title: Reading as a writer - «Использование инновационно-креативных технологий в обучении, практические основы применения...
text: “Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning
  amaliy asoslari” mavzusidagi xalqaro konferentsiya 2021-yil, 27-dekabr
  433
  students to read like writers by encouraging them to scribble up the margins of
  their books with questions and quibbles. Students should be encouraged to look for
  patterns. They might also note allusions that they don't understand .
  Generating Ideas
  . Seasoned writing instructors offer students several strategies
  for generating ideas. Some of these ideas—like using Aristotle's topoi—are time-
  tested. Others—like asking students to freewrite, or brainstorm, or write a
  discovery draft (a bit like freewriting, but with more focus)—are more informal
  and can be used not only to come up with a topic but also to nudge a student out of
  a writing funk. Perhaps the best way of helping students to generate ideas is
  through good old-fashioned dialogue. Asking questions—both in conference and in
  writing workshops—models for students a way of interrogating their ideas that will
  yield better papers. With practice, students will internalize these methods of
  inquiry and will apply them to all of their academic tasks.
  Organizing Ideas
  . Students have several strategies to choose from when
  organizing their ideas. Some students draft formal outlines and follow them
  faithfully as they write. Others make informal outlines that they revise as they
  draft. Some students find that sketching a paper works best for them: they start by
  writing down a possible thesis and then filling the page with related ideas, drawing
  arrows to establish possible connections, and using circles or stars or checkmarks
  to determine which ideas should be prioritized. Some students look for umbrella
  ideas and try to cluster related ideas beneath them. Still others write short
  paragraphs to try to summarize their thinking. While students should be permitted
  to use the organizing strategies that work for them, sometimes young writers rely
  overmuch on one organizational strategy. If this strategy isn't working, they get
  stuck. At this point, you can enter the student's process and demonstrate how a
  different organizational strategy might be effective.