1. Welcome to the Washtenaw Writing Collaborative
A pathway to the Common Core State Standards
College and Career Readiness Anchor Standards
for Literacy
in History/Social Studies, Science
and Technical Subjects
Welcome.
Introduce facilitators
How to navigate the building (bathrooms).
Look through binder with participants, show how to navigate the binder. Ask folks to take out a piece of loose-leaf paper (from the back). 1

2. Washtenaw Writing Collaborative
The Washtenaw Writing Collaborative is made up of high school teachers from across Washtenaw county dedicated to helping student writers in all content areas.
WWC was founded in the spring of 2010.
9:30-9:45
We met during the school year 7 times with a group of content area teachers from across Washtenaw County. As a group, we explored many of the questions we will be asking during this workshop
that address writing in the content areas. 2

3. WWC Mission Statement
As members of the Washtenaw Writing Collaborative, our mission is to understand writing in content areas in order to make explicit the processes and strategies needed to expand and improve student writing.
9:30-9:45
We met during the school year 7 times with a group of content area teachers from across Washtenaw County. As a group, we explored many of the questions we will be asking during this workshop
that address writing in the content areas. 3

4. Successful writers know that writing isn’t one thing:
Not all writing looks the same (There are so many genres: memoir vs. lab report vs. proof)
Not all writing for the same purpose looks the same (Persuasive writing could be an editorial or an advertisement or a college essay)
Not all writing of the same genre looks the same (McDonald’s menu vs. Chop House’s different menus for each course)
Writing process is flexible (Sometimes we start by brainstorming, other times we start right in and only write a single draft)
1:20-2:20 4Is plus writing menu items
(this slide is animated) 4

5. So what does this mean for teaching writing?
We have to teach writers to be flexible.
We have to teach writers to Mind the GAP (genre, audience, purpose).
We could never “cover” every genre every student will ever write in high school, in college, in life.
Instead, we have to teach the tools and habits of successful writers.
1:20-2:20 4Is plus writing menu items
(this slide is animated)
Let participants read the slide. 5

6. Four Sure Things Teachers Can Do to Improve Student Writing
Mind the GAP: genre, audience, purpose.
Use models and modeling.
Increase opportunities for students to write.
Give appropriate feedback.
9:30-9:45 Who we are
Four Sure Things
Mind the GAP: Story of Heather thinking about the metaphor of the Tube in London, pay attention to these--they will save your writing self from danger.
Models and Modeling: product as well as process
Increased opportunities: extended, variety
Feedback: we’re going to look at a variety of ways to give feedback.  Whole third day is devoted to this.

7. Overview of Washtenaw Writing Collaborative
Initial 3-day Training at the WISD:
What we do when we write
The practices of successful writers
How to help students attend to their metacognition and make thoughtful choices as writers
9:30-9:45
Who We Are
Teaching students to make thoughtful rather than impulsive choices.
Creating a culture of writers in our classrooms.
Show how to navigate binder. 7

8. Brags and Whines Writing to Learn Across the Disciplines
Experience WWC
Brags and Whines
Writing to Learn Across the Disciplines

9. Agritourism What do you know about this topic?
What comes to mind when you think of agritourism?
Write a brainstorm, list, web, or freewrite about everything you know-- or think you know--about agritourism.
Agritourism handout saved as
Agritourism Marble brag Pi whine.doc

10. Definition:
The practice of touring agricultural areas to see farms and often to participate in farm activities.

11. Agritourism Reading
Please read “How Agritourism Works” and talk to the text.
Be ready to discuss the reading.
Agritourism handout saved as
Agritourism Marble brag Pi whine.doc
Handout from

12. Brag OR Whine
Decide to either brag or whine about the topic of agritourism based on your reading, talking to the text notes, and information gained from discussion.
Be sure to use lots of facts in your piece in order to communicate accurate information about the topic.
Be ready to share your piece with the group.

13. Models and Modeling Look at these examples Marble brag Pi whine
Models handout saved as
Agritourism Marble brag Pi whine.doc

14. Variations
What could you see yourself adding or adjusting to make this work in your classroom?
In what context or unit can you see using this writing-to-learn strategy?

15. Metacognition What did we do? How did we do it?
How did it help your level of engagement and learning?

16. Connecting back to WWC Four Sure Things CCSS Anchor Standards for
Mind the Gap: Genre, audience, purpose
Use models and modeling
Increase opportunities for students to write
Give appropriate feedback
CCSS Anchor Standards for
Writing and Speaking & Listening
Literacy in History/Social Studies, Science and Technical Subjects