Acronyms

ACRONYMS   

 n ** N ** — // Note // the words.
=== n ** S ** — // Search // for verbs and subjects, and check. Schumaker and Sheldon (1998, 1999)   === == n The use of a first-letter mnemonic cues the student how to complete the writing task independently: ==

 n ** E ** — // End // and //evaluate// Welch (1992)
== n To cue the student to detect four kinds of common errors, the teacher can introduce COPS questions to be used as an error-monitoring strategy: ==

 n ** C ** — Have I //capitalized// the first word and proper nouns?
=== n ** O ** — How is the //overall// appearance? (Look at spacing, legibility, indention of paragraphs, neatness, and complete sentences.)  ===

 n (Schumaker, Nolan, & Deshler, 1985
=  n DARE is a strategy to help students compose appropriate opinion papers, while SPACE assists students in creating narratives. DARE is a first-letter mnemonic:  =

 n E — // End // with a strong conclusion.
== n SPACE, which also is a first letter-mnemonic, prompts students to remember the elements necessary in a fictional narrative: ==

 n E — // Emotions //
== n Teaching theme writing through the use of the acronym TOWER provides a structured approach: == === n ** T ** — // Think // (e.g., about content such as title, major subtopics, and details)  ===

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px; margin-left: 58.5pt; text-indent: -22.5pt;"> n ** R ** — // Refine // it. (Schumaker, 2003)
= <span style="font-family: 'Comic Sans MS',cursive;"> n Strategy using the acronym HOW to improve the appearance of written work and remind the student how the paper should look:  =