ADOLESCENT WRITING: A COMPONENT OF THE 21 ST CENTURY DEFINITION OF LITERACY Presenter: Mary Stout ELA Program Manager Georgia Department of Education 1.

ADOLESCENT WRITING: A COMPONENT

OF THE 21ST CENTURY DEFINITIONOF LITERACY

Presenter: Mary StoutELA Program Manager

Georgia Department of Education

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SECTION ONE: BELIEFS AND STRATEGIES

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WE WILL LEAD THE NATION IN IMPROVING STUDENT ACHIEVEMENT.

THE NEED FOR WRITING

“If students are to make knowledge their own, they must struggle with the details, wrestle with the facts, and rework raw information and dimly understood concepts into language they can communicate to someone else. In short, if students are to learn, they must write.”

The National Commission on Writing

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

In addition, every school day 7,000 young people drop out of high school (Alliance for Excellent Education,2006), many of them because they lack the basic literacy skills to meet the growing demands of the high school curriculum (Kamil, 2003; Snow & Biancarosa, 2003).

Because the definition of literacy includes both reading and writing skills, poor writing proficiency should be recognized as an intrinsic part of this national literacy crisis.Source: Graham, S. & Perin, D. (2007). Writing Next: Effective strategies to improve writing of adolescents in middle and high schools. Alliance for Education. Carnegie Corporation of New York. 4


Activity 1: What do I believe as a writing teacher?

In Participant’s Guide, turn to pages 2-4.

Write 5 effective writing strategies for adolescent writers.

Write 5 beliefs about the teaching of writing.

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Activity 1: What do I believe as a writing teacher?

Write 5 things that you think writers do?

Describe a challenging writing assignment you gave your students.

Share with the group.

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Activity 2: What do other people say about writing?

Examine the effective strategies as identified in the 2007 Writing Next report.

Examine the beliefs about the Teaching of Writing from NCTE (2004).

PG pages 5-7, plus the vertically aligned standards.

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Activity 2: What do other people say about writing?

Examine what Tim Shanahan says all writers should do.

Examine what Georgia expects of high school writers.

PG pages 5-7, plus the vertically aligned standards.

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Why do students need to experience Why do students need to experience continued growth in writing?continued growth in writing?

"It has always been our belief that writing skills are essential for postsecondary success, and these points

show that the introduction of the SAT writing section is leading to tangible and valuable change in the

classroom," said Caperton. "Even though we're heading in the right direction, we must do a better job of

providing teachers with the time and tools they need to teach writing well.“

Source: Number and diversity of SAT® takers at all time-high new College Board survey shows increased focus on writing in high school. (2007). College Board Press Release.

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Why do students need to Why do students need to experience continued growth in experience continued growth in

writing?writing?Based on research from The National Commission on Writing

(2004),• People who cannot write and communicate clearly will not be

hired, and if already working, are unlikely to last long enough to be considered for promotion. Half of responding companies reported that they take writing into consideration when hiring professional employees and when making decisions about promotions.

• Two-thirds of salaried employees in large American companies have some writing responsibility.

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Why do students need to Why do students need to experience continued growth in experience continued growth in

writing?writing?• Eighty percent or more of the companies in

the services and the finance, insurance, and real estate (FIRE) sectors, the corporations with greatest employment growth potential, assess writing during hiring.

• More than 40 percent of responding firms offer or require training for salaried employees with writing deficiencies.

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Is this new information?

“Competent writers do not simply generate sentences. They generate them after thinking about purposes, content, and so forth. . . . The point is that if the study of grammar and mechanics is brought to bear on the composing process at all, it is likely to influence only the most concrete levels, the planning and editing of specific sentences. But such study would have no effect on the higher-level processes of deciding on intentions and generating and organizing ideas. Yet, clearly these higher-level processes give rise to the content, organization, and flavor of individual sentences.”

• Source: The following comes from Research on Written Composition, by George Hillocks, Jr. (ERIC Clearinghouse on Reading and Communications Skills, 1986). This book surveys the research on writing and the teaching of writing from 1963 to the mid-80’s, summarizes it, analyzes it, draws inferences and conclusions from it.

