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

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

Question

POW + TREE write strategy

There are a number of research-based strategies that can be used to teach students how to integrate the elements of the writing process (planning, organizing, writing, and editing).

Writing an essay on writing strategies can be taught to students to develop their skills in applying elements of the writing process.

Discuss the following in your essay: Describe the “Pow + Tree” and Stop and Dare writing strategies, and a third research-based strategy of your choice appropriate to Kaynia’s level.

Out of the three writing strategies you’ve described, choose one to use with Kaynia, rationalize your choice and explain how it will help her achieve her writing goals, and engage in self-reflection and apply standards for evaluating her own writing.

According to the case study, Kaynia is an active student, but she has difficulty learning writing skills. When I was a third grader, I had difficulty writing persuasive essays while my peers easily grasped the technique of writing. Therefore, in this essay, POW+TREE and STOP and DARE techniques will be discussed to help him understand writing strategies.

The POW+TREE strategy provides students with the ability to think critically and is considered a mnemonic tool. Students use the POW strategy to complete any writing exercise while they adhere to the TREE strategy to write any argumentative essay (Sartika & Rachmanita, 2017). Strategies grow by – pick any idea, organize your notes (here the TREE diagram helps organize the notes), write and speak more. This is how the abbreviation of POW can be described. On the other hand, the process of TREE strategy consists of – Topic Sentence, Reason, Explain Reason and Closing. The tree diagram explains the clear structure for organizing the acquired knowledge (Finlayson & McCrudden, 2019). The topic sentence provides the basis for the entire essay. Reasons should be provided so that they can support their topic phrase. The third step is to explain the reasons and provide a rationale for those reasons. Finally, final notes with a suitable summary of the entire research collection.

Likewise, Shammari (2018) describes the STOP + DARE strategy for writing persuasive essays. The researcher mentioned that students with learning disabilities may feel more comfortable applying these strategies to writing their essays. The abbreviation STOP stands for suspend judgment, take sides, organize your ideas, plan to continue writing, and DARE stands for – extend the topic statement, add supporting ideas, remove the other sides, and end with a proper conclusion. The STOP technique requires students to gather information and eliminate unnecessary ideas and choose the right ones to develop the essay. The DARE technique is similar to the TREE strategy mentioned in the previous section.

For Kaynia, POW+TREE will be more suitable than STOP+DARE. For a third grader, it will be difficult for him to gather information and then discard unnecessary information as mentioned in the STOP strategy (Washburn, Sielaff & Golden, 2016). As a result, Kaynia was able to successfully overcome writing skills problems using POW and TREE strategies to understand how to prepare, plan, organize, and also evaluate assignments before submission.

Conclusion

In conclusion, it can be said that Kaynia is an active child and therefore also has an active brain. A little training with the right writing technology can help her apply writing strategies correctly. The POW + TREE strategy will help him understand good writing tactics.

References

Al Shammari, s. r. (2018). The effectiveness of Stop and Dare in planning and writing argumentative articles: A case of Saudi university students. The English Journal of the Arab World (Awej) Vol. 9, 9.

Finlayson, k., & McCrudden, m. t. (2019). Develop teacher-implemented self-regulation strategies for writing stories with 6-year-olds in a whole-class setting in New Zealand. Journal of Early Childhood Education Research, 33(2), 307-322.

Sartika, d., & Rachmanita, r. (2017). Effect of developing a self-regulation strategy on students’ ability to write persuasive texts. Ijeltal (Indonesian Journal of English Language Education and Applied Linguistics), 2(1), 33-49.

Washburn, e., Sielaff, c., & Golden, k. (2016). The use of a cognitive strategy to support reasoning-based writing in ninth grade social studies. Literature Research and Instruction, 55(4), 353-374.