“Igniting a Writing Revolution”
Colville High School
March 22, 2013
"Writing is writing what you
cannot know before you have
written it."
- Hélène Cixous
http://gonzagateach.wikispaces.com/Writing+Revolution
Tentative Schedule
8:00 – 8:20 – Welcome and Introductions
8:20 – 9:15 – Classroom Writing Inventory
9:15 – 9:30 – Why write?
9:30 – 10:15 – Writing and the Common Core
10:15 – 10:30 – Break
10:30 – 11:00 – Ten High-Leverage, Low-Maintenance Writing Ideas
11:00 – 11:30 – Online Treasure Hunt
11:30 – 12:15 – Collaborative Conversations
12:15 – 12:45 – Whole group discussion
12:45 – 1:00 – Closure and Workshop Evaluation
What I hope to gain from my experience today:
Anny Fritzen Case - Gonzaga University - casea@gonzaga.edu
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Establishing a Common Language to Describe Types of Writing
1. Constructed Response
a. Definition:
b. Example:
2. Response to Literature
a. Definition:
b. Example:
3. Narratives
a. Definition:
b. Example:
4. Argumentative Writing
a. Definition:
b. Example:
5. Persuasive Writing
a. Definition:
b. Example:
6. Informative/Explanatory
a. Definition:
b. Example:
7. Self-Generated
a. Definition:
b. Example:
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Writing Inventory
Teacher: _____________________
Constructed
Response
Item
#1
Subject: __________________
Response to
Literature
Narrative
Grade: _________ Date: __________
Argumentative/
Persuasive
Informative/
Explanatory
Text
Self-Generated
Other
Assignment
Title
Description
#2
Assignment
Title
Description
#3
Assignment
Title
Description
Adapted from Bickmore, D. L., Bickmore, S. T., and Dowell, M. (January, 2013). Igniting a Writing Revolution in Your School. Principal Leadership, p. 36.
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Why Write?
In general . . . .
In my discipline . . .
In my classes . . .
In ______ period . . .
Obstacles to Writing
In general . . . .
In my discipline . . .
In my classes . . .
In ______ period . . .
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Writing in the Common Core
Personal Response
Key Concepts
3-5 Sentence Summary
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CCSS Writing Standards:
*ELA* & Literacy in History/Social Studies, Science, &
Technical Subjects**
http://www.corestandards.org/ELA-Literacy/W/9-10
Text Types and Purposes
a. CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics
or texts, using valid reasoning and relevant and sufficient evidence. *
b. CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content. **
c. CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the effective selection, organization,
and analysis of content. *
d. CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or technical processes. **
e. CCSS.ELA-Literacy.W.9-10.3 Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event sequences. *
Production and Distribution of Writing
f. CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
g. CCSS.ELA-Literacy.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience.
h. CCSS.ELA-Literacy.W.9-10.6 Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology’s capacity to link to other
information and to display information flexibly and dynamically.
Research to Build and Present Knowledge
i. CCSS.ELA-Literacy.W.9-10.7 Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject
under investigation.
j. CCSS.ELA-Literacy.W.9-10.8 Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the usefulness of each source in answering the
research question; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.
k. CCSS.ELA-Literacy.W.9-10.9 Draw evidence from literary (ELA only) or informational texts to
support analysis, reflection, and research.
Range of Writing
l. CCSS.ELA-Literacy.W.9-10.10 Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
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Ten High-Mileage, Low-Maintenance Writing Tasks
Purpose
To generate
interest
To summarize
To promote
memory and deep
learning
Task
Write from an image . . . or from music.
Example
http://writingprompts.tumblr.com/
Magnet Summary – Select several key words from a
text. Add details elaborating on the key words. Write
a summary based on the chart.
http://learninghabits.files.wordpress.com/2012/03/metacogniti
Metacognitive Notetaking – Right column is for lecture ve-notetaking-explained-revised.pdf
notes; left column is to record personal response.
Every 15-20 minutes, write a 3-5 sentence summary.
Pre-Post Exit Slip – At the beginning of the class,
students are asked to respond to a question capturing
that key objective of the lesson. At the end of the
class, they draw a line under their first response and
write how they would now answer the question.
Explain to . . .
Ask students to explain content to a designated
audience.
Muddiest Point – After a concept is presented,
students identify their “muddiest point” and what they
can do to achieve greater clarity.
To construct
Teach students how to research online. (Most do not
arguments based on know how!)
evidence
How does photosynthesis convert light into energy?
It has something to do with how plants provide energy to the
earth.
The plant absorbs sun, minerals, and carbon dioxide. From this,
the plant makes glucose. It also puts off oxygen which is
important for life.
Write a paragraph explaining to your little brother how to
solve quadratic equations.
What is your muddiest point about the structure of a
symphony? What will you do to improve your
understanding?
http://www.edutopia.org/media-literacy-students-searching
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To help students
think from multiple
perspectives.
Four Corners: Present a controversial issue. Students
write for 3 minutes describing their personal stance.
Students go to the corner that most closely reflects
their response: agree, strongly agree, disagree,
strongly disagree. In those corners, students
brainstorm evidence to support their position. Discuss
and re-write.
R.A.F.T. – Role of the writer, audience, format, topic
“Soda pop should have a higher tax than healthier drink
options.”
Students write, move to a corner, discuss, and rewrite. They
can also be asked to rank the quality of their evidence and
consider additional evidence they need to be convincing.
“Role of the Writer: Who are you as the writer? A movie
star? The President? A plant? Audience: To whom are you
writing? A senator? Yourself? A company? Format: In what
format are you writing? A diary entry? A newspaper? A love
letter? Topic: What are you writing about?”
http://www.readwritethink.org/professional-development/strategyguides/using-raft-writing-strategy-30625.html
To connect writing
with authentic
practice in your
discipline
Ways of Writing in __________ (insert your
discipline)
Periodically show and discuss examples of authentic
texts from your subject area – e.g. actual lab reports,
engineering proposals, historical essays.
“Why I Write: Peter Dyson Puts Words to Mathematics”
A world famous physicist discusses his writing.
Ideas I would like to try . . . .
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Online Treasure Hunt
As we near the end of the workshop, what would you like to know more
about? Think in terms of concrete ways you could apply an idea/concept to
your teaching. (Write 1-3 questions below.)
Explore resources on this page:
http://gonzagateach.wikispaces.com/Writing+Across+the+Curriculum
The goal: To identify two specific ways you will apply your learning/thinking
in your classroom in the next two weeks.
1) What will I try?
2) When?
3) Why?
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