1. What is Writing across the Curriculum? Writing across the curriculum (WAC) is an approach that attempts to weave writing into ALL content areas and increase the frequency of student writing.Writing across the curriculum (WAC) is an approach that attempts to weave writing into ALL content areas and increase the frequency of student writing.

2. Two approaches 1.Learning to write: formal papers prepared over a few weeks or even months 2.Writing to learn: Short, impromptu, informal writing tasks that help students think through key concepts presented in class

3. RESEARCH Research indicates students need “substantial time devoted to writing and multiple opportunities to write across the school day” (Egawa 1998).Research indicates students need “substantial time devoted to writing and multiple opportunities to write across the school day” (Egawa 1998).

4. “Through writing, EVERY student has an opportunity to respond, to participate, to learn ACTIVELY rather than passively and to think independently” (Allen 1992).

5. “ Students learn by writing. Studies show that writing increases recall and understanding of information. When students organize their ideas through writing, the information makes more sense to them” (Fortescue 1994). “ Students learn by writing. Studies show that writing increases recall and understanding of information. When students organize their ideas through writing, the information makes more sense to them” (Fortescue 1994).

6. The National Commission on Writing confirms an “impressive positive correlation between the frequency of informative writing assessments and academic achievement in every subject area.” (2003)

7. Benefits to teachers Helps you: Monitor student progressMonitor student progress Gain a sense of student confusion about key ideasGain a sense of student confusion about key ideas See gaps in instruction and learningSee gaps in instruction and learning Pinpoint strengths and weaknessesPinpoint strengths and weaknesses Adjust instructionAdjust instruction

8. GOALS: PERRY LOCAL SCHOOLS 100% graduation for all students100% graduation for all students Prepare ALL students to be successful in post secondary education and/or the workforcePrepare ALL students to be successful in post secondary education and/or the workforce

9. What do college professors have to say ? College instructors estimate that 50 percent of college students are not adequately prepared to do college-level math or writing. (Achieve, Inc., 2005)College instructors estimate that 50 percent of college students are not adequately prepared to do college-level math or writing. (Achieve, Inc., 2005)

10. Nearly 70 percent of humanities and social science professors are dissatisfied with the quality of students’ writing. (Achieve, Inc., 2005)Nearly 70 percent of humanities and social science professors are dissatisfied with the quality of students’ writing. (Achieve, Inc., 2005)

11. Only 6 percent of professors say students are very well prepared in writing. (Achieve, Inc, 2005)Only 6 percent of professors say students are very well prepared in writing. (Achieve, Inc, 2005)

12. The two areas that instructors most wish high schools would do a better job preparing their students for are writing and mathematics. (Achieve, Inc. 2005)The two areas that instructors most wish high schools would do a better job preparing their students for are writing and mathematics. (Achieve, Inc. 2005)

13. What are employers saying? Writing is the essential skill students need as they enter adult life. Society is concerned with OUTPUT, what people can do with information once they have acquired it. Writing is OUTPUT. (Peha, 2003)Writing is the essential skill students need as they enter adult life. Society is concerned with OUTPUT, what people can do with information once they have acquired it. Writing is OUTPUT. (Peha, 2003)

14. The research indicates that the preparation gaps cut across a range of core skill and knowledge areas – most notably work habits, ability to read and understand complicated materials, and math, science and writing skills. (Achieve, Inc. 2005)The research indicates that the preparation gaps cut across a range of core skill and knowledge areas – most notably work habits, ability to read and understand complicated materials, and math, science and writing skills. (Achieve, Inc. 2005)

15. For those going into the workforce, the expectation is that they can write clearly for a variety of purposes…since communication skills are increasingly important in all areas of employment. (Vermont Business Roundtable, 1995)For those going into the workforce, the expectation is that they can write clearly for a variety of purposes…since communication skills are increasingly important in all areas of employment. (Vermont Business Roundtable, 1995)

16. In a 2002 survey of 251 employers, 73% reported that graduates’ writing skills were “poor” or “fair”. (Public Agenda, 2002)In a 2002 survey of 251 employers, 73% reported that graduates’ writing skills were “poor” or “fair”. (Public Agenda, 2002)

17. Whose responsibility? When content area teachers incorporate writing in all areas of the curriculum…students benefit in three ways:When content area teachers incorporate writing in all areas of the curriculum…students benefit in three ways:

18. 1)Students have a resource for better understanding content 2)Students practice a technique which aids retention 3)Students begin to write better. (Walker, 1988; Kurfiss, 1985)

19. “Content teachers, your responsibility is two-fold: to teach skills unique to the subject matter and to teach students how to use reading and writing to learn subject matter content” (2003, 3).“Content teachers, your responsibility is two-fold: to teach skills unique to the subject matter and to teach students how to use reading and writing to learn subject matter content” (2003, 3). You undoubtedly already implement WAC to some degreeYou undoubtedly already implement WAC to some degree

20. The Question is: How can you using writing in your classroom more INTENTIONALLY?

21. Discussion starters for your study groups WHEN is it best to use these strategies in a class period?WHEN is it best to use these strategies in a class period? WHAT types of writing activities will work best in our content area?WHAT types of writing activities will work best in our content area? WHAT will students write on?WHAT will students write on?

22. HOW will we grade or provide feedback?HOW will we grade or provide feedback? HOW will we use the writing?HOW will we use the writing? HOW do we manage the paperwork?HOW do we manage the paperwork?

23. HOW do we keep this SIMPLE and ONGOINGONGOING INTENTIONALINTENTIONAL BENEFICIALBENEFICIAL MANAGABLEMANAGABLE

24. The goal of instruction should be “to help students learn content while developing the literacy and thinking skills necessary to become independent, lifelong learners” (Stephens and brown, 2000, 2).