The Self-Regulated Strategy
Development PLAN WRITE
Method to Teach Prewriting
CI 804 Wichita State University
May 3, 2012
By Terri Buchanan
Outline of Presentation
-Literature Review
-Research Question
-Methodology
-Pretest Essay
-Posttest Essay
-Results
-Conclusions
-Discussion
-References
Writing Proficiency
-standardized testing show a need for writing
instruction to be a priority
-significant gaps between sub groups
-racial groups
-socio-economic groups
-private/public schools
-influx of immigrants in recent years and ELL
students into the mainstream classrooms, teaching
strategies must be altered to meet their needs
-students expected to create complex writings
Literature Review
Common Core Standards
-students must be able to write across
curriculum
-research suggest that students and teachers
benefit by writing in all content areas
-it creates critical thinking
-becomes self-learners
-responsible for their own learning
-make connections
Literature Review
Process Writing
-step-by-step process that is taught, places an
emphasis on the recursive process used by
master writers
-students work through stages: prewriting,
drafting, revising, editing, and publishing
-teachers become responsive to the students'
needs during the process
Literature Review
Background Music and Learning
Disabilities
-background music may be a strategy to help
improve the writing ability of students with
learning disabilities
-students with learning disabilities are increasingly
being served in the regular classroom, writing
strategies that will accommodate and benefit all
students must be used
Literature Review
Summarizing
-valuable lifetime writing skills
-beneficial in all curricular areas
-direct instruction model is effective
-students being guided through each step, whole
and small group
-feedback is essential
Literature Review
Concept Mapping
-prewriting strategy to help improve writing
-hand-drawn concept mapping
-computer generated concept mapping
-students feel more confidence in their writing
-improves reading comprehension and
summarization
Literature Review
Self-Regulated Strategy Development
-taught through explicit and recursive instruction
-designed to help students master independent
and higher level thinking
-memorize mnemonic strategy during prewriting
stage
-background knowledge, discussion
Literature Review
Research Question: Will using SRSD
approach PLAN WRITE, along with teacherled instruction , during prewriting improve
overall quality of writing?
Methodology
Participants
-Suburban middle school English class
-23 students
-12 male, 11 female
-83% caucasian, 17% minority
-3 gifted IEP students, 3 ISIP students
Teaching Strategy
Self-Regulated Strategy Development
PLAN WRITE
Prewriting Strategy
How Can Students Improve Their Grades and Give Reasons
Explaining Why You Think These Actions are Important
Guidelines
Prewriting Strategies
-webbing, brainstorming, braindump
-Intro paragraph, 3 topic paragraphs with
supporting details, closing paragraph
-Peer and teacher conferencing
Essay Rubric
Guidelines
-Introduced Mnemonic PLAN WRITE and began
memorizing
-Discussed importance of prewriting and planning
when writing
-Discussed each step of mnemonic PLAN WRITE
-Used practice prompt The Next Ten Years of My
Life and began planning an essay together and
modeled the PLAN WRITE method
Prompt: Think About Things a True Friend Does and Give
Reasons Explaining Why You Think These are Important.
Conclusions:
-Writing should be a priority in our classrooms
-Writing can easily be connected to all areas of the
curriculum
-A strategy should be implemented in which
students are guided through the writing process:
prewriting, drafting, revising, proofreading,
publishing in a recursive nature such as SRSD
Discussion:
-Most students made gains on posttest essay
-Better overall grammar and organization of papers
even though it may not be reflected in scores
-Four male and one female student dropped in
posttest essay scores, possibly due to a biased
prompt
-Strategy works well with both regular and special ed
students
References:
Bean, T. W., & Steenwyk, F. L. (1984). The effect of three forms of
summarization instruction on sixth graders' summary writing and
comprehension.Journal of Literacy Research, 16(4), 297-306. doi:10.1080/
10862968409547523
Chang, K.-E., Sung, Y.-T., & Chen, I.-D. (2002, Fall). The effect of concept
mapping to enhance text comprehension and summarization. Journal of
Experimental Education, 71(1), 5-23.
De La Paz, S., & Graham, S. (2002). Explicitly teaching strategies, skills, and
knowledge: Writing Instruction in middle school classrooms. Journal of
Educational Psychology, 94(4), 687-698.
Legutko, R. S., & Trissler, T. T. (2012, January). The effects of background
music on learning disabled elementary school students' performance in
writing. Current Issues in Education, 15(1).
Lucas, J. (1993, January). Teaching writing emphasis swings to process, writing
as tool for learning. Curriculum Update.
Mason, L. H., Kubina, R. M., Jr., Valasa, L. L., & Cramer, A. M. (2010,
February). Evaluating Effective writing instruction for adolescent students
in an emotional and behavioral support setting. Behavioral Disorders, 35(2),140-156.
Reynolds, G. A., & Perin, D. (2009, May). A comparison of text structure and
self-regulated writing strategies for composing from sources by middle
school students. Reading Psychology, 30(30), 265-300.
Sturm, J. M., & Joan, R.-E. L. (2002, May). Effects of hand-drawn and
computer-generated concept mapping on the expository writing of middle
school students with learning disabilities. Learning Disabilities: Research
& Practice, 17(2), 124-139.
The nation's report card writing 2007. (2008, April). Retrieved from National
Center For EducationStatistics website: http://nces.ed.gov/
nationsreportcard/pdf/main2007/2008468.pdf
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs
of all learners. Retrieved from http://www.ascd.org/publications/books/
199040.aspx
Urquhart, V. (2005). Introduction. In Teaching writing in the content areas.
Alexandria, VA:Association for Supervision and Curriculum Development.
references continued