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Northwest Halifax High School

Northwest Halifax High School. Writing Across the Curriculum. Writing Across the Curriculum. "I'm not sure my students have even opened their textbooks." "They're just covering the entire chapter in yellow highlighter." "She says she read it, but I don't think she understood one word.".

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Northwest Halifax High School

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  1. Northwest Halifax High School Writing Across the Curriculum "Creating A Culture of Writing that Works"

  2. Writing Across the Curriculum • "I'm not sure my students have even opened their textbooks." • "They're just covering the entire chapter in yellow highlighter." • "She says she read it, but I don't think she understood one word." "Creating A Culture of Writing that Works"

  3. Writing Across the Curriculum • What is it? Teachers across the disciplines use writing-to-learn and writing-to–demonstrate- knowledge to enhance the learning of students in all disciplines. "Creating A Culture of Writing that Works"

  4. Writing Across the Curriculum • WAC practices and principles improve writing skills, stimulate higher level thinking skills and deepen understanding of content. "Creating A Culture of Writing that Works"

  5. Writing Across the Curriculum • Incorporating writing and writing instructions into the classroom practices “time on task” and allows students to deepen their understanding of content knowledge and/or demonstrate their understanding. "Creating A Culture of Writing that Works"

  6. Writing Across the Curriculum "Creating A Culture of Writing that Works"

  7. Writing Across the Curriculum Writing-to-Learn A writing-to-learn strategy is one that teachers employ throughout and/or at the end of a lesson to engage students and develop big ideas and concepts. "Creating A Culture of Writing that Works"

  8. Writing Across the Curriculum Writing-to–Demonstrate- Knowledge A writing-to- demonstrate- knowledge assignment is one that teachers employ when they assign reports, essays, persuasive writing, and creative or expressive writing, as well as research papers. "Creating A Culture of Writing that Works"

  9. Writing Across the Curriculum Writing-To-Demonstrate-Knowledge: English Language Arts • Technique: Writing Guidelines General Writing Guidelines provide a roadmap for thinking ahead about the requirements for any writing assignment. They provide a context for "project management" to further define the topic, set timelines, identify gaps in information, pace writing around other tasks, etc. • What does it do? The guidelines offer a planning tool that can be used as a checklist for producing a writing timeline that considers all aspects of writing needed to successfully complete the written project within a context. • How to implement: Introduce the guidelines below at the beginning of the year or course. Ask students to plan ahead. They should consider the elements listed and then set up a timeline that works given due dates within the English course and across all class assignments. "Creating A Culture of Writing that Works"

  10. Writing Across the Curriculum Example Guidelines for Planning and Producing Writing • Find an idea or topic. • Formulate a thesis - narrow the topic. • Generate details - facts, examples, and support. • Outline if this seems helpful. • Write the first draft. • Let the ideas used incubate. • Revise. Consider the paper from the reader's point of view; reorganize and add explanations where • necessary. • Let things rest (think about the paper) again. • Revise/proof again. • Write a final draft. • Proofread three (or more) times - once aloud, once for errors habitually made, and once backwards. • Develop final copy and publish/present. • Adapted from: www.owl.english.purdue.edu/workshops/hypertext/reportW/generalguidelines "Creating A Culture of Writing that Works"

  11. Writing Across the CurriculumWriting-To-Learn: English Language Arts Strategy: Predict-O-Gram Writing Predict-O-Gram Writing is a strategy that provides an opportunity for students to predict what they will be reading by pre-categorizing vocabulary words into their anticipated roles within a story. The strategy can be extended to include additional word sorts (Gillett and Temple, 1983; Allen, 2007; and Daniels, 2004). • What does it do? The Predict-O-Gram asks students to make informed guesses about how certain words will be used in the text prior to reading. The graphic organizer is useful because it alerts students to vocabulary they will encounter as they read. Used as a post-reading strategy, the confirming/correcting of original predictions helps students become more aware of their prediction abilities. They begin to take note of the meanings and possible roles of words they encounter. The process inspires curiosity about their predictions and heightens engagement with the reading. "Creating A Culture of Writing that Works"

  12. Strategy: Predict-O-Gram Writing • How to implement: The teacher models with the large group how to pre-categorize the words and fill in the graphic. Together, before reading, the class or small group picks the category into which key pre-selected words might be used. Students work independently after learning the procedure. • In narrative, use text elements as headings: setting, characters, action, problem, and resolution. • In informational (expository) reading, the teacher in solo or with the help/input of students generates categories pertinent to the text being read. • Use as a post-reading strategy. Students confirm or correct predictions following the reading through writing. • Example: Key Words from The Lady or the Tiger: king, prisoner, princess, tiger, door, arena, signal, jealous, semi-barbaric "Creating A Culture of Writing that Works"

  13. Strategy: Predict-O-Gram Writing "Creating A Culture of Writing that Works"

  14. Writing-to-Learn: Social StudiesStrategy: GIST- Generating Interactions between Schemata and Texts • GIST (Cunningham 1982) is a strategy designed to help students learn to write organized and concise summaries. Summaries restate only the author’s main ideas, omitting all examples and evidence used in supporting and illustrating points. For students who are at a loss as how to put a reading into their own words, GIST can be used as a step by step method. • What does it do? When students summarize paragraphs of text in “their own words” they are a step closer to making the information their own. Bloom identified summarizing as a method to increase comprehension. • How to implement: The teacher should begin with modeling the technique by coaching the class through a paragraph. After modeling assign a reading for students to do independently. "Creating A Culture of Writing that Works"

  15. Strategy: GIST- Generating Interactions between Schemata and Texts "Creating A Culture of Writing that Works"

  16. Writing-to-Learn: Social StudiesStrategy: Introduction to a Famous Person • Writing an introduction utilizes the RAFT writing strategy. Students (the ones making the introduction) must identify the role they are taking, and then prepare the introduction (format) of the person based on the audience, and when and where they are making the introduction (topic). • What does it do? Requires students to apply, analyze, and synthesize information. • How to implement: The teacher assigns student pairs the Role, Audience, Format (in this case an Introduction), and Topic. Teachers should model the strategy by creating an appropriate introduction by coaching the class through the elements. Working in pairs, students should then write an appropriate introduction to the person they were assigned. Here is an example from United States history: A Populist leader (r) speaking to a Populist/Democratic audience (a) making the introduction for the guest speaker-candidate William Jennings Bryan (f) at a political rally during the campaign for President of 1896 (t). • “My friends I have the honor of presenting to you one of Nebraska’s finest citizens, a man who knows the heart of the farmers and working men and women across this great land. A man not afraid to take on the conspiracy of the “gold bugs” whose one aim is to keep themselves wealthy and preventing honest families from making a living. A man who has already distinguished himself at his young age in the Congress of the United States by fighting against the repeal of the Sherman Silver Purchase Act. My good friends I present to you our next President of the United States of America William Jennings Bryan.” "Creating A Culture of Writing that Works"

  17. Question & Answer • 1. How does WAC guide classroom practice? 2. To what extent does WAC shape a school-wide literacy framework? 3. What makes a good writing assignment? 4. How can I avoid getting lousy student papers? 5. How can classroom teachers embed more writing into their everyday instruction? "Creating A Culture of Writing that Works"

  18. Works Cited Gillett and Temple, 1983; Allen, 2007; and Daniels, 2004). Writing acros the curriculum. (n.d.). Retrieved from http://www.michigan.gov/documents/mde/SSWAC_225020_7.pdf Writing acros the curriculum. (n.d.). English, Retrieved from www.owl.english.purdue.edu/workshops/hypertext/reportW/generalguidelines "Creating A Culture of Writing that Works"

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