Using the National Institute for Literacy s Free Writing Resources in the LINCS Basic Skills Resource Collection

1. Using the National Institute for Literacy�s Free Writing Resourcesin the LINCS Basic Skills Resource Collection 2009 Literacy Texas Conference Austin, TX - July 27-28, 2009 Barbara Van Horn The Goodling Institute, Penn State University

2. Objectives Overview: National Institute for Literacy and LINCS Resources Introduction: Writing Resources in the LINCS Basic Skills Collection Summary: research on writing instruction and what it means for you �

3. www.nifl.gov New web site launched this week July 2009New web site launched this week July 2009

4. Research in Writing: Implications for Adult Literacy Education  Author: Marilyn K. Gillespie Summarized research in writing � and discussed implications for teaching adults What are your experiences in teaching writing to adult learners? What are your personal challenges in writing? What are your challenges in teaching writing? Summarized research in writing � and discussed implications for teaching adults What are your experiences in teaching writing to adult learners? What are your personal challenges in writing? What are your challenges in teaching writing?

5. Make time for writing� �Up to now, adult literacy learners have far too often gone through years of schooling that involved only the reading of other people�s words. Not enough opportunity has been provided for them to make words their own.� (p. 101, Ch. 3, V. 2, Annual Review of Adult Learning and Literacy) Other People�s Words � Victoria Purcell Gates �Other People�s Words � Victoria Purcell Gates �

6. Hayes and Flower Writing Model Early research � showed that writing is reiterative and messy �Early research � showed that writing is reiterative and messy �

7. Bereiter and Scardamalia Knowledge Telling (novice) Knowledge Transforming (expert) Second seminal research in writing � found that novice writers just put words on paper with little thought as to audience; memory dump Expert writers think abut purpose for writing, audience � so transform the words into something more specific and targetedSecond seminal research in writing � found that novice writers just put words on paper with little thought as to audience; memory dump Expert writers think abut purpose for writing, audience � so transform the words into something more specific and targeted

8. Cognitive studies identified how � Basic Writers (lower order) Use invented spelling (learning to spell) Struggle with mechanics while writing Advanced Writers (higher order) Use reiterative processes in writing Focus on sequencing, rewriting for meaning when revising Use planning and problem solving when writing Consider audience (reader) Other researchers expanded on these concepts, found more specific information Does this sound like your students? In what ways?Other researchers expanded on these concepts, found more specific information Does this sound like your students? In what ways?

9. Cognitive studies also identified what teachers should do � Discuss & use explicit instruction to break down assumption that �good� writers don�t rewrite & have no problems with spelling Use short sessions to focus on word structure and conventions Follow with opportunities to engage in meaningful�not separate �class� or �isolated� activity

10. Sociocontextual View Challenge: Build bridge to audience How do I write for audience I don�t understand? Do I have a right to speak? How do I cross the boundaries? Instruction: Guide learners to interpret and reflect on writing in various contexts and situations� Next wave of research � more varied audiencesNext wave of research � more varied audiences

11. New Literacy Studies Literacy depends on social and cultural institutions in which it is embedded. Literacy as a shared activity Literacy tasks at home, neighborhood vs formal classes Writing at work: Individual vs collaborative Writing in L2: �Trans-culturation� Writing as transformation: Purcell-Gates Other People�s Words: The Cycle of Low Literacy (1995)

12. New Literacy Studies�Impact on Instruction Language experience Narrative: Personal stories, family history, parent-child book Expository: Description, instructions Publish: Newsletters, web, email, books, journals, essays

13. Moving from novice to expert Writer based prose Reader based prose Little planning Goals and sub-goals Revision focused on Revision focused on grammar, mechanics, re-sequencing and and neatness rewriting units of text Goal of teaching is to move learners from novice to expert � this is based on research up to this pointGoal of teaching is to move learners from novice to expert � this is based on research up to this point

14. Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools Author(s): Steve Graham and Dolores Perin Graham and Perin got more specific, identifying strategies to help move learners from novice to expert writersGraham and Perin got more specific, identifying strategies to help move learners from novice to expert writers

15. Writing Strategies Summarization Collaborative Writing Specific Product Goals Word Processing Sentence Combining � teaching students strategies for planning, revising, and editing their compositions � explicitly and systematically teaching students how to summarize texts � instructional arrangements in which students work together to plan, draft, revise, and edit their compositions � students assigned specific, reachable goals for the writing they are to complete � computers and word processors as instructional supports for writing assignments � teaching students to construct more complex, sophisticated sentences These strategies build writing skills effectivelyThese strategies build writing skills effectively

16. Prewriting Inquiry Activities Process Writing Approach Study of Models Writing for Content Learning � students engage in activities designed to help generate or organize ideas for composition � students engage in analyzing immediate, concrete data to help develop ideas and content for particular writing task � interweaves instructional activities in workshop environment to stress extended writing opportunities, writing for authentic audiences, personalized instruction, and cycles of writing � provides students with opportunities to read, analyze, and emulate models of good writing � writing as a tool for learning content material These strategies build writing skills effectivelyThese strategies build writing skills effectively

17. Grammar Instruction: Teaching grammar as isolated activity = not effective. Teaching grammar in the context of writing = very good results. So, do the following edit/revise stage: Teach only grammar students need to edit current piece of writing. Use individual conferences to teach grammar student is struggling with the most. Choose grammar issue whole class is struggling with & teach mini lesson, So students can immediately apply what they learn to current writing. Encourage students to read extensively, allowing them to see correct grammar in use. Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools � A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education. Note the ideas on grammar instruction � important to know when to correct and not to correct too much Grammar should be taught in the context of the learner�s own writing � not in workbooks Explain why the grammar rules exist when explicitly teaching conceptNote the ideas on grammar instruction � important to know when to correct and not to correct too much Grammar should be taught in the context of the learner�s own writing � not in workbooks Explain why the grammar rules exist when explicitly teaching concept

18. Title: Affecting change in literacy practices: Impact of two dimensions of instruction Author(s): Purcell-Gates, V., Degener, S., Jacobson, E., Soler, M. Building on idea of using own writing and/or experiences, Purcell-Gates took this further �Building on idea of using own writing and/or experiences, Purcell-Gates took this further �

19. Research question: Which instructional situation, school-like or authentic, led to increased use of literacy outside the adult education classroom? This is the research question - This is the research question -

20. Participants 22 states Classroom observations Interviews with teachers and students Questionnaires administered individually in their homes every month for up to a year inquiring on new or increased individual literacy practices. Classroom observations Interviews with teachers and students Questionnaires administered individually in their homes every month for up to a year inquiring on new or increased individual literacy practices.

21. Authenticity Literacy activities and purposes that people use in their lives excluding those that are structured solely around learning to read and write in school settings. excluding those that are structured solely around learning to read and write in school settings.

22. Results Significantly more positive changes in literacy practices outside the classroom Reading and writing more texts at higher levels of discourse Adult students who attended authentic literacy classes showed significantly more positive changes in literacy practices outside the classroom than did students who attended skills based classrooms. Analysis revealed that the increases in types of texts involved reading and writing more texts at higher levels of discourse, 25% used authentic practices Adult students who attended authentic literacy classes showed significantly more positive changes in literacy practices outside the classroom than did students who attended skills based classrooms. Analysis revealed that the increases in types of texts involved reading and writing more texts at higher levels of discourse, 25% used authentic practices

23. What next?? What one idea might you try? What other help might you need to actually use this new idea?

24. Thank You! Barb Van Horn 814-865-5876 blv1@psu.edu