Writing – Are we doing the write stuff?

Williamsport High School Professional Development

December 2010

Most students don’t have models for writing at home.

Why is it important for students to write?

How much should they write? How often? About what?

For your consideration…

What are your concerns about students’ writing…

What are we doing right, to encourage them to be writers?

What are we doing wrong, that inhibits their development as writers?

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What does writing look like in your classroom?

What do students write about?

When do they write/how often?

How do they write?

Who reads it?

Students need…◦Opportunities to write in many environments – the more they write the better they learn, they need 9-12 opportunities/day – this is more important than length of writing!

◦Need to compose with paper/pencil – composing at a keyboard is a separate skill

◦A purpose beyond a grade – by grade 9, both boys and girls have a negative attitude about writing

◦ Choice in topic and form

◦ Opportunities to experiment with voice and audience (RAFT)

◦ Consistent structure or framework – see it, say it, write it

◦ Appropriate, contextual instruction

◦ Purposeful feedback (within 1-2 days)

◦ They must make the revisions – we must resist overgrading!

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Some Interesting Facts Less than 2% of HS students will major in

English in college.

Less than 1% of HS students will enroll in journalism or professional writing related majors in college.

Elmore and Abelman, “When Opportunity Knocks…” CPRE, 1999.

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Some Interesting Facts Writing is identified as #2 on the list of

academic predictors for college success.

Professors cite the lack of habit, voice, passion, and completeness as the most pronounced deficiencies in college freshmen.

Higher Education Research Institute, “Report on Academic Readiness,” 2008

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Some Interesting Facts Writing skills are identified as a core

requirement of more than 95% of the 25 top paying jobs in America.

Writing skills are identified as a core component of 75% of the top job opportunities for HS graduates entering the job market .

Sauter, “High Skills, High Pay…” ACT Information Brief, 2007

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What Stands Out for You? What are the implications of this research

for high school educators?

Does this challenge any long-held beliefs?

Please discuss.

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Why is Writing So Important? Promotes critical thinking skills

Promotes learning: ◦ Connections to prior knowledge◦ Comprehension◦ Deeper understanding◦ Retention

Promotes vocabulary development

Promotes effective communication skills

Promotes effective assessment – “a window to learning”

Brown, Collins, Duguids, The Culture of Learning, 1999

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What Will Make a Difference? Habit

Fluency

Authenticity

Variety

Focused Practice

Feedback

Writing Next, Carnegie Commission, 2007.

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Why The Collins Writing Program? Provides a structure consistent with the

recommendations of the Writing Next Report.

Consistent with NAEP’s recommendations regarding improving writing achievement:◦ Frequent, informal writing opportunities to think,

explore, and observe.◦ Frequent writing in all content areas.◦ Opportunities to write in a variety of formats.◦ Focused, consistent feedback.◦ Contextual teaching of writing skills.

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How Does Collins Do It? Structure: Five Types of Writing

◦ Type One: Capture Ideas

◦ Type Two: Writing to Learn

◦ Type Three: Focused Practice

◦ Type Four: Finished Product

◦ Type Five: Publishable Work

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How Does Collins Do It? Content: Creating Great Assignments

◦ Assignment◦ Writer’s Role◦ Audience◦ Purpose◦ Format◦ Focus Correction Areas (FCAs)◦ Process

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How Does Collins Do It? Consistency: Developing Focus Correction

Areas Vertical Articulation 12-K

Organization: Writing Folders

Type 1 –◦ Use to capture ideas◦ No right or wrong◦ No revision/one draft◦ Best if done 8 to 10 times a day◦ Accountable for length and staying on topic only◦ May need to be “timed”◦ Benefits:

Builds habit Uses language Rewards success

Collins’ Writing

Type 2◦ Purpose of writing to learn◦ Responses are an explanation that helps cement

understanding◦ Best if done 4 to 6 times per day◦ Accountable for content only◦ Usually are soft-timed◦ Evaluate with 4 point scale◦ Benefits:

Improves quality of learning while providing opportunities to write

They can self correct

Collins’ Writing

Type 3◦ Edit for FCAs – Focused Correction Areas◦ This type is the most authentic academic writing

experience◦ Best preparation for testing situations◦ Pick 3 FCAs at most and keep those until mastery

is evident◦ Model first and be prepared to differentiate◦ Can be done in class or for homework◦ Benefits:

Has the most impact on writing Requires less time on your part for grading

Collins’ Writing

Type 4 – Type 3 writing and has been read out loud and critiqued by another (2 drafts)

Type 5 – Publishable work based on multiple drafts; represents real-world standards

Collins’ 4 and 5

http://www.collinsed.com/cwp.htm

kathyyorks@hotmail.com

For more information…