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Writing in the Content Areas

Kyle Abbot, Abbye Cornfield, Traci DePasquale, and Ali Eaton

Why does writing matter?

Allows teachers to see how well a student understands the information

Many jobs require employees to writeWhile it is not explicitly tested for AYP,

skills are still necessary to obtain AYP

Who are the main researchers?

James Britton and Janet EmigIn the 1970s, they studied the benefits of

reading, writing, and thinking together.

What did they find?

Writing is tied to reading, speaking, and thinking.

Writing is learned holisticallyWriting is a processWriting is communication

Why else should content areas write?

Gives students the chance to hone their ability to “explore, develop, analyze and synthesize information to appropriately express and communicate their knowledge and understanding of a topic.”

(www.principalspartnership.com)

Why else should content areas write?

The more students practice “good” writing skills, the more they are able to take what they know, apply higher order thinking skills and understand what they know.

(www.principalspartnership.com)

What does this look like?

Using the skills that YOU, as a content teacher, have about your own writing discipline to teach your students.

Choosing a writing assignment that makes sense for your discipline

Demonstrating the skills in one content area can be utilized in several areas

Any helpful ideas?

Ask students to use higher order thinking in assignments

Give opportunities for students to write outside of school

Talk to your grade-level language arts teacher

Supply models of good writing and not so good writing

Resources!

http://wac.colostate.edu/books/selves_societies/

www.principalspartnership.comwww.visualthesaurus.comWriting in the Content Areas by Harvey

Daniels

Integrating Writing into Mathematics

Math and Writing Standards for 8th Grade

• 2.2.8 (Math) Computation and Estimationo A. Complete calculation by applying order of operation.o B. Add, subtract, multiply and divide different kinds and forms

of rational numbers including integers, decimal fractions, percents and proper and improper fractions.

• 2.3.8. (Math) Measurement and Estimationo A. Develop formulas and procedures for determining

measurements.• 2.8.8. (Math) Algebra and Functions

o A. Apply simple algebraic patterns to basic number theory and to spatial relations

• 1.5.8 (Writing) Quality of Writingo A. Write with a sharp, distinct focus.o F. Edit writing using the conventions of language.

Calculating the Area of a Rectangle

How to find the area of a rectangle:• The area of a rectangle can be found by

multiplying the base (length)times the height (width).

• If a rectangle has a base of length 6 inches and a height of 4 inches, its area is 6*4=24 square inches

Height:4 inches

Base: 6 inches

Calculating the Area of a Rectangle

• If a rectangle has a base of length 6 inches and a height of 4 inches, its area is 6*4=24 square inches

• “I multiplied 6 by 4 and my answer came out to 24. I then added the appropriate labels to the numbers.”

• Is there a way we can make these sentences better?

You Try It

• Find the area of a rectangle. The length is 8 inches and the width is 5 inches.

• After you find your answer, write down in sentence form exactly how to solved the problem.

Using Writing in Math

• Sentence structure• Transition words• Periods

Y=mx+b• 800 = 2x + 400• First, I subtracted 400 from both sides. 800-

400= 400. So now the problems reads, 2x=400. Next, I had to get the X alone on the left side. To do that, I had to dived by 2. The problem now reads x= 400

2Finally, I solved the problem which equals 200.

You Try it

• Solve the problem 900= 3x+ 600.• Please show your work and write the

steps you took to solve the problem.

Positives • Written output is a great way to assess student knowledge.

• Writing is the essential skill students need as they enter adult life.

• Helping students learn to express themselves with confidence in all subject areas can contribute to improvements in behavior and self-esteem.

• Students who write clearly, think clearly. And students who think clearly have a better chance of navigating their way through the obstacles of adolescence.

• Writing is power.

• Writing Across the Curriculum, Steve Peha– http://www.ttms.org/PDFs/06%20Writing%20Across%20the%20Curriculum%20v001%20(Full).pdf

Negatives• Not primary content area for teacher

• If focusing on writing, it takes away from the actual material from the content area being taught

Using Writing in Math• 4-point response contains an effective solution. It shows

complete understanding of the concept or task and thoroughly addresses the points relevant to the solution. It contains logical reasoning and valid conclusions, communicates effectively and clearly through writing and/or diagrams, and includes adequate and correct computations and/or set up when required. It may go beyond the requirements of the item.

• 3-point response contains minor flaws. Although it indicates an understanding of the concept or item, communicates adequately through writing and/or diagrams, and generally reaches reasonable conclusions, it contains minor flaws in reasoning and/or computation, or neglects to address some aspect of the item.

Rubric (Cont.)• 2-point response indicates gaps in understanding and/or

execution. It contains some combination of the following flaws: an incomplete understanding of the concept or item, failure to address some points relevant to the solution, faulty reasoning, weak conclusions, unclear communication in writing and/or diagrams, or a poor understanding of relevant mathematical procedures or concepts.

• 1-point response indicates some effort beyond restating the item or copying given data. It contains some combination of the following flaws: little understanding of the concept or item, failure to address most aspects of the item or solution, major flaws in reasoning that led to invalid conclusions, a definite lack of understanding of relevant mathematical procedures or concepts, or it omits a significant part of the item and solution or response.

• 0 is assigned if the response shows no understanding of the item or if the student fails to respond to the item.