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Burnette Writing Process www.writingprocess.net

Burnette Writing Process www.writingprocess.net. How to improve students’ writing but spend less time grading papers. Burnette Writing Process. Provides individualized writing instruction Results in real progress Improves students’ attitudes toward writing

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Burnette Writing Process www.writingprocess.net

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  1. Burnette Writing Processwww.writingprocess.net How to improve students’ writing but spend less time grading papers

  2. Burnette Writing Process • Provides individualized writing instruction • Results in real progress • Improves students’ attitudes toward writing • Makes students think critically about their own writing • Is research-based and supported by student achievement

  3. Burnette Writing Process • Allows for remediation and/or enrichment • Prepares students for high-stakes writing tests • Is supported by an interactive, web-based management/instructional tool • Helps teachers grade writing assignments more quickly and more effectively • Almost completely eliminates plagiarism

  4. Step One: Create a Meaningful Writing Assignment • Assignment Overview • Author and Audience • Form • Focus Skills • Procedure • Rough Draft Due Date • Final Draft Due Date See Examples on Pages 8-12 in Teacher’s Guide.

  5. Step Two: Select Focus Skills • Select from about 100 different skills in the following categories: content, organization, style, conventions, format, and challenge. See list of skills on pages 19-21 of Teacher’s Guide. • Focus skills can be individualized to meet the needs of every student. • Students should work on no more than six skills in each assignment. • Because students truly understand the skills, they continue using them automatically even after moving on to new skills.

  6. “[T]he approach that produces the best learning is focused practice. . . . The teacher structures writing tasks to emphasize specific aspects of writing.” Marzano, Robert J., Debra J. Pickering, and Jane E. Pollock. Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. Alexandria: ASCD, 2001.

  7. “Focus skills really help me to develop specific aspects of my writing to the point that they stick in my head. With so many things to think about on a ‘regular’ paper, you don’t really learn anything—it’s mostly just trying to fix common errors rather than improving style or content.” - student “I know that I only have to work on certain skills, so I don’t just give up and think my papers are horrible.” - student

  8. Step Three: Write! • Go over the assignment and the focus skills. • Teach a lesson on one or more of the focus skills. Lessons begin on page 66 of Teacher’s Guide. • Give students time to pre-write and write rough drafts. • Revisit the writing lesson. • Give students time to create final drafts.

  9. Meaningful Assessment • Should be a continuous process • Should provide feedback to improve student achievement • Should encourage self-evaluation and revision • Should reveal degrees of proficiency based on criteria established and made public prior to the performance • Should provide a photo album of student progress through which we can observe a student’s growth

  10. Step Four: Annotate, Self-Assess, Reflect • Students annotate their final drafts to demonstrate their understanding of each focus skill. • Teacher can see immediately what a student understands and doesn’t understand. • Students become accountable for their own learning and progress.

  11. “[T]he process of explaining their thinking helps students deepen their understanding of the principles they are applying.” Marzano, Robert J., Debra J. Pickering, and Jane E. Pollock. Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. Alexandria: ASCD, 2001.

  12. “Annotating my essays has helped me to find what is good in my writing. I think that when you are able to find the good things yourself, then you probably understand why they’re good.” - student “I love annotating essays because once I start, I can see where I might need to go back and fix something so I make sure I don’t turn in a paper that I am not truly proud of in every way.” - student

  13. “I hate annotating. It forces me to think. I’d rather just write something down and turn it in.” - student

  14. Step Four: Annotate, Self-Assess, Reflect • Students use the left side of the rubric to self-assess. • Students score themselves on the focus skills only. • Students reflect to describe their process and progress in regard to each skill.

  15. Step Five: Grade the Assignment • Teacher uses the right side of the rubric to assess the student. • Grading takes less time—while feedback is more meaningful—because teacher responds to and assesses only the focus skills. • Teacher can write more positive comments on students’ papers.

  16. “It took me a long time to grade the first set of essays because I wasn’t used to the approach, but the second set was a breeze! Now I grade essays in less than half the time I used to. And my students pay attention to the comments that I write on their papers!” - teacher

  17. Step Six: Track Student Progress and Plan the Next Assignment • Update each student’s Focus Skills Progress Chart after each assignment (on writingprocess.net). • Use results to determine which skills to focus on the next time. • It’s better to be a master of a few skills than to be a novice at them all!

  18. www.writingprocess.net • User-friendly template helps teacher to create a writing assignment. • Once teacher creates an assignment, the program automatically generates an appropriate rubric. • Students and parents can access assignments and rubrics online.

  19. www.writingprocess.net • Students can click on each focus skill to see skill descriptors, examples of outstanding student work, and links to additional help. See descriptors beginning on page 22 of Teacher’s Manual. • Teacher can add and modify skills as needed. • Students can chart their progress as they work toward mastering all of the focus skills.

  20. www.writingprocess.net • Parents can view student progress charts online. • Teacher can view and print class progress reports. • Students (and teacher) can post questions, answers, and comments on a class-wide message board.

  21. www.writingprocess.net • Student information and data carry over from one year to the next for seamless teaching and learning. • Yearly subscription includes access to website (for teacher, students, and parents) as well as a teacher’s manual with instructions, examples, and writing lessons.

  22. To log in to writingprocess.net, type your email address in the appropriate field. Use “newuser” as your password the first time you log in. Once you’re in, change your password to whatever you want it to be.

  23. Most of your questions should be answered in the Teacher’s Guide. You may also email Dawn Burnette at dburnette@dgppublishing.com.Thank you!

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