Judith C. Hochman > Quotes

“it's best if students focus on revising before they edit.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“Listening and speaking—which are components of literacy—don't in themselves impose any cognitive load because humans have evolved to do those things naturally. Reading and—especially—writing, on the other hand, can impose heavy cognitive loads. That's why it's important to model new strategies and have students practice them initially as a whole class, with the teacher's guidance.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“Research has found that students who have a better understanding of grammar are better writers.19 But it has also consistently found that teaching the rules in isolation doesn't work.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“To help students identify the appositive in a sentence, tell them that it's a phrase that can be removed or covered up without making the entire sentence incomplete.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“taking notes on a computer can result in a transcript of what is being said rather than a summary of important points. Taking notes by hand may lead to deeper processing of the material, since students need to analyze the information and extract what is most important.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“Subordinating conjunctions can occur at the beginning, middle, or end of a sentence. However, it's best to begin instruction using them at the beginning of a sentence,”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“May–June Sentence Skills Punctuation / Capitalization of First Word – Capitalize first word, proper nouns; use commas in a list; and insert correct end punctuation. Sentences Versus Fragments – Distinguish between a sentence and a fragment. – Correct fragments. – Identify and correct fragments and run-ons in paragraphs. Scrambled Sentences – Rearrange sequences of words into sentences, adding correct capitalization and punctuation. Sentence Types – Write a statement, question, exclamation, and command about a picture, topic, or text. – Write questions about a topic, picture, or text. Conjunctions (because, but, so) – Complete sentence stems with because, but, and so. – Independently write sentences with because, but, and so. Continue previous sentence activities. Sentence Expansion – Expand kernel sentences with appropriate Q words: who, what, when, where, why, and how. – Determine whether a specified part of a sentence tells who, what, when, where, why, and how. Sentence Combining – Combine sentences with compound subjects using pronouns, conjunctions (and, but, because, and so), and transitions when appropriate. Subordinating Conjunctions – Complete sentences beginning with subordinating conjunctions after, before, whenever, even though, since, and if. – Practice writing T.S.s with subordinating conjunctions. Continue previous sentence activities. Appositives – Identify an appositive in a sentence. – Match appositives to noun phrases. Transition Words and Phrases – Fill in correct transitions in paragraphs with blanks (time-sequence, illustration, change-of-direction, and conclusion). – Follow a given sentence with another one beginning with an illustration or cause-effect conclusion transition (Colonists needed transportation for their goods. As a result,________ Blacksmiths needed certain tools. Specifically,__________) Continue previous sentence activities. Appositives – Match an appositive to a noun or noun phrase. – Fill in blanks with appositives. – Given an appositive, write a sentence. – Given a topic, write a T.S. using an appositive. Transition Words and Phrases – Insert transition words or phrases (time-sequence, illustration, change-of-direction, and conclusion) into given paragraphs. Single-Sentence Summary – Given the subject, use question words without a kernel sentence to create a summary sentence. Continue previous sentence activities. Sentence Combining – Combine sentences using appositives, pronouns, and conjunctions.”
