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The Writing Revolution
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Table of Contents

Acknowledgments About the Author Foreword Introduction Chapter 1. Sentences: The Basic Building Blocks of Writing Chapter 2. Sentence-Expansion and Note-Taking: Getting Students to Process What They've Read Chapter 3. One Step at a Time: Why Students Need to Plan Before They Write Chapter 4. First Steps in Planning: The Single-Paragraph Outline Chapter 5. Putting Flesh on the Bones: Revising an Outline into a Paragraph Chapter 6. Summarizing: Mining Texts for The Essentials Chapter 7. Moving on to Compositions: The Multiple Paragraph Outline Chapter 8. Take a Stand: Writing Opinion, Pro/Con, and Argumentative Essays Chapter 9. A Gauge and a Guide: Assessing Students' Writing Chapter 10. Putting the Revolution Into Practice: Combining Our Sequence With Your Judgment Appendix A. Expository-Writing Terms B. Symbols and Abbreviations for Outlining C. The Listening Evaluation Checklist D. Proofreading Symbols E. The Revise and Edit Checklist F. Research Plan Time Sequence Sheet G. Diagnostic Rubric Models H. Writing Evaluation Checklist I. Free Writing Rubric J. Sample Pacing Guide, Grade 3 K. Sample Pacing Guide, Grades 7-8 Glossary References Index

About the Author

JUDITH C. HOCHMAN is the founder and chief academic officer of The Writing Revolution, a not-for-profit organization. She was the superintendent of the Greenburgh Graham Union Free School District; head of The Windward School in White Plains, New York; and the founder of the Windward Teacher Training Institute. Dr. Hochman is the author of numerous books and articles on the topic of writing. Visit her at thewritingrevolution.org. Natalie Wexler is an education journalist who serves on the board of trustees of The Writing Revolution. Her articles and essays have appeared in a number of publications, including the New York Times and the Washington Post. She has volunteered as a reading and writing tutor in high-poverty DC schools, and has authored three novels. She has also worked as a lawyer and a legal historian.

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