Dr. Sharon Faber
April 27, 2014
California League of Schools
csfaber@bellsouth.net
Getting to the “CORE” of Writing
What Does the Research Tell Us About Writing?
“When students write more frequently, their ability to think, reason, analyze,
communicate, and perform on tests will improve. Writing is critical to student
achievement.”
Doug Reeves
“Writing extends far beyond mastering grammar and punctuation. The ability to
diagram a sentence does not make a good writer. There are many students capable of
identifying every part of speech who are barely able to produce a piece of prose.”
National Commission on Writing (2003). The Neglected “R”: The need for a writing
revolution. New York: The College Board.
“Writing is not simply a way for students to demonstrate what they know. It is a way to
help them understand what they know.” The Neglected “R”
Why Do All Teachers Need to Teach Writing?
• Reading and writing go hand in hand, but reading and writing each require their
own dedicated instruction.
 Practicing writing results in improved writing.
 Through writing, students discover what they think and believe.
 Writing helps the brain organize the information for storage in long-term
memory.
 When students summarize their knowledge, the teacher has greater insight into
their understanding of concepts being taught.
 Writing allows students to take greater responsibility for their own learning.
 Content area writing provides students with opportunities to become familiar
with the application of writing in other fields of study.
 Writing promotes reflective thinking and questioning, enhances critical thinking,
and helps students make connections among events, people, and ideas.
 “Writing facilitates learning by helping students to explore, clarify, and think
deeply about the ideas and concepts they encounter in reading.” (Richard
Vacca)
 Writing helps students learn better because “Writing is thought on paper.”
(Neglected R, 14)
Top Concerns About the Teaching of Writing According to Kelly Gallagher
1. Students are not doing enough writing: To become an expert swimmer, one
must do a tremendous amount of swimming. The same is true for writing. It is
surprising how little writing is expected of students, particularly in the content
areas other than language arts.
2. Writing is sometimes assigned rather than taught: It’s one thing to assign
writing to students; it’s another to teach them how to write. Without the
necessary level of instructional support, they can’t possibly write to the elevated
writing standards in CCSS.
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Dr. Sharon Faber
April 27, 2014
California League of Schools
csfaber@bellsouth.net
3. Struggling writers and English Language Learners are asked to write less than
others: When some students struggle, the tendency is for teachers to assign
them even less writing and more worksheets instead.
4. Grammar instruction is ineffective or ignored: Grammar is either taught as an
isolated skill, or it is not taught at all.
5. Students are not given enough practice for timed writing instruction: More
states are requiring on-demand writing. The skills needed for timed writing differ
from those needed in a multi-draft process. Students need more opportunities
to practice this type of writing.
6. Some teachers have little or no knowledge of district and state writing
standards: Teachers in content areas other than English are often unaware of
their state’s writing requirements. Writing is often seen as the English teacher’s
problem, but to help students become effective writers, we need all teachers to
share this responsibility.
7. Writing topics are often mandated without thought about student interest:
Students must see writing as intrinsically important. To help students see writing
as more relevant and meaningful, they need to write for authentic purposes and
teachers need to balance mandated topics with giving students choices of
interesting writing assignments.
8. Teachers are doing too much of the work. Students are not doing enough:
Teachers spend many weekends pouring over student papers and commenting
on them only to find that their students barely glance at these comments. We
need to teach students to do more of the work and teachers need to learn how
to better assess student writing so they do not drown in a paper load.
The Common Core Writing Shift
“The Standards place a premium on students writing to sources, i.e., using evidence
from texts to present careful analysis, well-defended claims, and clear information.
Rather than asking students questions they can answer solely from their prior
knowledge or experience, the Standards expect students to answer questions that
depend on their having read the text or texts with care. The Standards also require the
cultivation of narrative writing throughout the grades, and in later grades a command of
sequence and detail will be essential for effective argumentative and informational
writing.” www.achievethecore.org
The ELA Writing Standards
The English Language Arts (ELA) Writing Standards are divided by grade level into 4
broad categories:
1. Text Types and Purpose: Focus on the use of reason and evidence to
substantiate an argument or claim.
