Writing

=**Synthesizing the Sources**=

[|CCSS.ELA-Literacy.WHST.9-10.4]  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. [|CCSS.ELA-Literacy.WHST.9-10.5]  Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
 * Production and Distribution of Writing**

[|NETS-S] [| 2. Communication and Collaboration] Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

This file shows the basic process of paired identifications and how and why they provide the first step for students to make connections and synthesize information. It also provides an example of a Renaissance paired ID.

This link provides the basic outline for a thematic paper. []

Blogging allows students to reflect electronically thus allowing their peers and the world to read their reflections and comment on their ideas and growth. Thus blogs allow for the critical reflecting necessary in synthesizing sources. Blogs can also be sources were teachers share criteria, assignments and other curriculum. Each blog needs to be inspected for the privacy and control it allows teachers over their student's blogs. Wordpress and Google Blogger are two excellent choices. http://wordpress.com/ http://blogger.com

Wiki's allow students and teachers a forum for sharing criteria, assignments and other curriculum. Again as with blogs they need to be inspected for privacy and control. http://wikispaces.com