1. Indiana Teachers of Writing (ITW) Writing Project a university-based site of the National Writing Project

2. http://itwwp.org http://itwwp.org Herb Budden Co-director hbudden@comcast.net http://budden.wikispaces.com hbudden@comcast.net http://itwwp.org hbudden@comcast.net

3. Stampede You’re standing in the large field minding your own business when you hear rumbling sounds in the distance. The sounds begin to intensify, and at first you wonder if it is thunder you hear approaching. Because it’s a beautiful, cloudless day you dismiss the notion. As the rumbling sounds grow louder, you begin to see a dust cloud rising just over the ridge a few yards in front of you. Instantly, you become panicked...

4. ... Because at that exact moment it dawns on you that the rumbling you’re hearing is the sound of hundreds of wild bulls stampeding over the ridge. There are hordes of them and they are bearing down right on top of you. They are clearly faster than you and there is not time to escape. What should you do? Survival experts recommend only ONE of the following actions: (5)

5. A. Lying down and curling up, covering your head with your arms B. Running directly at the bulls, screaming loudly and flailing your arms in an attempt to scare them in another direction C. Turning and running like heck in the same direction the bulls are running (even though you know you can’t outrun them) D. Standing completely still; they will see you and run around you E. Screaming bad words at your parent(s) for insisting on a back-to-nature vacation in Wyoming

6. Did You Know...

7. The U.S. Department of Labor estimates that today’s learner will have 10-14 jobs...

8. By the age of 38.

9. According to former Secretary of Education Richard Riley...

10. The top 10 in-demand jobs in 2010 didn’t exist in 2004.

11. We are currently preparing students for jobs that don’t yet exist... (15)

12. Using technologies that haven’t been invented...

13. In order to solve problems we don’t even know are problems yet.

14. Did you know...

15. In 2002 alone Nintendo invested more than $140 million in research and development.

16. The U.S. Federal Government spent less than half as much on Research and Innovation in Education. (20)

17. We are living in exponential times.

18. There are over 2.7 billion searches performed on Google each month.

19. To whom were these questions addressed B.G.? (Before Google)

20. The number of text messages sent and received every day exceeds the population of the planet.

21. There are about 540,000 words in the English language...

22. About 5 times as many as during Shakespeare’s time.

23. More than 3,000 new books are published...

24. Daily.

25. Did you know...

26. It’s estimated that a week’s worth of New York Times... (30)

27. Contains more information than a person was likely to come across in a lifetime in the 18 th century.

28. It’s estimated that 40 exabytes (that’s 4.0 x 10 19 ) of unique new information will be generated worldwide this year.

29. That’s estimated to be more than in the previous 5,000 years.

30. The amount of new technical information is doubling every 2 years.

31. It’s predicted to double every 72 hours by 2010.

32. The Internet is the fastest growing communications media in world history. It took the Web four years to reach 50 million users. Compare this to the number of years it took radio (38), personal computers (16), and television (13) to reach that many users (Warschauer 1999)

33. The blogosphere is now doubling in size every six months. It is sixty times larger than it was three years ago (Sifrey, 2006)

34. Today eighty percent or more of the companies in the service and finance, insurance and real estate sectors, the corporations with the greatest employment growth potential, assess writing during hiring. Half of all companies take writing into account when making promotion decisions. (National Commission on Writing 2004)

35. What does it all mean?

36. Stampede II We are immersed in the dawn of the Information/Knowledge Age. More than ever before in history, the ability to read and write will determine how far one will go in this world. (40) (40)

37. For the most part, people who read and write well will compete and prosper; people who read and write poorly will be left behind. Simply put, there is a literacy stampede approaching and it is bearing down right on top of us.

38. What should we do?

39. A. Go home, curl up on the sofa, watch a lot of TV, and hope the demands of the literacy stampede will go away B. Stare the Information/Knowledge Age in the face, screaming wildly and flail our arms, in an attempt to make it go away C. Elevate our reading and writing abilities to the point we can run with the literacy stampede D. Stand completely still. Pray that the literacy stampede will avoid us. E. Scream bad words at our parent(s) for conceiving us in the shadow of a literacy stampede

40. Our Choice as Educators C. Elevate our reading and writing abilities to the point we can run with the literacy stampede

41. www.all4ed.org

42. Importance of WAC Importance of WAC Value of an analytic writing model, such as 6 Traits Value of an analytic writing model, such as 6 Traits

43. Things to remember: You are probably already doing WAC! You are probably already doing WAC! If it makes teaching harder, you’re doing it wrong If it makes teaching harder, you’re doing it wrong Student achievement will improve using writing across the curriculum Student achievement will improve using writing across the curriculum

44. An Analytic Model such as 6 Traits can help… …BUT, there are myths to be dispelled: the 6 Trait model is NOT a curriculum the 6 Trait model is NOT a curriculum the 6 Trait model is NOT a program the 6 Trait model is NOT a program the 6 Trait model IS a way to empower students and teachers to communicate about the qualities of writing in a consistent, transparent manner the 6 Trait model IS a way to empower students and teachers to communicate about the qualities of writing in a consistent, transparent manner MORE ON THIS LATER!