2. Production and Distribution of Writing: Require students to incorporate
technology as they create, refine, and collaborate on writing.
3. Research to Build and Present Knowledge: Emphasize the ability to conduct
research – short projects and sustained inquiry.
4. Range of Writing: Expect students to compose arguments and opinions,
informative/explanatory pieces, and narrative texts.
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Dr. Sharon Faber
April 27, 2014
California League of Schools
csfaber@bellsouth.net
Appendix C contains annotated writing samples that demonstrate the writing
standards.
The Types of Writing ALL Teachers Must Include Using Their Content
1. Opinions: Opinion writing is a basic type of argument in which students give reasons
for their opinions and preferences. Because reasons are required, such writing helps
prepare students for drafting the arguments they will be expected to create beginning in
grade 6 (p. 2, CCSS-ELA Appendix C). An opinion cannot be supported by another
opinion and must be supported by facts and reasons. The vocabulary of opinion writing
are words like because, since, for instance, or consequently.
2. Persuasive/Argumentative Writing – In argument writing the writer presents a claim
and supports it with evidence in an attempt to change the reader’s point of view, bring
about some action on the reader’s part, or to ask the reader to accept the writer’s
explanation or evaluation of a concept, issue or problem (p. 23, CCSS-ELA Appendix A) In
an argument, the writer seeks to convince an audience based on the merit and
reasonableness of claims and evidence. You are attempting to convince someone to
agree with your ideas and opinions.
 Think about your purpose and your audience.
 State your opinion clearly in a topic sentence. Support your opinion using strong
facts, reasons, and examples—evidence from text.
 State your reasons in order of importance.
 If you believe your audience has a single strong objection to your view, begin
with a statement that overcomes that objection.
 Conclude with a strong summary statement.
3. Informative/Explanatory: (Also called Expository Writing) This is writing that
explains or informs. Explanation may involve giving directions and instructions,
explaining a process or a device, explaining what something is, or explaining an idea.
The main methods used in expository writing are illustration, classification, definition,
comparison, and contrasts.
 Think about your purpose and audience.
 State in your topic sentence what you are going to explain. Divide your
explanation into steps and present in a logical order.
 Use transitional words to introduce some of your explanations or steps. Words
such as first, next, and finally help your readers follow the steps.
 Use logical order.
 End explanation with a concluding sentence.
4. Narrative Writing – A good narration tells a story. It can be real or fantasy and can
take place in the past, the present, or the future. Effective narration requires a writer to
give a clear sequence of events (fictional or non-fictional) and to provide elaboration.
RAFT is a good strategy for narrative writing.
 Think about your purpose and your audience.
 Think about the setting of your story.
 Create realistic characters. Use dialogue to make your characters real.
 Write a well-developed plot. Make sure the events are logical.
 Write a resolution, or outcome, for your story.
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Dr. Sharon Faber
April 27, 2014
California League of Schools
csfaber@bellsouth.net
Writing—like Reading—Comes In Two Stages:
1. Learning to Write
 Learning the writing process—thinking, planning, writing, revising
 Learning language conventions—punctuation, capitalization, grammar
 Learning handwriting, keyboarding, spelling
2. Writing to Learn
 Using writing as a tool for learning subject matter
 Using writing to extend students’ knowledge of content and improve retention
of what they have learned
 If it is a write to learn assignment, you may not need to mark any grammatical
mistakes because the writing is designed to be informal and flowing.
What is Content Area Writing?
Content Writing is assigning writing activities as a way of promoting content learning:
 From content reading
 From content classroom instruction
Content Writing can be:
 General writing tasks that are used in any subject-area
 Subject-specific types of writing, also called disciplinary writing
 Short or lengthy writing tasks
If you want more formal work, try putting the responsibility for proofreading on the writer.
 Make students responsible for editing their own paper.
 Use peer editing.
 Have students maintain a Needs to Work On page as a reference for future peer or selfediting.
 Consider most writing a work in progress—too many critical comments are counter
productive. Focus on one or two important areas for improvement determined by your
own criteria for the assignment.
