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Write It

We know who you are. You're a poet, a writer, the student in the class who can tell the difference between a simile and a metaphor. You scribble down ideas on napkins, keep a journal, write short stories — just for the fun of it. Now there's a Web site where you can learn from other teen writers, get great advice, and showcase your work. Best of all, it's FREE!

Sponsored by Scholastic's SCOPE magazine, Write It is run by students just like you who share a love of the written word.


DRAFT

Research Resources

Supplement your research with Web sources you know you can trust. Just because information is published on the Net doesn't mean it's accurate. Here are some tips on separating the junk from the jewels:

* .gov means that the site is operated by the government. These sources tend to be credible.

* .edu means that the site is operated by an educational institution. These sources also tend to be credible.

* .org means that the site is operated by a non-profit institution. These sources tend to have an obvious bias but are also credible.

* .com means that the site is "commercial." Be cautious about these. Some, like newspapers and magazines, are highly credible. Others are just unsupported and inaccurate.Seek out professional-looking sites that deliver content that is well-reasoned, factual, up-to-date, and grammatically-correct.

Some places to start:

The New York Times

The Washington Post

CNN

The Library of Congress

National Public Radio

The United Nations

US Government Data and Statistics

NASA

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    As students progress through the grades, more and more of their reading is done in nonfiction, or expository, materialsÑcontent area textbooks, reference books, periodicals, and informative articles on the Internet, for example. Because the main purpose for reading these texts is to acquire information, the reasons for teaching our students efficient and effective strategies for tackling this type of text are compelling. Students need explicit instruction in identifying and best utilizing the

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    As students progress through the grades, more and more of their reading is done in nonfiction, or expository, materialsÑcontent area textbooks, reference books, periodicals, and informative articles on the Internet, for example. Because the main purpose for reading these texts is to acquire information, the reasons for teaching our students efficient and effective strategies for tackling this type of text are compelling. Students need explicit instruction in identifying and best utilizing the

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