Technology’s Role with Supporting Effective Writing Instruction GISA 2007

Some Background Report to Carnegie Corporation of New York Published by the Alliance for Excellent Education Authors - Dr. Steve Graham: Professor of Special Education and Literacy at Vanderbilt’s College of Education Dr. Dolores Perin: Professor of Psychology and Education at Teachers College, Columbia University Writing Next: Effective strategies to improve writing of adolescents in middle and high school s

Report to Carnegie Corporation of New York

Published by the Alliance for Excellent Education

Authors - Dr. Steve Graham: Professor of Special Education and Literacy at Vanderbilt’s College of Education

Dr. Dolores Perin: Professor of Psychology and Education at Teachers College, Columbia University

Writing Next: Effective strategies to improve writing of adolescents in middle and high school s

The Case for Need “ Along with reading comprehension, writing skill is a predictor of academic success and a basic requirement for participation in civic life and in the global economy.” “ Every year in the U.S. large numbers of adolescents graduate from high school unable to write at the basic levels required by colleges or employers.”

“ Along with reading comprehension, writing skill is a predictor of academic success and a basic requirement for participation in civic life and in the global economy.”

“ Every year in the U.S. large numbers of adolescents graduate from high school unable to write at the basic levels required by colleges or employers.”

Writing Next Report Eleven Elements of Effective Adolescent Writing Instruction Writing strategies: involves teaching students strategies for planning, revising, and editing their writing Summarization: involves explicitly and systematically teaching students how to summarize texts

Eleven Elements of Effective Adolescent Writing Instruction

Writing strategies: involves teaching students strategies for planning, revising, and editing their writing

Summarization: involves explicitly and systematically teaching students how to summarize texts

Writing Next Report Collaborative writing: uses instructional arrangements in which students work together to plan, draft, revise and edit Specific product goals: assigns students specific, reachable goals for their writing Word Processing: uses computers and word processors as instructional supports for writing assignments

Collaborative writing: uses instructional arrangements in which students work together to plan, draft, revise and edit

Specific product goals: assigns students specific, reachable goals for their writing

Word Processing: uses computers and word processors as instructional supports for writing assignments

Writing Next Report Sentence Combining: involves teaching students to construct more complex, sophisticated sentences Prewriting: engages students in activities designed to help them generate or organize ideas for their writing Inquiry Activities: engages students in analyzing immediate, concrete data to help them develop ideas and content

Sentence Combining: involves teaching students to construct more complex, sophisticated sentences

Prewriting: engages students in activities designed to help them generate or organize ideas for their writing

Inquiry Activities: engages students in analyzing immediate, concrete data to help them develop ideas and content

Writing Next Report Process Writing Approach: interweaves a number of writing instructional activities in a workshop environment that stresses extended writing opportunities, writing for authentic audiences, personalized instruction, and cycles of writing Study of Models: provides students with opportunities to read, analyze, and emulate models of good writing

Process Writing Approach: interweaves a number of writing instructional activities in a workshop environment that stresses extended writing opportunities, writing for authentic audiences, personalized instruction, and cycles of writing

Study of Models: provides students with opportunities to read, analyze, and emulate models of good writing

Writing Next Report Writing for Content Learning: using writing as a tool for learning content material This one is more than just taking notes!! 

Writing for Content Learning: using writing as a tool for learning content material

This one is more than just taking notes!! 

What patterns do you see? Look at the 11 key elements and indicate any themes recurring or any patterns developing.

Look at the 11 key elements and indicate any themes recurring or any patterns developing.

Did you notice what was not in the list?

