Writing Development H-804 Mondays 12-2, Larsen G-06 Barbara A. Pan Kathleen E. Spencer

Why take a class on writing development? Writing is hard for many students at some point –NAEP 2002 results (about 70% basic or below) Grade 4: 14% below basic level; 58% basic; 26% proficient Grade 8: 15% below basic level; 54% basic; 29% proficient Grade 12: 26% below basic level; 51% basic; 22% proficient –Changing demands as students move up through grades –Varied genre and context-specific standards Writing is a crucial skill for students’ success –School – multiple subjects –High-stakes tests –Employment –Social interaction

Why take a class on writing development? Traditionally, writing is a neglected area –teacher preparation programs –national focus (e.g., not included as a target area in current No Child Left Behind legislation) –in some classes –…research, though this is changing! Writing instruction is a part of what teachers must master (not just for Language Arts teachers anymore) Understanding writing development and being an educated consumer of research is good for teachers, literacy specialists, policy makers, those who decide on school-wide approaches, buy programs, etc.

Purpose of H-804 Focus on writing development research –The roles of different skills and types of knowledge –From first scribbles in preschool to middle school genres –Students working with different issues Understand and evaluate research articles in each area Analyze writing samples –Illustration of key points –Open up new areas of inquiry Apply research to instruction, assessment, and other areas of interest.

Who should take this class? Teachers in all subject areas Literacy specialists Future principals and administrators Assessment professionals Anyone who may be in charge of developing, evaluating, and/or selecting writing programs All interested students…final project can be focused on an area of interest

Syllabus – General Topics Writing/speaking, writing/reading relationship Emergent writing (scribbles to first words) Spelling and other component skills Genre and other important knowledge Audience awareness (social cognition) Writing process research Learning Disabilities Language and Cultural Differences

Assignments Two take-home essays – 40% total Discussion contributions – 15% total –In class discussions –On-line discussions (focus on your questions and conversations) Final project – 45% total –Design a research study proposal or writing intervention (issue in field and your interests) –Support for the process of writing this paper

Questions?