 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?

 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?

Ginotti/Yorks PIIC/PLN4  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!

Ginotti/Yorks PIIC/PLN7  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.

Ginotti/Yorks PIIC/PLN8  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

Ginotti/Yorks PIIC/PLN9  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

Ginotti/Yorks PIIC/PLN10  What are the implications of this research for high school educators?  Does this challenge any long-held beliefs? Please discuss.

Ginotti/Yorks PIIC/PLN 11  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

Ginotti/Yorks PIIC/PLN12  Habit  Fluency  Authenticity  Variety  Focused Practice  Feedback Writing Next, Carnegie Commission, 2007.

Ginotti/Yorks PIIC/PLN13  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.

Ginotti/Yorks PIIC/PLN14  Structure  Structure: Five Types of Writing Capture Ideas ◦ Type One: Capture Ideas Writing to Learn ◦ Type Two: Writing to Learn Focused Practice ◦ Type Three: Focused Practice Finished Product ◦ Type Four: Finished Product Publishable Work ◦ Type Five: Publishable Work

Ginotti/Yorks PIIC/PLN15  Content: Creating  Content: Creating Great Assignments ◦ Assignment ◦ Writer’s Role ◦ Audience ◦ Purpose ◦ Format ◦ Focus Correction Areas (FCAs) ◦ Process

Ginotti PIIC/PLN16  Consistency:  Consistency: Developing Focus Correction Areas Vertical Articulation 12-K  Organization:  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

 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

 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

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

 