Writing Strategies Teaching students strategies for planning, revising, and editing their writing Goal: teach students to use the strategies independently Transportable – a part of their student “bag of tricks” to be pulled out and used as needed Transparent – part of the landscape

Teaching students strategies for planning, revising, and editing their writing

Goal: teach students to use the strategies independently

Transportable – a part of their student “bag of tricks” to be pulled out and used as needed

Transparent – part of the landscape

Writing Strategies You Speak/I Write Strategy: http://www.gse.buffalo.edu/org/writingstrategies/6-12youspeakIwrite.htm Writing Strategies: http://www.gse.buffalo.edu/org/writingstrategies/6-12.htm Purdue University – OWL http://owl.english.purdue.edu/handouts/general/

You Speak/I Write Strategy: http://www.gse.buffalo.edu/org/writingstrategies/6-12youspeakIwrite.htm

Writing Strategies:

http://www.gse.buffalo.edu/org/writingstrategies/6-12.htm

Purdue University – OWL

http://owl.english.purdue.edu/handouts/general/

Writing Strategies A Picture is Worth a Thousand Words lesson plan - http://www.readwritethink.org/lessons/lesson_view.asp?id=116 Read-Write-Think Story Map http://www.readwritethink.org/student_mat/student_material.asp?id=8 Read-Write-Think Student Materials http://readwritethink.org/student_mat/index.asp Inspiration Software Bubbl.us - http://bubbl.us/

A Picture is Worth a Thousand Words lesson plan - http://www.readwritethink.org/lessons/lesson_view.asp?id=116

Read-Write-Think Story Map

http://www.readwritethink.org/student_mat/student_material.asp?id=8

Read-Write-Think Student Materials

http://readwritethink.org/student_mat/index.asp

Inspiration Software

Bubbl.us - http://bubbl.us/

Collaborative Writing Developing instructional arrangements where students work together to plan, draft, revise, and edit their writing. Goal: show a strong impact on improving the quality of students’ writing Collaborative groups draw upon the strengths of all their members. Although one student may be stronger in critical thinking skills, another may excel in organizing. By working in groups, students learn from each other while they complete assigned tasks.

Developing instructional arrangements where students work together to plan, draft, revise, and edit their writing.

Goal: show a strong impact on improving the quality of students’ writing

Collaborative groups draw upon the strengths of all their members. Although one student may be stronger in critical thinking skills, another may excel in organizing. By working in groups, students learn from each other while they complete assigned tasks.

Collaborative Writing Workplace activities involve project teams Students can take advantage of group members for built-in peer review Collaborative writing assignments usually entail much less grading time for the instructor Not all writing assignments can be converted from individual writing tasks to group writing tasks, nor should they all.

Workplace activities involve project teams

Students can take advantage of group members for built-in peer review

Collaborative writing assignments usually entail much less grading time for the instructor

Not all writing assignments can be converted from individual writing tasks to group writing tasks, nor should they all.

Collaborative Writing Bubbl.us - http://bubbl.us/ Google docs – http://docs.google.com Wikis - http://pbwiki.com/edu.html http://gacsosteenclass.pbwiki.com/ http://technoteach.pbwiki.com/Technology's+Role+with+Supporting+Effective+Writing+Instruction Blogs – http://classblogmeister.com/index.php http://classblogmeister.com/blog.php?blogger_id=17192 Microsoft Word

Bubbl.us - http://bubbl.us/

Google docs – http://docs.google.com

Wikis - http://pbwiki.com/edu.html

http://gacsosteenclass.pbwiki.com/

http://technoteach.pbwiki.com/Technology's+Role+with+Supporting+Effective+Writing+Instruction

Blogs – http://classblogmeister.com/index.php

http://classblogmeister.com/blog.php?blogger_id=17192

Microsoft Word

Specific Product Goals Identifying the purpose of an assignment Identifying characteristics of the final product Writing with the final product in mind Identifying student goals for writing so as to impact writing quality Use of rubrics Use of exemplars Have students answer – when will we know when quality has been achieved?

Identifying the purpose of an assignment

Identifying characteristics of the final product

Writing with the final product in mind

Identifying student goals for writing so as to impact writing quality

Use of rubrics

Use of exemplars

Have students answer – when will we know when quality has been achieved?