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Is this new information?• “The writing of visualized sentences should

begin in the fifth month of the first term. The material for the work is to be taken from review reading matter, either directly or in rearrangement.”

• “The writing of dictated sentences is to begin in the middle of the first year, second half. The material is to be taken from review reading matter.”

Source: Burchill, G. & Ettinger, W. (1909). Plan of work for the progressive road to reading. Boston.

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Morning Break

• Please return in 15 minutes.

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THE READING AND WRITING CONNECTION

The Key to Making Writing Relevant

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• Children appear to be more likely to derive learning benefits across reading and writing when they understand that a connection exists.

• Reading is the receptive side of knowledge, while writing is the productive side. Thus, reading and writing are reciprocal processes.

• Writing skill is a predictor of academic success along with reading comprehension.

Reading Research in Action, 2008

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Strategies for integrating reading and writing across the curriculum

• “Effective teachers will recognize where their students are in reading and writing development and will tailor instruction accordingly.”

• ~Louisa C. Moats

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Reading + Writing = Literacy

• Each skill contributes to the other.• Both skills enhance engagement and reasoning.• Reading and writing involve using knowledge of

language structure, including word structure, and text structure (syntax and style).

~Reading Research in Action, 2008.

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Traits of proficient readers

• Make connections• Self-question• Visualize• Determine importance• Make inference• Synthesize• Monitor comprehension

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How do the reading traits translate to writing?

1. Make connections

2. Self-question

3. Visualize

4. Determine importance

1. Connect to topic/thesis

2. Writing process/organization

drafts3. Create a picture/plan

4. Must determine the evidence/supporting details

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How do the reading traits translate to writing?

5. Make inference

6. Synthesize

7. Monitor comprehension

5. Audience, readers’ concerns, counter-arguments

6. Research/include/create

7. Diction, syntax, cohesiveness

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Less Effective Introductions Dictionary Introductions—not a particularly

authoritative work—(formulaic)

Introduction space fillers—vague statements that are circular—(formulaic)

Mere restatement of the prompt—(formulaic)

Broad sweeping statements-too general in nature—(formulaic)

“The Book Report” introduction—(formulaic)www.unc.edu/depts/wcweb

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Writing an Effective Conclusion

Strategies to Avoid• Beginning with unnecessary,

overused phrase (in conclusion, etc.)

• Stating thesis for the very first time

• Introducing a new idea• Ending with a rephrased thesis

statement• Making sentimental appeals• Including evidence that should be

in the bodywww.unc.edu/depts/wcweb

Strategies for Effective Conclusion• Peer question: “So What?” or

“Why should anybody care?”• Key words/parallel concepts from

introduction• Synthesize, not summarize• Provocative insight/quotation• Propose a course of action,

solution to an issue, questions for further study

• Point to broader implication

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Studying Good Content Specific Writing

• Analyze a story’s Hooks and Tails (beginnings and endings) to call attention to a variety of effective techniques used by professional writers (see handouts).

• Study the author’s craft by looking at how he or she formulates the BODY of information or argument, too.

• Ask students to identify TAP for everything they read.

• Ask students to identify organizational pattern.

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Activity 3: Strategy 1: “Hooks and Tails”

• Participate in a “Hooks and Tails” model in the Participant’s Guide (pages 8-9).

• Explore a “Hooks and Tails” lesson plan that you can use in your classroom. Discuss with a peer how you can use this. PG (pages 10-13)

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Activity 4: Strategy 1: “Hooks and Tails”

• Take your text and create three models for your classroom. (Always remember to connect to the standards.)

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Accountability Piece

• Include in your portfolio a sample of a “hooks and tails” activity.

• Be sure to identify the standards and elements.

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Lunch Break


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Evidence: The Key to Success in Writing

• Know what type of evidence is needed for the assignment (Relevance)

• Know the difference between primary and secondary sources

• Be able to IDENTIFY, ANALYZE, AND CONNECT

• Read, read, read

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Activity 5: Strategy 2: Evidence Gathering

• Examine an annotated evidence paragraph in persuasive writing. (PG) page 14

• Examine the 4 model paragraphs. (PG) pages 15-16 (For Student)

• Annotate each paragraph and evaluate the types of evidence the writer used to prove his point. (For Student)

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Activity 6: Strategy 2: Evidence Gathering

• Create your own model annotation lesson.

