Teaching Writing to Visual, Auditory, and Kinesthetic Learners

Donovan R. Walling is a writer, editor, educator, and consultant. He serves as a senior consultant for the Center for Civic Education. He has taught art, English, and journalism in the United States and abroad and has worked as a curriculum administrator in public school districts in Wisconsin and Indiana. From 1993 until 2006 he was director of publications for the education association Phi Delta Kappa International.Walling is the author or editor of more than a dozen professional books for educators and numerous articles and other publications. He is nationally recognized in the field of art education, where some of his publications include Under Construction: The Role of the Arts and Humanities in Postmodern Schooling (Phi Delta Kappa Educational Foundation, 1997); the Corwin Press books, Rethinking How Art Is Taught: A Critical Convergence (2000) and Visual Knowing: Connecting Art and Ideas Across the Curriculum (2005); the core chapter on visual and performing arts for the Association for Supervision and Curriculum Development’s Curriculum Handbook (2002), and the “Art in the Schools” entry for Macmillan’s Encyclopedia of Education (2003).Walling’s recent books include Public Education, Democracy, and the Common Good (Phi Delta Kappa Educational Foundation, 2004) and Teaching Writing to Visual, Auditory, and Kinesthetic Learners (Corwin Press, 2006).

"I think the content in this book is excellent and it makes a great contribution. As a writing teacher for twenty-some years, I wish I’d had access to this material...This is important and seminal work that is needed for differentiating writing for students with strong learning preferences."

• AcknowledgmentsAbout the AuthorIntroduction1. Writing Processes and Differentiated InstructionAssembly-Line WritingTeaching Writing for MeaningLearning Styles and Differentiated InstructionStimulus, Process, and ProductLearning Styles Self-AssessmentReferences2. Writing About Real ThingsSchool Writing Versus Authentic WritingMultidimensional Authentic Response WritingAnd Then: The Process PhasePathways to FluencySample Lesson 2.1: Respond As a ___ MightSample Lesson 2.2: Multidimensional Authentic Response WritingReferences3. Observing, Then WritingSensory ReportageVisual ReportageAuditory ReportageKinesthetic ReportageTranslation Into Different FormsSense ExplorationWriting Up the TaxonomySample Lesson 3.1: Template and Checklist StrategiesSample Lesson 3.2: Observation and Sensory ReportageReferences4. Organizing ArtisticallyPearls-on-a-String OrganizationInductive and Deductive OrganizationInverted Pyramid OrganizationIdentifying Key IdeasAnother Translation: Factual ReportageSample Lesson 4.1: Gathering and Organizing InformationSample Lesson 4.2: Artistic Organization5. Clarifying Ideas Using Walkabout StrategiesWalkaboutsParagraph WalkaboutsAuditory and Kinesthetic Paragraph WalkaboutsCollaborative Planning, Drafting, and RevisingGuide on the SideSample Lesson 5.1: Paragraph Walkabout and Sense ExplorationSample Lesson 5.2: Paragraph Walkabout Analysis6. Using Patterns and Rhythms for Writing SenseDiscerning and Adjusting Patterns and RhythmsTranslating the Visual and the Auditory for Kinesthetic LearningBrevity, Elaboration, and Conceptual DensityOutlining to ReviseSample Lesson 6.1: Outlining to Revise — and RevisingSample Lesson 6.2: Patterns and Rhythms for Writing Sense7. Choosing the Right WordsBasic Words: Nouns and VerbsCorrect and Politically CorrectMore Basic Words: Adjectives and AdverbsBrevitySpelling ImprovementSample Lesson 7.1: Reviewing the WordsSample Lesson 7.2: Up Close: Choosing the Right WordsReferences8. Increasing Focused EngagementSelective CorrectionThe Importance of PortfoliosMaking and Using RubricsRubrics and the SAT EssayConcluding Thoughts and a Final ChecklistReferencesResourcesPrintOnlineIndex