strategic writing across the curriculum in grades 7-12 christine larocco international center for...
TRANSCRIPT
Strategic Writing Across the Curriculum in Grades 7-12
Christine LaRoccoInternational Center for
Leadership in [email protected]
National Commission on Writing for America's
Families, Schools, and Colleges
Survey says:
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.
Two-thirds of salaried employees in large American companies have some writing responsibility.
More than 40 percent of large corporations remediate salaried employees with writing deficiencies.
Survey of 400 business leaders:
72 percent responded that high school graduate entry-level workers are deficient in the basics of writing.
New Resource Kit: Strategic Writing Across the Curriculum in Grades 7-12
I. Strategic Writing in All Classes
Chapter 1 Why Write in All Classes? Chapter 2 What Is Writing to Learn? Chapter 3 Rigorous and Relevant Writing Chapter 4 Technical and Business Writing in
the Classroom
II. Writing in the Content Areas
Chapter 5 Writing in Language Arts Chapter 6 Writing in Math and Science Chapter 7 Writing in Social Studies,
Career/Tech. Ed
III. Strategies for Projects /Presentations
Chapter 8 Technology Applications in Writing and Research
Chapter 9 The Role of Writing in Project-Based Learning
Chapter 10 Writing for Presentations
IV. Writing Assessment
Chapter 11 Assessing Writing Across the Curriculum
Chapter 12 Tips for State Writing Examinations
Appendices
– Technical Writing Packet– Reading Strategies that Promote Writing – Successful School-Wide Programs– Workplace Document Examples
Two PartsIn every class, students should be involved in
• writing to learn • learning to write.
Writing Across the Curriculum:
Writing for Learning is
Different from Writing to
Demonstrate Learning
Writing to Learn helps build relationships, the third “R” between students and teacher.
Writing to Learn
Different from traditional writingDifferent goalsNo polished finished productFocused on higher order thinking, analyzing
and summarizing.
Writing to Learn
Journals and Learning Logs
Lab Logs and Notebooks
Quick Writes
Short Narratives
Summaries
Dialogues
Learning to Write
Essays
Opinion editorials
Technical writing: proposals, observation reports, incident reports, product descriptions, process explanations….
Lab reports
Journalistic writing
Writing for presentations
Peter Elbow
Students need “low stakes” writing to learn the content.
“The goal isn't so much good writing as coming to learn, understand, remember and figure out what you don't yet know.”
Elbow, P. (1994). Writing for learning--not just for demonstrating learning. University of Massachusetts,
Amherst, 1-4.
Writing in response to course content helps students:
Think independently Develop insight Explore thoughts and feelings Develop intellectual courage Reason logically Follow the thread of the lesson in their minds Visualize a concept and make it more
concrete by writing down their thoughts
Writing to Learn
Only in schools where writing is a school-wide program and is pursued daily will students have multiple and adequate opportunities to become proficient writers and thinkers.
Research on Writing to Learn
Student achievement on state assessments, exit exams, and other measurements greatly improves.
Students demonstrate growth in core academic learning and stretch learning.
North Central Regional Educational Laboratory
Most surprising:
Student comfort level in school increases, and students become more encouraged and optimistic about their future.
Examples of Writing to Learn
Journals and Learning LogsQuick Writes
Narratives
Summaries
Dialogues
Reader’s Logs Double Entry Journals
Math Prompts: Content and process
Describe square root. Describe the difference between parallel and
perpendicular. Tell everything you know about prime numbers Describe the difference between area and
perimeter. Write a word problem that involves measuring
square feet. Describe the key idea of today’s lesson.
General Science Writing Prompts
Describe something you have done that involved
science concepts.
What scientific concepts regarding the weather
do you wonder about?
What is the greatest scientific discovery in the
world, and why?
What scientific invention would you like to make
that would help the most people?
Social Studies Prompts:
• Why is it important that people have choices?
•What does interdependence mean among the peoples of the world?
•From what countries did people come to the U.S. during the 1800s?
• What is your definition of justice?
• What human rights should all people have?
• If you could start a non-profit foundation to make a difference, what issues would you support?
Language Arts Prompts
What is the author saying about society in general?
What does the title of the reading imply? How would I feel in this situation? What different effects do fiction and non-fiction
have on me? How does this topic apply to my world?