 Make one or two positive comments about the writing assignment.
 Use check sheets or rubrics so students can see quickly where their strengths and
weaknesses are as writers for this particular assignment.
In order to write well, students need knowledge about:
 The craft of writing—the “4” types of writing.
 The content they are writing about—the essential information.
 How to write in content-specific areas—the format specific to the content.
The roles of learning to write and of writing to learn are interdependent.
(Writing Next, 2007)
Suggestions for Dealing with Writing Assignments
When making a writing assignment always remember the following:
 Explain the purpose of the writing assignment.
 Relate the assignment to the big picture – the specific objectives the assignment
will meet. What do you want them to Know, Understand, and be able to Do?
 Make the format of the writing fit the purpose.
 Note all aspects of the task (audience, purpose, situation).
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Dr. Sharon Faber
April 27, 2014
California League of Schools
csfaber@bellsouth.net

Make all elements of the task clear – provide complete written instructions and
oral instructions –specify the format you desire (documentation, headings, page
setup, etc.).
 Break the assignment down into manageable steps (reading, researching,
writing).
 Include grading criteria (rubric) on the assignment sheet – note specific skills
that will contribute to the final product – discuss what constitutes strong,
average, or weak papers. Model and show them what you expect!
Recommendations on Teaching Writing
- Decrease
 Increase
+ Student ownership and responsibility
Teacher control of decision-making
- Isolated drills on “sub skills”
- One-step assignments lacking context or
 Writing whole pieces
purpose
+ Teacher modeling writing processes
-Teacher never writes or shares own work
+ Learning in context
-Isolated lessons
+ Writing for real audiences
-Teacher as only audience
+ Classroom as supportive setting
-Devaluation of students’ ideas
+ Writing across the curriculum
-Writing taught only during “language
arts”
+ Constructive and efficient evaluation
-Evaluation as negative burden
Key Words to Use in Your Writing Assignment
Determine what you want your students to Know, Understand, and be able to Do with
the content being learned and then use certain words in your prompt or question to get
the Outcome requested. These are Tier 2 (Isabel Beck) words used across the domains.
Look at test question and writing prompt stems to determine which verbs are critical.
DESIRED RESULT
KEY WORD/S
Analysis
Analyze
Examine
Show how
Explain why
In what ways
Compare/contrast
Compare, alike
Contrast, different
Discuss, explain
Similarities and differences
Description, definition, identification
Tell about
Identify,
What is/are
Evaluation
In your opinion
In your judgment
Evaluate
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Dr. Sharon Faber
April 27, 2014
Explanation
Summary
California League of Schools
csfaber@bellsouth.net
Pros and cons
Discuss, explain
Explore
Explain
Trace
Summarize
Outline
“The thing is, kids need a formula, at least at first, because what we are asking them to
do is very difficult. Let’s stop acting like they should just know how to do it. Give them
a formula! Later, when they understand the rules of good writing, they can figure out
how to break them.” Judith Hochman, Principal, Windward School, White Plains, N.Y.
General Guidelines for Teaching Writing Strategies
1. Strategies should be taught over time during the year.
2. Teach one strategy at a time.
3. Strategies need to be explicitly taught in the context of reading the content. The
strategy and its purpose and benefits need to be described and discussed.
4. Each new strategy needs to be modeled and explained. The teacher must model
how to use the strategy.
5. Supported, structured practice of each strategy needs to be provided
(scaffolding). The students need to memorize the steps of the strategy and any
accompanying mnemonic.
6. Plenty of individual practice must be provided for each strategy. The teacher
supports the students as they master the strategy. (Gradual release of
responsibility!)
7. Strategies need to be taught and used throughout the school day in all content
areas to show how they are effective in any subject.
Source: How To Teach Reading When You’re Not a Reading Teacher, pg. 120
If You Want Your Students to “Write to Learn” in Your Classroom, Try These Strategies
Writing breaks—Free Writing - 3-8 minutes of writing at the start of class, or in the
middle of class, or at end of class to help students review information, use as an
introduction to information, discuss information being learned or to recall information
learned that day. Writing breaks are reminders to just stop every once in a while and
let the kids think. “Less content can be more, if more is actually retained.”