― Judith C. Hochman, The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“The fact that writing is both a form of transfer and retrieval practice helps explain why it can provide such a powerful boost to learning. But it can only provide that boost if a learner's working memory isn't overwhelmed by the act or writing itself.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“One way of enlivening a sentence is to use strong and varied nouns and verbs, as well as modifiers and descriptive phrases.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“January–February March–April May–June Sentence Skills Punctuation / Capitalization of First Word – Capitalize first word, proper nouns; use commas in a list; and insert correct end punctuation. Sentences Versus Fragments – Distinguish between a sentence and a fragment. – Correct fragments. – Identify and correct fragments and run-ons in paragraphs. Scrambled Sentences – Rearrange sequences of words into sentences, adding correct capitalization and punctuation. Sentence Types – Write a statement, question, exclamation, and command about a picture, topic, or text. – Write questions about a topic, picture, or text. Conjunctions (because, but, so) – Complete sentence stems with because, but, and so. – Independently write sentences with because, but, and so. Continue previous sentence activities. Sentence Expansion – Expand kernel sentences with appropriate Q words: who, what, when, where, why, and how. – Determine whether a specified part of a sentence tells who, what, when, where, why, and how. Sentence Combining – Combine sentences with compound subjects using pronouns, conjunctions (and, but, because, and so), and transitions when appropriate. Subordinating Conjunctions – Complete sentences beginning with subordinating conjunctions after, before, whenever, even though, since, and if. – Practice writing T.S.s with subordinating conjunctions. Continue previous sentence activities. Appositives – Identify an appositive in a sentence. – Match appositives to noun phrases. Transition Words and Phrases – Fill in correct transitions in paragraphs with blanks (time-sequence, illustration, change-of-direction, and conclusion). – Follow a given sentence with another one beginning with an illustration or cause-effect conclusion transition (Colonists needed transportation for their goods. As a result,________ Blacksmiths needed certain tools. Specifically,__________) Continue previous sentence activities. Appositives – Match an appositive to a noun or noun phrase. – Fill in blanks with appositives. – Given an appositive, write a sentence. – Given a topic, write a T.S. using an appositive. Transition Words and Phrases – Insert transition words or phrases (time-sequence, illustration, change-of-direction, and conclusion) into given paragraphs. Single-Sentence Summary – Given the subject, use question words without a kernel”
― Judith C. Hochman, The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“the practice helps them identify the main idea of a text, make generalizations, and retain information.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“one way to make a sentence sound more like a concluding one is to introduce it with an appropriate transition, such as finally or in conclusion.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“You can brainstorm with students, provide them with a list of suggested alternative words, or explain how to use a thesaurus.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“summarizing helps students integrate ideas, generalize, and retain information.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“Punctuation / Capitalization of First Word – Capitalize first word, proper nouns; use commas in a list; and insert correct end punctuation. Sentences Versus Fragments – Distinguish between a sentence and a fragment. – Correct fragments. – Identify and correct fragments and run-ons in paragraphs. Scrambled Sentences – Rearrange sequences of words into sentences, adding correct capitalization and punctuation. Sentence Types – Write a statement, question, exclamation, and command about a picture, topic, or text. – Write questions about a topic, picture, or text. Conjunctions (because, but, so) – Complete sentence stems with because, but, and so. – Independently write sentences with because, but, and so.”
― Judith C. Hochman, The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“Editing, although important, is often a less complex process. It involves identifying and then correcting errors in grammar, punctuation, capitalization, syntax, and spelling.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“Grammar is best taught in the context of student writing.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“Sentences are the building blocks of all writing.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“The content of the curriculum drives the rigor”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“Writing across the disciplines “can improve reading comprehension, critical thinking, and disciplinary content knowledge,”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“The Two Most Important Phases of the Writing Process Are Planning and Revising”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“When students learn to use more sophisticated syntax and vocabulary in their own writing, they become better able to understand it when they encounter it in their reading.6”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“Once students begin to construct more sophisticated sentences, they'll enhance not only their writing skills but also their reading comprehension.2 In addition, sentence-level work will lay the groundwork for your students' ability to revise and edit when they tackle longer forms of writing.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“When introducing a strategy, it's best to model an activity for the class and then have students practice it orally. This is certainly true for younger students,”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“It's best if the topic and concluding sentences don't repeat the same structure.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“The conjunction but, for example, demands that students hold two contrasting ideas in their minds and find evidence to support one of them. Your students will be deciding how to complete the sentence stems independently, but in a way that gives them the structure they need to engage in focused, rigorous thinking.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“Reading complex text aloud to students and ensuring they're hearing the sentences can help—but it's even more powerful to teach students how to use those structures in their own writing.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“When expanding a sentence, students should begin it with the response to when. This gives them practice with a construction that is common in writing but not in speech.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“Students need explicit instruction in writing, preferably beginning in the early elementary grades.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

“TWR's method is meant to be recursive, with students returning to activities that have previously been introduced—and not necessarily waiting for “mastery” of one kind of strategy before moving on to another.”
― Judith C. Hochman, The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades