Best Practices in Teaching Writing

1. Best Practices in Teaching Writing Denise Lohmiller RDG 690 – Dr. Brown – Spring 2014

2. Theories Supporting Writing Engagement Theory &Cambourne (1988) – Conditions for Learning Social Constructivism – Vygotsky (1978) Thought, knowledge, and social interactions Writing is a social act Oral language is a valuable foundation for writing Co-construction of meaning leads to learning • Authentic engagement through immersion and demonstration • Working collaboratively

3. Prominent Scholars Supporting These Writing Theories Engagement Theory Social Constructivism – Donald Graves (1983, 1994) *Engagement & relevance to the writing process Ralph Fletcher & Joann Portaluppi (2001) *These notions support Writing Workshop format Nancy Atwell (1998, 2002) *Middle school students – using the writing process during Writing Workshop

4. Research Supporting Writing • Grammar Instruction – Routman (1996) • Spelling & Writing – Cunningham & Cunningham (2010); Moats (2005) • Vocabulary – Zarry (1999) • Gender Differences – Peterson (2006) • Diverse Students – Ball (2006) • Learning Disabled Students – Troia (2006)

5. Grammar “Studies over time indicate that teaching formal grammar to students has “a negligible or even harmful effect on improving students’ writing” (Routman, 1996). http://www.youtube.com/watch?v=HjgKIbow400 Teachers need to focus student attention on identifying correct grammar by using mentor sentences or mentor texts.

6. Spelling and Writing “Even more than reading, writing is a mental juggling act that depends on automatic deployment of basic skills such as handwriting, spelling, grammar, and punctuation so that the writer can keep track of such concerns as topic, organization, word choice, and audience needs” (Moats, 2005).

7. Vocabulary Students who received vocabulary instruction and were engaged in playful activities used the words more in their writing and wrote narratives of a higher quality than students who did not receive such instruction. Classroom Implications *Explicit instruction *STUDENTS usewords in a variety of authentic settings *Provide students with opportunities to talk

8. Gender Difference • NCES (2002) – National Center for Educational Statistics • Standardized writing test (4th, 8th, 12th) • Girls consistently outperformed boys in narrative, persuasive, and informational writing. • Boy’s writing was more action filled, competitive, and assertive. • Boys wrote more in 1st person and shorter pieces. • Girl’s writing was more nurturing and focused on domestic topics. • Girls wrote more in 3rd person and longer pieces, using more adjectives.

9. Diverse Students • Many diverse students do not do well on standardized tests. • Often come from urban schools that lack resources . “Balancing process and product writing that reflects cultural understandings and influences on student’s writing is necessary to help these students meet the demands of school and work” (Ball, 2006).

10. Learning Disabilities Many students with learning disabilities lack the metacognitive awareness of the knowledge, skills, and strategies needed to be good writers. Classroom Implications *Writing instruction should incorporate self-monitoring, goal setting, and self-evaluation. *Emphasize the importance of the planning stage. *Provide more time for writing.

11. Writing Workshop is still the gold medal standard for writing instruction. BEST PRACTICES IN WRITING INSTRUCTION

12. What is Writer’s Workshop? • DAILY, structured time • Teacher provides explicit instruction (direct teach) • Teacher provides exposure to models of good writing • Students select their OWN topics to write about • Students are encouraged to be risk takers as they develop their own individual writing style • A community to share and learn from one another • This is the WAY in which we teach writing, it’s the FRAMEWORK, not the content!

13. Critical Components of Writing Instruction • Context for writing • ENVIRONMENT • Individual, physical, & social • Student feedback • How often do students write? • Teacher attitude & commitment • Intentional writing • Direct instruction • Minilessons, Six Traits (Culham, 2003) • Writing Assessment • Rubrics, checklists, conferences

14. Linking Digital with Traditional Literacies Future directions for writing instruction

15. Digital Literacies Traditional Literacies

16. FLUENT WRITERS CONTEXT FOR WRITING COMPETENT WRITERS INTENTIONAL INSTRUCTION INDEPENDENT WRITERS REGULAR ASSESSING WRITING