Writing Break Ideas:
• What piece of information stands out and seems really important? What
evidence from the text makes it important?
• What are you thinking about this idea, concept, process, etc. right now? What
evidence from the text makes you think this?
• What does this remind you of in real life or in something you have heard in class
or read in class?
• What questions do you still have about the text, information, etc.?
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Dr. Sharon Faber
April 27, 2014
California League of Schools
csfaber@bellsouth.net
•
Rate your understanding of the material on a scale of 1 to 3 (1 low, 3 high).
What makes sense from the text? What’s confusing you from the text?
Pre-reading and Post-reading writing
 During the last five minutes or so of class, ask students to look over the next
reading assignment. Ask them to write what they think the chapter and/or
subheading titles suggest will be covered. And/or let them write about how this
new text might relate to material already studied.
 A possible follow-up after reading is to have students respond to the pre-reading
questions again or to let them read and revise their initial speculations based on
evidence from the text.
Exit Slips or Ticket Out the Door
At the end of class, have students summarize the lesson, identify key points, or
pose a final question.
 Exit slips provide valuable feedback and keep students alert during class as they
plan what they will write.
 Example: 3-2-1: 3 things I learned; 2 things I already knew; 1 question I still have
Bell Ringer: Priming the Pump
 Ask students to spend the first five minutes of class responding to a question
that will be addressed in the discussion.
 How does violence affect children?” “What is the difference in obtuse and acute
angles?” “Is photosynthesis essential for plants to grow?”
 Let them know that a few will be called on to read their responses. This
encourages students to prepare their writing with care.
Micro themes
 A micro theme is brief in-class essay written on a 3X5 card on a topic specified by
the teacher.
 The brevity created by the small card forces students to practice summary and
concision.
 Micro themes deliver quick, valuable feedback to teachers and encourage
students to begin shaping what they are learning. Topics may appear on exams
or may be expanded into more formal essays.
Class Dictionary: Ask students to write brief definitions of key terms. If students write
on transparencies, white boards, or clear sleeves, their definitions can be put on the
overhead or Elmo or held up for discussion and debate of differences.
Sticky Note Reading: When students are unable to take notes directly in their
textbooks, using Post-it notes students can record their thoughts and attach them to the
page where they read the information that triggered the thought. Post-it notes can be
used to identify unfamiliar vocabulary, ask questions, make comments, agree or
disagree, or make connections to another text or their lives. Color code sticky notes or
strips by purpose.
Rewording—give a statement, definition, or procedure, and have the students reword
or rewrite it using different terms or using their own words. This technique is a good
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Dr. Sharon Faber
April 27, 2014
California League of Schools
csfaber@bellsouth.net
diagnostic tool, a good reinforcer of content, and a good way of personalizing content.
For example:
1. Make a statement or give the definition of a word. Ask students to restate in
their own words what you said.
2. After asking a question, ask students to restate the same question in another
way.
3. Use, explain, or write a formula, equation, process, etc. Have students copy the
formula, etc. and using arrows label each variable with a word.
4. Have students read a familiar question or problem. Have students write a
similar, easier, or more difficult story problem. (This exercise is also a good
springboard for word problems or even problem solving activities {Azzolino}).
Wordbank—given a list or bank or words, students write a sentence or paragraph using
two, three, or all of the words. This technique is handy for writing definitions, relating
two ideas (Geeslin), writing paragraph-long explanations, and theorizing about related
or apparently unrelated thoughts. Here are some possible formats. Have students:
1. Use the terms X and Y in the same sentence.
2. Use the words X, Y, and Z to help you write a definition of A.
3. Use word bank terms in writing a question.
4. “Free write” about four or five key words from the word bank. (Sanders).
5. Write a true sentence or paragraph using the words X, Y, and Z but without using
A or B. For example: Write a true sentence using the words “rectangle” and
“square” but without the word “always.”