• Choose an evidence paragraph from a reading in your text.

• Be sure to use the LOTS.

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Evidence Gathering Journals PG (Pages 17-22)

The importance of informational (nonfiction) reading

The importance of critically thinking about an issue

The importance of connecting reading and writing

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• Include evidence gathering student work in your writing portfolio.

• Be sure to identify the standards and elements.

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Reading for Understanding:Writing on Topic

Knowing the AudienceUnderstanding Purpose

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Understanding Prompts

• TAP (Topic, Audience, Purpose)• Give the students different prompts from

different sources and for different reasons.• Have the students mark the words or phrases

that indicate the following: (Be sure to explain implicit and explicit intentions.)

a. Topicb. Audiencec. Purpose

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Understanding Prompts

• Then have the students rewrite their prompts in their own words.

• Have students discuss their rewrites with each other (share/pair).

• As a teacher, check the students’ rewrites. This will quickly provide information on which students are misreading prompts.

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Activity 7: Create a model for student’s TAP activity (T=Topic; A=Audience; P=Purpose)

• Refer to pages 23-24 in the PG.• Step 1: Highlight the words or phrases that

help you identify and understand the topic.• Step 2: Underline the words or phrases that

help you identify the audience.• Step 3: Place a box around the words or

phrases that tell you the purpose.• Step 4: Rewrite the prompt in your own

words.37



• Create a sample lesson, or use the one provided in the Participant’s Guide (pages 25-28 ).

• Then have the students to choose one of the prompts, find two bodies of research evidence, and write according to the prompt. (may want to time the students on this writing: Standard that deals with research, as well as ELA9W4 (timed writings).

• Place their writing samples in your portfolio.

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Afternoon Break


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Ideas and ResourcesSample Lessons and Tools

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Implications about Writing

• Create assignments that build on students’ experiences and strengths.

• At the same time, make sure students are working to develop proficiency in school-based literacies.

Source: Northwest Regional Educational Laboratory (2004).

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• Be sure that directions and purposes of writing assignments are clear, (both to you and the students).

• Give students multiple opportunities to revise, receive targeted feedback, and continue to work on both content and style.

Source: Tim Shanahan (2004).

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• Provide students authentic contexts for writing that go beyond simply writing to the teacher for a grade.

• Provide students models, different strategies, and real world opportunities.

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Three Types of Writing for Every Classroom

• Writing-to-Learn

• Writing-to-Demonstrate Learning

• Authentic Writing

Source: Dick, Elizabeth. “Weekly Writing.” Literacy Across the Curriculum: Setting and Implementing Goals for Grades Six through 12. Guide #12. Atlanta: Southern Regional Education Boards (SREB), 77-99.

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Writing-to-Learn

• Journals• Learning logs• Writer’s Notebooks• Exit and Entry (Admit) Slips• Inquiry logs• Mathematics logs• Study guidesPG (page 29)

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Writing-to-Demonstrate Learning• Paragraphs• Essays• Essays and open-response questions• Lab reports• Research assignments• Creative tasks• On-demand writing (timed writing) • Project reports(PG page 30)

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Authentic Writing• Articles• Editorials• Letters to the editor• Speeches• Letters• Proposals• Reviews• Scripts• Business plans• How-to manuals• Memorandums

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Activity 8: Writing Activity (PG Page 32 )

• Using these examples as a springboard for your own ideas, develop one strategy from each of these three types of writing that would enhance one of your units of study.

• For example: Reader Response Journal Prompt, Timed Writing Essay question, Informational Brochure.

