1. Hoosier Writing Project a university-based site of the National Writing Project

2. http://hoosierwritingproject.org http://hoosierwritingproject.org Herb Budden Co-director hbudden@gmail.com http://budden.wikispaces.com hbudden@ http://hoosierwritingproject.org hbudden@

3. The AGENDA…...will move through several flexible activities designed increase knowledge base and teaching skills--all involve reading/writing/collaborating

4. Goals of the Workshop Gain knowledge of the use of writing as a tool for learning (Writing to Learn) Gain knowledge of the use of writing as a tool for learning (Writing to Learn) Learn specific techniques/strategies for using WTL in all subjects/classes Learn specific techniques/strategies for using WTL in all subjects/classes Understand the differences/applicability of levels of writing Understand the differences/applicability of levels of writing Understand trait-based, analytic assessment Understand trait-based, analytic assessment Be able to connect knowledge/skills to high- stakes writing (ISTEP, SAT) and the levels of writing Be able to connect knowledge/skills to high- stakes writing (ISTEP, SAT) and the levels of writing

5. QUOTES SPEAK Find a quote that “speaks” to you. Stand by it. Talk about why you picked it. Find a quote that “speaks” to you. Stand by it. Talk about why you picked it.

6. Norms

7. 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...

8. ... 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)

9. 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 rude words at your parent(s) for insisting on a back-to-nature vacation in Wyoming

10. Did You Know...

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

12. By the age of 38.

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

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

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

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

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

18. Did you know...

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

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

21. We are living in exponential times.

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

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

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

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

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

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

28. Daily.

29. Did you know...

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

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

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

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

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

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

36. 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)

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

38. 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)

39. What does it all mean?

40. 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)

41. 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.

42. What should we do?

43. 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 rude words at our parent(s) for conceiving us in the shadow of a literacy stampede

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

45. Prompt: Write about a memory you have regarding writing… Write about a memory you have regarding writing…

46. PREZI

47. Best Practice Activity: Read the statements, then place the number of the statement in the appropriate column (numerical order doesn’t matter…) Activity: Read the statements, then place the number of the statement in the appropriate column (numerical order doesn’t matter…)

48. www.all4ed.org

49. 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

50. 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

51. 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!

52. 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.

53. 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

54. 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:

55. Writing to Learn Writing to Learn Writing in the Disciplines Writing in the Disciplines

56. 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.

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

58. 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

59. What do they mean, Every child should be writing in every class every day??

60. Levels and Frequency Level 1 = about 70% of all school writing Level 1 = about 70% of all school writing Level 2 = about 20% of all school writing Level 2 = about 20% of all school writing Level 3 = about 10% of all school writing Level 3 = about 10% of all school writing

61. 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.

62. 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.

63. 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)

64. 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

65. 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

66. 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—

67. 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!

68. 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

69. Let’s examine some LEVEL ONE writing activities ANYONE can do!

70. What? A brief description in your own words So What? The significance of the item from your viewpoint Now What? A way you might apply this item to your teaching practice

71. JIGSAW

72. What makes good writing?

73. The 6 TRAITS: IDEAS & CONTENT (I/C) IDEAS & CONTENT (I/C) ORGANIZATION (O) ORGANIZATION (O) VOICE (V) VOICE (V) WORD CHOICE (WC) WORD CHOICE (WC) SENTENCE FLUENCY(SF) SENTENCE FLUENCY(SF) CONVENTIONS (C) CONVENTIONS (C)

75. Validity and Reliabilty Validity answers the question: can we all agree that does this thing does what it is supposed to do? Validity answers the question: can we all agree that does this thing does what it is supposed to do? Reliability answers the question: will one person’s use of the thing match up consistently with another’s use of it? Reliability answers the question: will one person’s use of the thing match up consistently with another’s use of it?

76. The 6+1 Traits model is ANALYTIC, not holistic; it breaks down writing performance into a manageable group of teachable and assessable skills Uses a grading scale of 1-5 Overall score of 3 meets the standard Moves the discussion of writing skills from subjective to objective

77. ISTEP vs 6 Traits Which to use? Which is right? Which will help our kids the most?

78. Analytic vs. Holistic Scoring 6 Traits is ANALYTIC ISTEP is HOLISTIC

79. ISTEP6 Traits I/CI/C OO VV STYLEWC SFCC 2 scores 6 scores (70)

80. HOW MANY RESEARCH-BASED STRATEGIES ARE YOU ALREADY EMPLOYING?? Carnegie Report Writing NEXT

81. All School Writing Assessment Results Gr 10 Fall 2003 % OF STUDENTS SCORING 3 OR HIGHER IN THE TRAITS % OF STUDENTS SCORING 3 OR HIGHER IN THE TRAITS (5 PT SCALE) (5 PT SCALE) I/C O V WC SF C 70 73 74 75 72 77

82. All School Writing Assessment Results Gr 10 Fall 2003 % OF STUDENTS SCORING 4 OR HIGHER IN THE TRAITS % OF STUDENTS SCORING 4 OR HIGHER IN THE TRAITS I/C O V WC SF C 30 33 18 27 27 47

83. Why establish a writing policy? Schools with high levels of achievement in writing have systematically implemented productive teaching and learning practices. Schools with high levels of achievement in writing have systematically implemented productive teaching and learning practices.

84. What are the characteristics of such a policy? Administrators are committed to writing and lead by example Administrators are committed to writing and lead by example Teaching writing is integral to instruction in all subjects Teaching writing is integral to instruction in all subjects

85. Writing practices are based on current and effective research about writing Writing practices are based on current and effective research about writing Students are given time and multiple opportunities to write Students are given time and multiple opportunities to write Teachers consistently evaluate writing instruction Teachers consistently evaluate writing instruction

86. What practices do schools with effective writing policies follow? Allocate adequate time and resources to advance student learning by having students write everyday in every subject Allocate adequate time and resources to advance student learning by having students write everyday in every subject Help admin and teachers understand how to assess writing to enrich student learning Help admin and teachers understand how to assess writing to enrich student learning

87. Support teachers in gaining a sophisticated understanding of writing processes and in selecting appropriate strategies to advance every student as a writer Support teachers in gaining a sophisticated understanding of writing processes and in selecting appropriate strategies to advance every student as a writer

88. Provide insights and strategies to admin, families and community members to help them work together to advance student writing Provide insights and strategies to admin, families and community members to help them work together to advance student writing Commit to building a culture of writing over time that will sustain growth and achievement through a student’s academic career and beyond Commit to building a culture of writing over time that will sustain growth and achievement through a student’s academic career and beyond

89. How can you get your school started? Audit your instructional practices, support structures, and assessment procedures Audit your instructional practices, support structures, and assessment procedures Provide training for all staff Provide training for all staff (80) (80)

90. Evaluate the basis of your writing practices. Align them with best practices from research. Evaluate the basis of your writing practices. Align them with best practices from research. Allow time and opportunities for writing and responding to what is written. Allow time and opportunities for writing and responding to what is written.