6. Write a paragraph, which includes as many of the word bank words as possible.
7. Write a paragraph relating two ideas from the word bank. (Greeslin).
Debriefing—complete a procedure, reading, or lesson, then have the students list
important ideas, list the steps in the procedure just completed, state the most
important idea discussed, or list new words. Formats for this activity include:
1. After completing a procedure or problem, ask students to explain or state what
you did in a specific step.
2. After completing a procedure, problem, or story, ask students to list the steps
needed to complete the procedure, problem, or story.
3. Have students summarize the lesson in a standard format:
a. List the major topics of the lesson.
b. List 2 key words in each topic.
4. List the mistakes you made on the homework, last test, or in class.
5. List 4 different topics in this chapter.
RAFT:
R role or viewpoint the student assumes
A is the audience for whom the student is writing
F is the format or type of writing
T is the topic about which the student is writing
• RAFT writing can be done in any subject area and encourages students to think
about concepts in a new way.
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Dr. Sharon Faber
April 27, 2014
•
Role
California League of Schools
csfaber@bellsouth.net
The RAFT strategy forces students to process information rather than simply
repeat facts.
Audience
Format
Topic
Newspaper
Reporter
Students today
Obituary
Qualities of
General Custer
Lungs
Brain
Thank you note
Quitting smoking
Percent
Student
Tip Sheet
Mental way to
calculate percent
Topic Sentence Match: Using large index cards, make a stack of paragraphs without
topic sentences and a stack of cards with the topic sentences. Students need to match
the paragraphs with the correct topic sentence. They read the paragraphs to
themselves and make an illustration.
Picture Prompt: Place a stack of cards with pictures glued on (you can print pictures
from the computer or cut them out of newspapers and magazines.). Students are to
choose a card and write a paragraph on what they see. Remind the students to add a
title, use adjectives, etc.
Choose-A-Problem: Write short paragraphs with mistakes such as grammar, spelling,
punctuation, sequence, etc. Students choose a paragraph to work on. They edit the
paragraph and write the new version. This can be done as partner work by using chart
paper for partners to write their new version together.
Sentence Frames for Reflecting on Critical Thinking: Provide writing “scaffolds” until
students can write on their own.
 At first I was going to try ______________, but then I decided to
________________.
 I thought about what _________ said the other day and decided to try his/her
strategy.
 Once I found where I got stuck, I tried the problem again from the beginning.
This time I decided to try__________________.
 The mistake I made here was ______________________, and it made me think
that next time I should_____________________.
 When I started this problem, it reminded me of ___________________, so I used
the strategy where____________.
Sentence Frames for Compare and Contrast
Compare: _____ and _____ are similar because they both _________.
Contrast: _____ and ____ are different because _____ is _____ and _____ is ______.
Sentence Strips - a strategy for paragraph unity using strips of cut up paragraphs or
sections.
1. Put sentences (sections) in logical order. Place the topic sentence first, details
next, and end with the concluding statement.
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Dr. Sharon Faber
April 27, 2014
California League of Schools
csfaber@bellsouth.net
2. Find a sentence that does not belong.
3. Find subject verb agreement errors.
4. Find word usage errors.
5. Combine any two sentences into one.
6. Start one sentence with an “ing” word.
7. Add a transitional word.
8. Think of a way to change one of the sentences that begins with “the”.
The Four-Sided Argument
 A danger in persuasive writing is that students often see the issue as black or
white. To shake them of this tunnel vision, assign the four-sided argument.
 Students brainstorm a list of stakeholders in an issue.
 Students choose four stakeholders and write four one-paragraph/page
responses to the issue based on information from the text.
 After carefully considering the four different viewpoints, they are much better
prepared to write effective persuasive essays.
Pass-the-Reflection: Have students write their thinking on a given topic for two minutes
and then trade papers. They read what is written and continue to write more. This
activity encourages students to extend their thinking.
SDQR Chart: After a lecture or a reading, have students fill out a simple chart or foldable
like the one below.
SAYS: Where?
DOESN’T SAY:
QUESTIONS:
REFLECTIONS:
Where?
Where?
Where?
