowing in different ways.

Bilingual Gifted and Talented Students’ Expository Writing: Exploring Academic Language Features in English and Spanish

Bilingual students are underrepresented in gifted and talented (GT) programs, and language/literacy research on these students is scarce. This study examined academic language in expository writing of 65 GT students, including 32 bilinguals, in Grades 4–8. Outcomes at the word, phrase, sentence, and text levels were compared for bilinguals’ versus monolinguals’ English writing, and bilinguals’ English versus Spanish writing. In addition, two students’ texts were explored qualitatively. In English, bilinguals and monolinguals did not significantly differ on any measure. Bilinguals scored higher in English than Spanish on most traditional word- and sentence-level measures, were equal in lexical diversity, and varied at the phrase level. English and Spanish writing was similar in content and structure, suggesting transfer of text-level skills. The qualitative assessment highlighted diverse attempts at information condensing and author distance with varying success, again with similar outcomes at the text level.