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Types of High School Writing: Many Cross Genres

Abstracts Explications Annotated Bibliographies

Advertisements Letters of Inquiry Literary Analyses

Proposals Concept Papers Research Essays/Papers

Emulation Pieces Summaries Literature Reviews

Press Releases Journals (Should be targeted with a clear purpose)

Application Essays

E-mail Communications Memorandums Essay Exams/Tests

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Types of High School Writing: Many Cross Genres

Scientific Research Reports Speeches Satire (Persuasive)

Definition Papers Synthesis Papers (Based on sources)

Editorials

Memoirs Scripts Short Stories/Narrative Tales

CVs/Resumes (for different purposes, audiences)

Timed Writings (Vary the time; grade as a rough draft)

Solution Papers (How to Solve a Problem)

Creative Writings (Children’s stories, poems, etc.)

Process Papers Study Guides/Reading Guides

Process Papers Essays (based on specific genres and guidelines)

Creative Writings

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Any Additional Types of Writings?

• Share with a peer what types of writings you have included in your units.

• Share with the entire group additional types of writings; the purpose of this activity is to continue adding to your list of writings! That way you can vary from year to year. Also, this will help teachers create a school writing plan.

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• Include a writing-to-learn piece in your portfolio.

• Include a writing-to-demonstrate piece in your portfolio.

• Include an authentic/real-world piece in your portfolio.

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Additional Lessons and Ideas

• Addendum in the Participant’s Guide includes some other ideas/resources you can use.

(PG pages 33-49)

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Website Resources

• http://www.collegeboard.com/student/testing/sat/about/sat/writing.html

• http://www.actstudent.org/writing/scores/

• http://readwritethink.org/

• http://www.klariti.com/technical-writing/index.shtml

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Edmund Morrison: Quotes about WritingLike stones, words are laborious and unforgiving, and the fitting of them together, like the fitting of stones, demands great patience and strength of purpose and particular skill.

Joseph Pulitzer: Quotes about WritingPut it before them briefly so they will read it, clearly so they will appreciate it, picturesquely so they will remember it, and above all, accurately so they will be guided by its light.

Mark Twain: Quotes on WritingThe difference between the right word and the almost right word is the difference between lightening and the lightening bug.

The National Commission on Writing in America’s Schools and Colleges:Writing today is not a frill for the few, but an essential skill for many.

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Contacts:• Mary Stout, ELA Program Manager,

[email protected]

• Kimberly Jeffcoat, ELA Program Specialist,[email protected]

• Malaika Jartu-White, Teacher on Assignment,[email protected]

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Sources • Burchill, G. & Ettinger, W. (1909). Plan of work for the progressive road to reading. Boston.

• College Board. (2004). Writing skills necessary for employment, says big business. The NationalCommission on Writing.

• Dick, Elizabeth. “Weekly Writing.” Literacy Across the Curriculum: Setting and Implementing Goals for Grades Six through 12. Guide #12. Atlanta: Southern Regional Education Boards (SREB), 77-99.

• Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing ofAdolescents in middle and high schools --- A report to Carnegie Corporation ofNew York. Washington, DC: Alliance for Excellent Education.

• Hillocks, G. (1986). Research on written composition. ERIC Clearinghouse on Reading and Communications Skills.

• McCardle, P., Chhabra, V. & Kapinus, B. (2008). Reading in action. Paul H. Brookes Publishing Co.

• The National Commission on Writing. (2008). Writing, technology and teens. Washington, D.C.

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Sources

• National Council of Teachers of English. (2008). Writing now: A policy research brief. [Electronic version]. Urbana, IL: National Council of Teachers of English.

• National Council of Teachers of English. NCTE Beliefs about the Teaching of Writing. Urbana: NCTE, Nov. 2004. Web.

• Northwest Regional Education Laboratory (2004).

• Number and diversity of SAT® takers at all time-high new College Board survey shows increased focus on writing in high school. College (2007). College Board Press Release.

• Shanahan, Tim. (2008). Ten things good writers do. Retrieved from http://www.shanahanonliteracy.com

• Sipe, R. (2009). Adolescent literacy at risk? Urbana, NCTE.

• www.unc.edu/depts/wcweb

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Thank you!

• Have a nice day!!

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ADOLESCENT WRITING: A COMPONENT OF THE 21 ST CENTURY DEFINITION OF LITERACY Presenter: Mary Stout ELA Program Manager Georgia Department of Education 1.

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