Students record
Students record
Students record
Students record
facts learned and
what is not said or questions that arise their thoughts and
confirmed and
omitted (requires
and what in the text
reactions telling
where they found
inferential thinking)
confused them
what made them
the information
think this from the
text
Sample Listener/Information Gatherer Four Square Foldable:
 Listener: As you follow along and listen to the reader, decide what is important
information.
 When the reader is finished, each of you writes important information and the
page number or paragraph where you found it on your foldable.
 As you write your notes, share your thinking about the reasons the information
is important to help you understand what the text is saying.
New/Important Words (what they mean
Important people or events (who/what
and the page number where I found the
they are and the page number where I
word)
found the information)
Important pictures, graphs, maps,
formulas (what they tell me and the page
number where I found the information)
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Important ideas or concepts (what they
are and the page number where I found
the information)
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Dr. Sharon Faber
April 27, 2014
California League of Schools
csfaber@bellsouth.net
How to Motivate Students to Write
• Do prewriting—use graphic organizers.
• Share examples of good writing.
• Write with your students. Model what you want them to do!
• Give students freedom to select topic — feel ownership --- when possible.
• Don’t bleed all over the paper.
• Practice, practice, practice! The more students write, the more fluent they
become in your content.
Final thoughts on teaching writing:
• Grade only what's important and use good grading practices.
• READ, read, read to students so they can hear the language of your content and
be able to write it in their own work.
• WRITE, write, write.
• Learn to laugh when things don't go as planned!
Great Websites for Writing and CCSS:
Good teachers are always seeking new ideas to enhance what is going on in the
classroom. The following websites are either resources for common core or have some
great journal ideas, writing tips, and lesson ideas for all content areas:
www.corestandards.org
National Governors Association (NGA) www.nga.org
Council of Chief State School Officers (CCSSO) www.ccsso.org
Common Core App—free app for phone or ipad
www.smarterbalanced.org
http://www.achievethecore.org Achieve
www.easybib.com
www.canteach.ca/elementary/prompts.html
http://home.cogeco.ca/~rayser3/lessons3.htm
http://www.nwrel.org/assessment/pdfRubrics/6plus1traits.PDF
http://rubrician.com/writing.htm
http://www.readwritethink.org
www.teachingchannel.org
www.sightwordsgame.com
www.kidzone.ws/dolch/
www.literacyconnections.com/SightWordPractice.html
www.quiz-tree.com
http://bogglesworldesi.com/elkonin_boxes.htm
www.5stars.com
http://gemini.es.brevard.k12.fl.us/sheppard/reading/dolch.html
www.visualthesaurus.com, http://innovativocab.wikispaces.com, www.visuwords.com,
www.thesaurus.com, www.wordsmith.org, www.wordle.net | iPod Apps – (free)
Hangman, Word Warp, Vocab Quiz, Vocab Free, Vocabolistic, Vocab Daily, Word Search,
Vocabulary Cartoons
http://www.theatlantic.com/magazine/archive/2012/10/the-writingrevolution/309090/
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Dr. Sharon Faber
April 27, 2014
California League of Schools
csfaber@bellsouth.net
Resources:
Faber, Sharon (2006). How to Teach Reading When You’re Not a Reading Teacher. 2nd
Ed. Nashville, TN: Incentive Publications, Inc.
Gallagher, Kelly (2005). Teaching Adolescent Writers. Stenhouse Publishers.
Lapp, Diane, Wise, Julie, and Kelly Johnson (2012). Navigating the Common
Core State Standards. International Reading Association.
Marzano, Robert J. and Debra J. Pickering. Building Academic Vocabulary – Teacher’s
Manual. Alexandria, VA: ASCD, 2005.
National Commission on Writing. (2003). The Neglected “R”: The need for a
writing revolution. New York: The College Board.
Urquhart, Vicki and McIver, Monette. (2005). Teaching Writing in the Content
Areas. Alexandria, VA: ASCD and Aurora, CO: McRel.
Wanket, Maureen O’Leary. (2005). Building the Habit of Writing. Education
Leadership, September 2005.
Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle
and High Schools (2007) www.all4ed.org
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