PDF Because Writing Matters: Improving Student Writing in Our Schools by Carl Nagin no registration prewiew reading read format

Book description

Book description
ch. 1: Writing has to be learned in school very much the same way that it is practiced out of school. This means that the writer has a reason to write, an intended audience, and control of subject and form. It also means that composing is staged across various phases of rumination, investigation, consultation with others, drafting, feedback, revision, and perfecting....all students can learn to write and that writing is the most visible expression not only of what their students know but also of how well they have learned it.Many state writing assessments run the risk of undercutting good writing by scoring only for focus, organization, style and mechanics without once asking judges to consider whether the writing is powerful, memorable, provacative, or moving (all impact-related criteria, and all at the heart of why people read what others write.A key element in such systemic change is finding a core group of teachers who write and are enthusiastic about teaching it.ch. 2:...the most significant measure of accomplished prose was rooted in a nineteenth-century model of language development and a pedagogy of memorization and skill drills. It also assumed that reading should be taught before writing and that instruction in the latter should focus on extrinisic (linguistic and stylistic) conventions of writing and eradication of errors.Researchers have long questioned the assumption that instruction in grammar, usage, and punctuation by itself will yield better writing.The cycles and recycles through subprocesses that can be described this way: 1. Planning (generating ideas, setting goals, and organizing)2. Translating (turning plans into written language)3. Reviewing (evaluating and revising)The Reading-Writing Connection:1. Readers and writers use the same intellectual strategies.2. The reading and writing processes are similar.3. Children use many of the same skills in both reading and writing.The strategies that are part of learning to write, such as peer editing and authors chair, also help kids with reading...When I do a peer editing, Im asking questions like, ;OK, what was it you really wanted to say? and How well did you say it? and How could I help you say it better? And these are exactly the kind of questions we are trying to promote in critical reading: getting to the author, trying to understand the authors intentions and motives. Why in heavens name would someone say this? And why would they say it in the way they did?ch. 3:While there were no relationships with student scores at grade 4, students at grades 8 and 12 who reported being asked to write more than one draft...had higher average scores than their peers who were not asked to do so.Students who reported engaging in frequent writing of long answers weekly or monthly had higher average scores than students who reported doing so only once or twice a year or less.An effective assignment does more than ask students to write about what they have read or experienced. It engages students in a series of cognitive processes, such as reflection, analysis, and synthesis, so that they are required to transform the information from the reading material or other sources in order to complete the writing assignment.A typical 8th grade assignment asks students to write to the teacher explaining how to open a shcool locker. But the student knows that the teacher already knows how to do it. A more effective approach might ask students to identify an area of expertise (tying a fishing fly or collecting baseball cards) not shared by the reader and then explain something to that audience on the basis of the writers unique experience, knowledge and perspective. ch. 4:7 principles for systemic change:1. Its about instruction....and only about instruction.2. Instructional change is a long, multi-stage process.3. Shared expertise is the driver of instructional change.4. Focus on system-wide improvement.5. Good ideas come from talented people working together.6. Set clear expectations, then decentralize.7. Collegiality, caring and respect....teacher qualifications account for 40 percent of the difference in overall student performance and that teacher quality is more powerful than a students socioeconomic background in student learning.Effective Prof. Development:-a professional development lab,-instructional consulting services, -intervisitation and peer networks, -institute opportunitiesch. 