45. Why Writing Across the Curriculum (WAC)? Faculty in all disciplines find that when students write in their classes, they learn material and improve their thinking about ideas in the courses. Faculty in all disciplines find that when students write in their classes, they learn material and improve their thinking about ideas in the courses. Writing assigned across the curriculum helps students prepare for the typical communicative tasks they'll face on the job, no matter what the job is. Writing assigned across the curriculum helps students prepare for the typical communicative tasks they'll face on the job, no matter what the job is.

46. The Writing Brain This is the part of the brain that every educator wants to activate. It is responsible for focus, reflection, decision- making, problem- solving, and most importantly the ability to be conscious of all of that activity. If a student really thinks and is aware of himself as a thinker, this section has been activated. Thinking

47. What types of writing are best used across the curriculum? Writing across the curriculum has been implemented at a range of schools and universities. In those schools, writing assignments generally fall into two categories:

48. Writing to Learn Writing to Learn Writing in the Disciplines Writing in the Disciplines

49. Do teachers have to be expert in grammar to assign writing? Not at all! In writing-to-learn tasks, the emphasis is upon the content, not the mechanics of the writing. Not at all! In writing-to-learn tasks, the emphasis is upon the content, not the mechanics of the writing.

50. What do WTL & WID look like? Activity: Text Rendering the Activity: Text Rendering the Maxwell article Maxwell article Sentence Sentence Phrase Phrase Word Word

51. How are the levels of writing and WAC connected? WTL = Level 1 WTL = Level 1 WID = Levels 2 and 3, depending upon the assignment WID = Levels 2 and 3, depending upon the assignment

52. What is Writing in the Disciplines? WID (LEVEL 3) assignments are typically, but not exclusively, formal papers prepared over a few days, weeks or even months. WID (LEVEL 3) assignments are typically, but not exclusively, formal papers prepared over a few days, weeks or even months.

53. What about writing conventions in my subject? The final papers adhere to format and style guidelines typical of the subjects they are helping students learn about. The final papers adhere to format and style guidelines typical of the subjects they are helping students learn about.

54. Writing & Grading Remember the LEVELS of writing– Remember the LEVELS of writing– LEVEL 1- no scoring of content LEVEL 1- no scoring of content LEVEL 2- scored for content only LEVEL 2- scored for content only LEVEL 3- scored consistently and analytically by trait across faculty (60) LEVEL 3- scored consistently and analytically by trait across faculty (60)

55. Assessing Writing to Learn (WTL) WTL activities are Level 1 or Level 2 type writing, depending on your purpose. Level 1 assessment is based on satisfactory completion. L Level 2 will typically be scored for content correctness only

56. Giving Feedback to WTL Level 1 Use the work in class...e.g., begin class by having students read aloud from their response journals, etc Use the work in class...e.g., begin class by having students read aloud from their response journals, etc Respond in writing OCCASIONALLY, answering content with content Respond in writing OCCASIONALLY, answering content with content Use binary grading Use binary grading

57. Remember: use the LEVELS to determine how to assess! Writing that is polished, requires revisions, and is not done ‘on demand’ is Level 3 writing and should be assessed using all or some of the 6 Traits— Writing that is polished, requires revisions, and is not done ‘on demand’ is Level 3 writing and should be assessed using all or some of the 6 Traits—

58. Polished writing (Level 3) needs Six Trait assessment! If you assign more polished pieces, especially those that adhere to conventions of your subject, then we suggest putting the burden of proofreading squarely where it belongs--on the writer, then use the 6 TRAITS assessment! If you assign more polished pieces, especially those that adhere to conventions of your subject, then we suggest putting the burden of proofreading squarely where it belongs--on the writer, then use the 6 TRAITS assessment!

59. WTL vs Customary School Writing Tasks: WTL Traditional Writing Tasks SPONTANEOUS vs planned SHORT vslengthy EXPLORATORY vsauthoritative EXPRESSIVE vstransactional INFORMAL vs formal PERSONAL vsaudience-centered UNEDITED vs polished UNGRADED vs graded