1. W R I T I N G M A T T E R S A workshop of the Hoosier Writing Project a site of the National Writing Project at IUPUI Herb Budden, Co-director

2. Goals Understanding and Applying WAC

3. Things to remember: You are probably already doing WAC! You are probably already doing WAC! If it makes teaching harder, you’re doing it wrong If it makes teaching harder, you’re doing it wrong Student achievement will improve using writing across the curriculum Student achievement will improve using writing across the curriculum

4. Why Writing Across the Curriculum (WAC)? Faculty in all disciplines find that when students write in their classes, they learn material and improve their thinking about ideas in the courses. Faculty in all disciplines find that when students write in their classes, they learn material and improve their thinking about ideas in the courses. Writing assigned across the curriculum helps students prepare for the typical communicative tasks they'll face on the job, no matter what the job is. Writing assigned across the curriculum helps students prepare for the typical communicative tasks they'll face on the job, no matter what the job is.

5. Can writing enhance m e n t a l p o w e r? If students are encouraged to try a variety of thought processes in classes they will develop considerable mental power. Writing is one of the most effective ways to develop thinking. If students are encouraged to try a variety of thought processes in classes they will develop considerable mental power. Writing is one of the most effective ways to develop thinking.

6. What types of writing are best used across the curriculum? Writing across the curriculum has been implemented at a range of schools and universities. In those schools, writing assignments generally fall into two categories: Writing across the curriculum has been implemented at a range of schools and universities. In those schools, writing assignments generally fall into two categories:

7. Writing to Learn Writing to Learn Writing in the Disciplines Writing in the Disciplines

8. Do teachers have to be expert in grammar to assign writing? Not at all! In writing-to-learn tasks, the emphasis is upon the content, not the mechanics of the writing. Not at all! In writing-to-learn tasks, the emphasis is upon the content, not the mechanics of the writing.

9. The Writing Brain This is the part of the brain that every educator wants to activate. It is responsible for focus, reflection, decision- making, problem- solving, and most importantly the ability to be conscious of all of that activity. If a student really thinks and is aware of himself as a thinker, this section has been activated.

10. What do WTL & WID look like? Activity: Text Rendering the Activity: Text Rendering the Maxwell article Maxwell article Sentence Sentence Phrase Phrase Word Word

11. How are the levels of writing and WAC connected? WTL = Level 1 WTL = Level 1 WID = Levels 2 and 3, depending upon the assignment WID = Levels 2 and 3, depending upon the assignment

12. How much writing? Students should be writing EVERY day in EVERY class! B U T… 70% Level 1 20% Level 2 10% Level 3

13. Activity JIGSAW the document “Strategies for Using Writing as a Tool for Learning” Everyone will be in 2 groups based on your number, the first for Activity A, the second for Activity B

14. Activity “A” The task for this activity is to read and discuss your assigned section with your colleagues, make notes as needed on the provided organizer, and prepare to summarize what you have learned to others who have not read your section during the next activity.

15. Jigsaw Groups Activity A: Like numbers gather together 111111 111111 222222 222222 333333 333333 444444 444444 555555 555555 666666 666666

16. Activity “A” Assignments: Group #1 Items 1-8 Group #1 Items 1-8 Group #2 Items 9-16 Group #2 Items 9-16 Group #3 Items 17-24 Group #3 Items 17-24 Group #4 Items 25-32 Group #4 Items 25-32 Group #5 Items 33-40 Group #5 Items 33-40 Group #6 Items 41-48 Group #6 Items 41-48

17. Jigsaw Activity “B”: Unlike numbers gather: 1 2 3 4 5 6 1 2 3 4 5 6

18. Activity “B” The task for this activity is to summarize in round-robin order the assigned items for the rest of the group. As you are summarizing for the rest of the group, you may make value judgments on the strategies and say why or why not an individual strategy might be valuable. Take notes on provided organizer as you listen.

19. Activity “B” “WTL Strategies to Try” Organizer— fill out individually fill out individually each teacher needs to commit to trying at least 6 strategies. We will collect the sheets, but make copies to return to each teacher so they may have them for reference each teacher needs to commit to trying at least 6 strategies. We will collect the sheets, but make copies to return to each teacher so they may have them for reference We will follow up with surveys, interviews. We will follow up with surveys, interviews.