5:State curriculum documents and assessments are carrying a new message: writing should no longer be the silent R of learning, or the poor cousin of reading. The standards movement has helped to focus attention on writing in all disciplines and to push for consistency within standards, assessment and rubrics.To know how well students are doing, teachers and administrators should use or consider-extended writing samples, -writing in mulitiple genres, -valid rubrics, -writing over time, across genres and content areas, and -student participation in developing assessment. Self-assessment of strengths and weaknesses, strategies used to improve writing, and their progress and goals for writing can be used to demonstrate their learning...they should be asked periodically to reflect on their writing strategies as well as their goals and progress.Provide Vision and Leadership:1. Devise long-term plans for improving wirting and communicating them to the entire school community.2. Craft policy statements addressed to staff and parents that articulate a rationale for why writing matters and whyimproving it should be a focus of the entire school community.3. Assess the status of writing and of teaching it in the individual school.4. Enlist teacher leaders as advocates for improving the teaching of writing in all classrooms.5. Commit time and provide the necessary resources, such as professional development, research materials, and workshops for teachers to develop as writers and learn about research-proven classroom strategies.6. Build creative administrative structures that support change and have broad support and buy-in from the school community.7. Find practical solutions to such problems as scheduling and funding.Conduct a Districtwide or Schoolwide Writing Survey:Collecting Samples of student writing and teachers assignments within and across grade levels generates indispensable data for assessing the state of writing in a given district or school and for focusing attention on specific curricular needs. Samples of distinct genres and types of writing (narrative, persuasive, analytical, personal, and so on) from diverse subject areas should be discussed and evaluated by faculty to help identify standards and common expectations. The survey should address such questions as:-who is actually teaching writing?-how many faculty and staff members enjoy writing and spend time doing it?-how much and what kind of writing is done in the classroom? outside the classroom?-do teachers and staff have consistent expectations for good writing?-do teachers share a common understanding of how students develop as writers and how wrtiing can be a tool for learning in all disciplines?-do students have the opportunity to choose what they write about?-how many hrs. per wk. are devoted to teaching writing in each subject area?-do teachers discuss writing as process with students?-are studetns asked to do extended writing assignments, or are they simply filling in the blanks?-do they have opportunities to revise?-are students exposed to distinct genres and types of writing tasks?-how and when do teachers respond to student writing (grades. comments, conferences and so forth)?-do teachers model wrtiing or write with students?-are students encouraged to take risks in their writing?-what inquiry strategies are being taught, and how are they embedded in writing assignments?-do students have opportunities to reflect on their progress and goals as writers?-how are students evaluated in writing, and how well do they perform?When Writing is Assigned vs. TaughtWRITING TAUGHT:1. Tchr encourages students to draw on prior knowledge and interests in their writing as a way to engage their thinking in authentic learning tasks.2. Audience and purpose for papers are specifically identified in assignments.3. Students know they are writing for authentic communicative purposes.4. Students have opportunities to generate and develop topics that matter to them.5. Students are asked to assess the scope or the purpose in terms of time available and word limits appropriate for writing task.6. Students are encouraged to review and revise the first draft.7. Teacher comments stress the positive and are constructive about the negative aspects.8. Suggestions for improvement in style, format, and organization of thought are made.9. Some errors are corrected for a specific assignment. Others are dealt with in conferences, minilessons, or peer-editing sessions.10. Most of a teachers time is spent in class teaching writing skills and inquiry strategies.11. Teachers encourage self-evaluation and group evaluation of the papers.12. Students know why they earn a grade.13. Students are taught how to handle distinct rhetorical elements appropriate to diverse writing genres whose length mayvary according to the purpose of the assignment.14. Students are taught strategies to assess the veracity of claims, the relevance of evidence, and the plausibility of inferences, and to apply these strategies to what they read and write. 15. Assignments are designed with explicit steps to help students focus purpose, organize thoguhts, and develop ideas with specific inquiry strategies.16. Students reflect on significant growth, or lack of it, in specific writing skills. 17. Students are given writing models and assignments that guide them in how to develop their thinking and harness their imagination.18. Students are encouraged to revise, edit, and improve-and to correct drafts and then resubmit.19. Students are motivated to think aobut what they write through brainstorming, freewriting, role playing, discussion, or other prewriting activiites. 20. Students are encouraged to analyze and develop their own style and voice.21. Students and teachers are excited about what students write and make efforts to display and publish it.
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