Double Entry Journal Prompts
comparisons to information learned earlier
associations with information from other courses
Related personal experience
effects of this information when applied in the world outside the classroom
Responding to Writing to Learn
Collect after several entries Check for Student Understanding Chance to “Listen” to Students Chance to “Connect” by Responding Judge Whether Lesson Needs Re-teaching Skim – Write Quick Note of Encouragement
Responding to Learning Log Entries:
“I remember when I felt that way about math.”
“Don’t worry, we’ll go over it again.”
“You missed a step right here.”
! ☺
Rough draft, editing, final copy
Introduction, body, conclusion
Learning to Write
Dr. Heidi Hayes Jacobs
From 4th Grade on, students write too many reports…
Reports are written at the comprehension level of Bloom’s Taxonomy….
Not So Many Reports…
So we must find other “products” that
incorporate analysis, synthesis,
evaluation, and higher order thinking
skills.
Look Outside the Schools
What kinds of writing occur after academia?
Hint:
Not comprehension level reports
Technical Writing Examples
Field Test Report
Incident report
Set of Instructions
Mechanism Description
Observation Report
Process Explanation
Product Comparison
Progress Report
Proposal, Action Plan
What schools teach:
Purposes for Writing:
Display mastery of knowledge, skills, format
Types of Writing: reports, essays, book reports, poetry, narratives research papers, letters
What the workplace requires:
Purposes for Writing:
Inform, persuade, clarify, soften the blow, explain, direct others, recommend, sell
Types of Writing: Brochures, letters, memos, proposals, surveys, ads, instructions, planning documents, messages, recommendations, personnel evaluations, news releases, etc.
Audience and Content are different:
Audience: Teacher, test grader
Content: Teachers assign the topicsReveal all the information researched
Audience: People with differing knowledge, needs, motivations, and uses for the information. Supervisors, clients, co-workers, general public
Content: Undefined or ill-defined problems (open-ended, relevant, “messy”)
Tell what the reader needs to know.
Four writing skills for transition from academia to workplace:
Writers need to complete whole, complex projects, the final product representing only one part of the whole.
Writers need to use collaboration as a resource, with individuals and with groups, to solve problems.
Writers need to adapt both text products and production processes for specific audiences and purposes.
Writers need to understand electronic tools and their role in shaping communication and social responsibility.
To simulate workplace writing, include:
1. Research on audience
2. Collaboration on design and content
3. Attention to budget and time constraints
4. Quality controls in editing: workplace writing must be 100% accurate.
5. Production of a visually informative, marketable text using available technology.
Fennick, Peters, and Guyon. “Solving Problems in 21st Century
Academic and Workplace Writing.” English Journal, March 1993.
Assignment: Social Studies
1. Students research recent magazine and newspaper articles on immigration to the United States.
2. Investigate the steps immigrants must take to become US citizens.
3. Write a report on the naturalization process. (research paper)
4. What must a person do to become a U. S. citizen? (essay question)
Take It Further: Add Technical Writing
– Design a brochure for distribution to local immigrants outlining the steps they must take to become a citizen.
– Translate the brochure into the appropriate languages.
– Write an action plan for a half-day workshop about changes in the immigration regulations.
Technical Writing Examples
Field Test Report
Incident report
Set of Instructions
Mechanism Description
Observation Report
Process Explanation
Product Comparison
Progress Report
Proposal, Action Plan
Academic Workplace Writing
Descriptive Writing Job DescriptionIncident Report Resume Process Explanation
Narrative Writing Observation Report Progress Report
Cause & EffectProduct Field Test Report
Academic Workplace
Analysis Performance EvaluationFeasibility Report
Comparison/ Product Comparison
Contrast Feasibility Report
Persuasive Essay Proposal
Action Plan
Advantages of Technical Writing
Prescriptive Writing—there’s a “recipe”
Must Apply the Highest Standards—Business English
Shorter—Easier to Grade
Only two grades:“A”
“NY” (not yet)
Technical Writing
Analyze: Identify the Audience
Who is the audience? What does the audience already know? What background do they have?
Education, culture, experience? What must this person do, once he/she
receives the information?
Project Based Learning:
Add Technical Writing at
Each Phase
At the Start:
Formal ProposalOverall Concept
Estimated Budget
Timeline
Estimated Date of Completion
Sketches
Work in Progress:
Progress Report outlining:– Original Goals– Attained Goals– Remaining Goals– Projected Completion Date
(adjusted)
After the Project:
Process explanation
Product Description
Set of Detailed Technical Instructions
Take Assignments One Step Further
Typical Assignment:
1. Students research recent magazine and newspaper articles on immigration to the United States.
2. Investigate the steps immigrants must take to become US citizens.
3. Write a report on the naturalization process. (research paper)
4. What must a person do to become a U. S. citizen? (essay question)
Take It Further: Add Technical Writing
– Design a brochure for distribution to local immigrants outlining the steps they must take to become a citizen.
