I’ve been examining a writing/grammar textbook and I’ve noticed that there seems to be no logical learning flow in the writing patterns that students do. When we show students that one type of writing is similar to another type, they can more easily make the transition. For example, if students have done a narrative writing, they can easily transition to process writing. Both types require a time line or sequence of events. Both types usually have the events in a chronological order.
How do you arrange your learning goals so that students transition from one type of learning to a similar type of learning?
Education with Technology Harry G. Tuttle 
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