20. WTL The strategies are ALL Level 1, maybe Level 2 at most If you want to do LEVEL 3 in your subject, then the target (criteria for scoring) should be made explicit to students BEFORE they write!

21. Writing & Grading Remember the LEVELS of writing– Remember the LEVELS of writing– LEVEL 1- no scoring of content LEVEL 1- no scoring of content LEVEL 2- scored for content only LEVEL 2- scored for content only LEVEL 3- scored consistently and analytically by trait across faculty LEVEL 3- scored consistently and analytically by trait across faculty

22. What is Writing in the Disciplines? WID (LEVEL 3) assignments are typically, but not exclusively, formal papers prepared over a few days, weeks or even months.

23. What about writing conventions in my subject? The final papers should adhere to format and style guidelines typical of the subjects they are helping students learn about. The final papers should adhere to format and style guidelines typical of the subjects they are helping students learn about.

24. Remember: use the LEVELS to determine how to assess! Writing that is polished, requires revisions, and is not done ‘on demand’ is Level 3 writing and should be assessed using all or some of the 6 Traits— Writing that is polished, requires revisions, and is not done ‘on demand’ is Level 3 writing and should be assessed using all or some of the 6 Traits—

25. Polished writing (Level 3) needs Six Trait assessment! If you assign more polished pieces, especially those that adhere to conventions of your subject, then we suggest putting the burden of proofreading squarely where it belongs--on the writer, then use the 6 TRAITS assessment! If you assign more polished pieces, especially those that adhere to conventions of your subject, then we suggest putting the burden of proofreading squarely where it belongs--on the writer, then use the 6 TRAITS assessment!

26. All School Writing Assessment Results Gr 10 Fall 2003 % OF STUDENTS SCORING 3 OR HIGHER IN THE TRAITS % OF STUDENTS SCORING 3 OR HIGHER IN THE TRAITS (5 PT SCALE) (5 PT SCALE) I/C O V WC SF C 70 73 74 75 72 77

27. All School Writing Assessment Results Gr 10 Fall 2003 % OF STUDENTS SCORING 4 OR HIGHER IN THE TRAITS % OF STUDENTS SCORING 4 OR HIGHER IN THE TRAITS I/C O V WC SF C 30 33 18 27 27 47

28. Planning a School-Wide Writing Policy Meeting the Challenge to the Nation… …Advice from NCTE …Advice from NCTE

29. Why establish a writing policy? Schools with high levels of achievement in writing have systematically implemented productive teaching and learning practices. Schools with high levels of achievement in writing have systematically implemented productive teaching and learning practices.

30. What are the characteristics of such a policy? Administrators are committed to writing and lead by example Administrators are committed to writing and lead by example Teaching writing is integral to instruction in all subjects Teaching writing is integral to instruction in all subjects

31. Writing practices are based on current and effective research about writing Writing practices are based on current and effective research about writing Students are given time and multiple opportunities to write Students are given time and multiple opportunities to write Teachers consistently evaluate writing instruction Teachers consistently evaluate writing instruction

32. What practices do schools with effective writing policies follow? Allocate adequate time and resources to advance student learning by having students write everyday in every subject Allocate adequate time and resources to advance student learning by having students write everyday in every subject Help admin and teachers understand how to assess writing to enrich student learning Help admin and teachers understand how to assess writing to enrich student learning

33. Support teachers in gaining a sophisticated understanding of writing processes and in selecting appropriate strategies to advance every student as a writer Support teachers in gaining a sophisticated understanding of writing processes and in selecting appropriate strategies to advance every student as a writer

34. Provide insights and strategies to admin, families and community members to help them work together to advance student writing Provide insights and strategies to admin, families and community members to help them work together to advance student writing Commit to building a culture of writing over time that will sustain growth and achievement through a student’s academic career and beyond Commit to building a culture of writing over time that will sustain growth and achievement through a student’s academic career and beyond

35. How can you get your school started? Audit your instructional practices, support structures, and assessment procedures Audit your instructional practices, support structures, and assessment procedures Provide training for all staff Provide training for all staff

36. Evaluate the basis of your writing practices. Align them with best practices from research. Evaluate the basis of your writing practices. Align them with best practices from research. Allow time and opportunities for writing and responding to what is written. Allow time and opportunities for writing and responding to what is written.