Specific Product Goals Rubrics http://www.teach-nology.com/web_tools/rubrics/ Writing checklist - http://4teachers.org/projectbased/58wrt.shtml Rubistar – http://rubistar.4teachers.org/index.php English Zone - http://www.english-zone.com/teach/writing01.html Reflective writing – blog http://edweb.sdsu.edu/courses/edtec296/assignments/blog_rubric.html

Rubrics

http://www.teach-nology.com/web_tools/rubrics/

Writing checklist - http://4teachers.org/projectbased/58wrt.shtml

Rubistar – http://rubistar.4teachers.org/index.php

English Zone - http://www.english-zone.com/teach/writing01.html

Reflective writing – blog

http://edweb.sdsu.edu/courses/edtec296/assignments/blog_rubric.html

Word Processing File formats – be careful Word 2003 - .doc Word 2007 - .docx File—Save As Word 97-2003 file type File storage Track changes

File formats – be careful

Word 2003 - .doc

Word 2007 - .docx

File—Save As

Word 97-2003 file type

File storage

Track changes

Prewriting Gathering information Reading Developing a visual representation of their ideas Discuss ideas Organize ideas Inspiration Read/write/think Bubbl.us Online graphic organizers: http://www.teachervision.fen.com/graphic-organizers/printable/6293.html?wtlA

Gathering information

Reading

Developing a visual representation of their ideas

Discuss ideas

Organize ideas

Inspiration

Read/write/think

Bubbl.us

Online graphic organizers: http://www.teachervision.fen.com/graphic-organizers/printable/6293.html?wtlA

Inquiry Activities Think  Write  Share http://www.mciu.org/mciu23/cwp/view.asp?A=620&Q=429397 Cosmic Oranges: Observation and Inquiry Through Descriptive Writing and Art http://www.readwritethink.org/lessons/lesson_view.asp?id=60

Think  Write  Share

http://www.mciu.org/mciu23/cwp/view.asp?A=620&Q=429397

Cosmic Oranges: Observation and Inquiry Through Descriptive Writing and Art

http://www.readwritethink.org/lessons/lesson_view.asp?id=60

Process Writing Approach writing is the result of a very complex, highly individualized process

writing is the result of a very complex, highly individualized process

Process Writing Approach Authentic audience When the audience is not real and the communication not authentic, the writing is often weak. National Writing Project report - http://www.writingproject.org/pub/nwpr/voice/2001no2/peterson.html Blogs Wikis Publish – consider non-traditional ways to publish writing

Authentic audience

When the audience is not real and the communication not authentic, the writing is often weak.

National Writing Project report - http://www.writingproject.org/pub/nwpr/voice/2001no2/peterson.html

Blogs

Wikis

Publish – consider non-traditional ways to publish writing

Digital Storytelling Project

Responses to Reading

Writing for Content Area Learning Short Impromptu Informal Help students think through key concepts or ideas presented Summarize and respond to readings Summarize key points from prior class Pose problems based on class material Source: http://wac.colostate.edu/intro/pop2d.cfm

Short

Impromptu

Informal

Help students think through key concepts or ideas presented

Summarize and respond to readings

Summarize key points from prior class

Pose problems based on class material

Source: http://wac.colostate.edu/intro/pop2d.cfm

Writing for Content Area Learning Clarify unclear points in reading or class Plan writing or speaking projects Discover potential audiences Practice format for paper/projects Record observations over time Define key terms Record round-robin comments for inductive learning Organize group-response sheets Source: http://wac.colostate.edu/intro/pop2d.cfm

Clarify unclear points in reading or class

Plan writing or speaking projects

Discover potential audiences

Practice format for paper/projects

Record observations over time

Define key terms

Record round-robin comments for inductive learning

Organize group-response sheets

Source: http://wac.colostate.edu/intro/pop2d.cfm

A modern-day writing assignment?

Other Resources Writing: Instructional Philosophy and Teaching Suggestions http://www.sasked.gov.sk.ca/docs/mla/write.html Write Next report: http://www.all4ed.org/publications/WritingNext/WritingNext.pdf

Writing: Instructional Philosophy and Teaching Suggestions

http://www.sasked.gov.sk.ca/docs/mla/write.html

Write Next report:

http://www.all4ed.org/publications/WritingNext/WritingNext.pdf

Contact Information Julia Osteen – Greater Atlanta Christian School [email_address] http://greateratlantachristian.org 770-243-2285 Slide presentation can be downloaded from slide share:

Julia Osteen – Greater Atlanta Christian School

[email_address]

http://greateratlantachristian.org

770-243-2285

Slide presentation can be downloaded from slide share: