Building Bridges Between Reading and Writing for University Preparation

1. Building Bridges Between Reading and Writing for University Preparation Erin Shaw Hernandez erinmargaret@gmail.com

2. Thought Questions… • In your university classes… • In which classes did you read the most? • In which classes did you write the most? • What classes required both skills extensively? • How did you learn how to read and write to feel confident for those classes?

3. Recent research • Grabe, W., & Zhang, C. (2013). • Invited essay that summarizes research studies on the topic • “Reading/writing integration is an area that is relatively underexplore even though it is commonplace in most academic contexts and critical for academic success” (p.10).

4. Integrated Reading/Writing Tasks in University Settings (Grabe& Zhang, 2013) • Taking notes from a text (both at home and in class) • Summarizing text information • Paraphrasing textual resources • Combining information from multiple text sources in a synthesis task • Comparing multiple points of view from written texts and producing a critical synthesis • Answering essay exam questions in writing (both at home and in class) • Writing an extended research paper or literature review • Responding to assigned texts (summary and then critique)

5. “Tasks that require reading/writing integration such as summarizing, synthesizing information, critically responding to text input, or writing a research paper require a great deal of practice. Unfortunately, opportunities to learn and practice reading/writing connections seldom happen in L2 settings” (Grabe & Zhang, 2013, p.10).

6. Background • Terminal level students • Struggling with grades and motivation, particularly in writing class • Gathered information before the change over several semesters • Focus groups, surveys, teacher input and student work

7. Solutions • Combined R/W class in terminal level with changes to both class curricula • Increase motivation and decrease homework, while increasing proficiency and critical thinking • Let increased proficiency, in a university-like class be the driving factor • Modify and adopt texts • Tweaked after the first semester

8. Grabe and Zhang (2013) focus on summarizing and synthesizing as the core to most other reading and writing integration tasks • “The development of writing skills that allow students to use multiple textual resources to synthesize and interpret text information is a quintessential academic task” (Grabe & Zhang, 2013, p.14).

9. Integrated Reading and Writing • 2 classes, 2 teachers who meet weekly to combine efforts and goals • Writing topics coordinated with reading themes to reinforce vocabulary • Emphasis on summarizing, paraphrasing and synthesizing • Introduce tests that require reading/writing integration to measure student progress

10. Reading Curriculum • Use writing textbook Sourceworkin both classes to focus on reading strategies to apply to writing • Summaries, paraphrases, reading responses • Both teachers taught different sections • Reading skill textbook for teachers that focused on strategies for comprehension • Learn More & Read Faster by Marne B. Isakson, Richard L. Isakson and Irene Windham (2010) • Ex: outlining, skeletons, quick summaries

11. Reading Curriculum • Research skills and reading to find information • Homework assignments focused on application of skills learned in class as applied to writing assignments • A few tests during the semester to test the skills separately • Introduction of reading topics before writing class • One literature book

12. Writing Curriculum • Introduction of Sourcework textbook that focused on synthesis writing • Focus on the writing process, with reading integrated throughout the process • Used topics developed in reading class for papers • Focus on more synthesis activities • One writing assignment focused on literature and critical analysis

13. Semester Activities Reading Writing Write a 6-page problem solution essay on globalization, a 6-page research essay on human rights, and a short essay analyzing literature Writing teacher conferenced with students to help them organize ideas from reading into an essay • Readings in class for fluency and comprehension on Globalization, Human Rights and a literature book. Readings outside of class for research on those topics. • Reading teacher conferenced with students to help them find appropriate material and to make sure they understood it.

14. Semester Activities Reading Writing Students completed outlines, annotated bibliographies, and drafts of their essays. Students had synthesis paragraph tests and turned in polished and completed essays Students wrote practice analysis essays in class for Things Fall Apart, and wrote an analysis essay based on a theme and reading class discussions Students wrote AP Language essays based on opinion and analysis TOEFL integrated writing tasks • Students completed outlines, summaries, reading responses and paraphrases of key reading passages • Students had reading tests • Students read Things Fall Apart and completed reading guides, discussion groups and other guided activities • Students wrote AP Language essays based on reading passages

15. Assessments of Integration • Summaries and paraphrases written for homework in reading class were allowed to be used in papers • Research papers are used to show comprehension of sources through summary and synthesis • Reading tests for isolated skill testing • TOEFL integrated writing prompts • AP tests (Item 1, 3) • Synthesis Paragraphs • Essential skills practiced and tested in multiple contexts

16. AP English Language and Composition Test Free-Response Questions • Question 1: Students are presented with background information on a topic and then given seven sources and a question. • Example: Carefully read the following seven sources including the introductory information for each source. Then synthesize information from at least three of the sources and incorporate it into a coherent, well-developed essay that argues a clear position on whether the USPS should be restructured to meet the needs of a changing world, and if so, how. • Make sure your argument is central; use the sources to illustrate and support your reasoning. Avoid merely summarizing the sources. Indicate clearly which sources you are drawing from, whether through direct quotation, paraphrase, or summary.

17. AP English Language and Composition Test Free-Response Questions • Question 3: Students are asked to write an argument essay after being given a quote or prompt showing one or both sides of an issue. • Example: Consider the distinct perspectives of the following statements…in a well-organized essay, take a position on the relationship between certainty and doubt. Support your argument with appropriate evidence and examples.

18. Synthesis Paragraphs • Students are given quotes, summaries or paraphrases on a topic and are required to integrate two sources into a cohesive paragraph in 30 minutes • “About 4% of all candy consumed in this country occurs on that one day, says Harry Balzer, the chief industry analyst for the NPD Group, which does market research on eating trends” (Source B, quote, para.2). • Experts agree that kids get more candy on Halloween than they can eat; therefore, kids shouldn’t keep all the candy they receive (Source B, paraphrase, para. 13). • Halloween has been a tradition for 2,000 years, based on a Gaelic festival called Samhain (Source D, paraphrase, para 2). • Pranks have been a tradition on Halloween since the end of the 19th century. Some pranks are deadly and harmful such as the Devil’s Night pranks in Detroit in 1984 where more than 800 fires were set in the city (Source D, paraphrase, para 2).

19. Sample Week

20. Sample Week 2

21. Student Results • Students showed proficiency gains in both skills throughout the semester based on teacher testing • Greatest gains were in ability to synthesize sources within a paragraph and paraphrase

22. Student Responses • Gathered through focus groups and surveys • Over two semesters, all students* reported: • They liked the connection between the two classes • They felt a proficiency gain in both skills • They thought the skills practiced in both classes were useful • A higher motivation for improvement in both skills. • All students agreed that they felt more confident in ability to read and understand academic articles, and write academic papers • “As I have learned the skills that are useful for both reading and writing, I feel more confidence whenever I read or write something.” • Students reported a large jump in reading and writing skills from the previous level to this level

23. Student Responses • Students reported greater motivation • “Having integrated classes makes me focus on my topic and it helps me a lot with vocabulary and idiomatic expressions. If the classes were not integrated, I would definitely feel overwhelmed and less encouraged to do my assignments. “ • “Because we are reading about the same topic, we have more ideas and information. It is hard to research and write about something you've never heard before and that is why the reading classes keep me motivated to write. • Students reported greater proficiency • “I can analyze better what I read and putting in my own words. I also learning to summarize and to give my opinion just when they ask. “ • “As I have learned the skills that are useful for both reading and writing, I feel more confidence whenever I read or write something.” • Students reported integration helping with writing skills • “Reading helps a lot with ideas for writing!” • “Because it gives me and idea, it richens my comprehension about the topic and I can build an opinion prior to write the essay. • “This is because I can get a lot of ideas and background knowledge before writing.”

24. Student Responses • Students found it helpful to have a focus and purpose for reading • “We think more about the studied topic and we can use the different skills we learn in both class to have a better interpretation of the underlying meanings and topics present in the book.” • Students enjoyed synthesis activities and found them helpful, asked to do more • Some students felt a heavy emphasis on writing • “I like the fact that the reading and writing class are combined, cause it helped me to integrate both skills. But I wanted the reading class to more focus on reading. I didn't like when we practice writing during reading class. If we had read more, it would have been nicer.”

25. Summary • Positive experience for students and teachers • Integration of reading and writing skills can be done with different classes • Our experience in doing so led to improved student motivation, proficiency and confidence • Only a small piece of the puzzle • More can be done with reading and formal measurement of improvement

26. Sources Grabe, W., & Zhang, C. (2013). Reading and Writing Together: A Critical Component of English for Academic Purposes Teaching and Learning. TESOL Journal, 9-24. erinmargaret@gmail.com