– Translate the brochure into the appropriate languages.
– Write an action plan for a half-day workshop about changes in the immigration regulations.
Designing a D-Quadrant lesson
Example: Biology or Health Class
Students have completed a unit on the Auditory System.
Role, Audience, Format, Topic
Assign students a real-world role.Workplace, Citizen in Community
Give them a problem (or topic) to tackle.
Determine the audience.
What will the product (format) be?
Biology– Auditory System
Role:
You are a health care intern for a
pediatrician who works with
young families.
Topic:
Because so many children contract ear
infections, the doctor wants you to
develop a handout to explain the
problem, the cause, the typical
location of the infection, treatment
options, and prevention.
RAFT
Role: Health care intern
Audience: Parents of young children
Format: Brochure or flyer
Topic: Ear infection, auditory system, treatment options, prevention.
Why Brochures?
Calls for higher order thinking Students work in groups. Nobody works too hard. Each learner is assigned a panel. 6 panels -- 5 students (Cover--together) Learners must condense what they
know.
Integrated Lesson:
High School in Indiana
1. English Class Wrote the Brochure Text
2. Spanish II Translated the Brochures
3. Technology Designed the Brochures
MMuujjeerreess
CCaammbbiiaannddoo ssuu
nnoommbbrree
UD. NECESITA CAMBIAR SU NOMBRE AL . . .
Trabajo
Banco
Palacio de justicia
Representante de seguro (registro publicado)
Seguridad social
Licencia de conducir
Publicado por
North Daviess High School
RR1 Box 110
Elnora, IN
47529
¿UDS. SE
CASAN?
Clerk Circuit Court
Courthouse P.O. Box 739
Washington, IN 47501 3er Piso
Número de teléfono (812) 254-8664 lunes-viernes Horas: 8h-16h
UDS. NECESITAN
18 Años
prueba de edad
17 Años
prueba de edad
declaración de consentimiento de padres
16 Años
prueba de edad
declaración de consentimiento de los padres
declaración de consentimiento del juez
EXAMEN DE SANGRE
Uds. no necesitan examen de sangre.
Todas las mujeres necesitan dar prueba de una vacunación de rubéola
Todas las mujeres necesitan llenar hojas
Licencia de casamiento $18
SOLICITANTE
Nombre - - Name
Nombre de pila - - Middle name
Apellido de Padre - - Last name
Fecha de nacimiento: Birth date
Mes - - Month
Día - - Day
Año - - Year
Lugar de nacimiento - - Birth place
Dirección - - Address
Ciudad - - City
Estado - - State
País - - Country
Ideas for Complex Tasks
– Create a city-wide program and write an action plan for...– Design a brochure– Design a performance review form– Develop a proposal– Write a letter of recommendation– Design and conduct a survey– Prepare a multimedia presentation– Write an observation report– Write customer service guidelines– Conduct interviews of community leaders and write a...– Write a feature article for the local paper– Design a newsletter
Incident Reports
Used by:
Insurance companies, sheriffs’ offices, schools, businesses.
Why so serious?
Legal document, used in court
Incident Reports
Obtain an authentic incident report:
Phone the Public Information Officer in the Sheriff’s Department.
Explain how you will use it.
State Writing Exams
How does technical writing help
students prepare for the state
writing exams?
Oregon
Topic:
Your friend has very poor eating habits.
Convince your friend that a nutritious diet is important.
Same thinking skill as:
Persuasive Proposal
Delaware
Topic:
For a museum contest, write an essay identifying the invention you consider most notable and how it has impacted the world positively or negatively.
Same skills in a: Product Description Technical Definition Process Explanation Operation Manual Persuasive Proposal
Georgia
Topic:
Write an persuasive editorial that presents alternative solutions for reducing the amount of solid waste in your school environment.
Persuasive Proposal Marketing
Advertisement Observation Report Feasibility Report Training Materials
Lesson Plan: Magazines
Ask students to bring hobby magazines
(or teacher provides them)
Find and share articles that are examples of a
product description, a process explanation,
instructions, persuasive piece, product
comparison, etc.
