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DOCUMENT RESUME ED 307 396 CE 052 329 TITLE the Lincoln DOCUMENT RESUME ED 307 396 CE 052 329 TITLE The Lincoln Intermediate Unit's Write-Now Manual for GED Instructors. INSTITUTION Lincoln Intermediate Unit No. 12, New Oxford, PA. SPONS AGENCY Pennsylvania State Dept. of Education, Harrisburg. Div. of Adult Education and Training Programs. PUB DATE 30 Jun 87 NOTE 323p. PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE MFO1 /PC13 Plus Postage. DESCRIPTORS Adult Literacy; Classroom Technique:- Educational Resources; *High School Equivalency Programs; *Holistic Evaluation; Learning Activities; Literacy Education; *Student Writing Models; Teaching Methods; Writing (Composition); *Writing Exercises; *Writing Instruction; Writing Processes; Writing Skills IDENTIFIERS 310 Project; *General Educational Development Tests ABSTRACT An instructors' manual describing the "Write-Now" approach to teaching writing to adult students preparing for the General Educational Development (GED) test together with a final report describing the project that developed the manual is presented. Topics covered in the 16 chapters of the manual include the following: what we believe about the teaching of writing in adult basic education/GED programs; collecting writing samples; Write-Now journals; writing across the curriculum; a Write-Now GED Class; the wriUng process; two process-conference cases; the new writing sample test of the GED; Floyd's chapter (excerpts from a student journal); publishing student writing; some write-for-life applications; the write-light department; caring and sharing; illustrations (mathematics); and life stages of an article. Other informationin the manual includes review selections, a 57-item bibliography, and resource addresses. The final report follows the manual and describes the project's purposes, administration, and procedures, as well as its evaluation activities. Among its extensive appendices arean inservice workshop guide to train instructors in using the manual and several articles about teaching writing. An annotated list of 13 resources is also provided. (KC) **, Reproductions supplied by EDRS are the best that can be made from the original document. oLi - z %". vv. TheLincUitkit#71FmeiliateUnit's LIM 1-(P,E-t14180 : .1 MI-PIR. for oja L.IU. Jo. 12 P.O. los 70 New Dxfani, Ph. 17350 U S DEPARTMENT OF EDUCATION Or e d Educintionai Research and improvement ED APONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person Or Organization o,iginating it C Minor changes have been made to improve reproduction aueidy Points of vie* or ()Pinions stated in this dOCu RECEIVED meet do not necessarily represent ufficel OERI position or policy AUG28 1987 "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." Arean.47 THE LINCOLN an IOUTATE UNIT'S WRITE-NOW MANUAL FOR GED'INSTRUCTORS Lincoln Intermediate Unit No. 12(PA) Grantor: Grantee: Pennsylvania Department of Education Dr. Donald E. Burkins Division of Adult Education and Federal Programs Specialist Training Programs Lincoln I.U. No, 12 333 Market Street P.O. Box 70 Harrisburg New Oxford PA 17126-0333 PA 17350 George E. Rutledge, Project Coordinator/Contact Person Project A.B.E.- I.U. 12 The Little House 619 S. Edgar St. York PA 17403 310 Project Contract No. 99-7004 in the amount of *4,859 toAgency No. 1-12-00-000-0 for the period from 7/1/86to 6/30/87. Copies of this project's report andproducts can be obtained from AdvancE at the Pennsylvania Departmentof Education's Resource Center or from the L.I.U. at Project A.B.E. This manual is a result ofa project supported in whole or in part by the U.S. Office of Education and the Pennsylvania Departmentof Education. The opinions expressedherein, however, do not necessarily reflect the position or policy of theU.S. Office of Educationor the Pennsylvania Department ofEducation, and no official endorsement should be inferred. 3 TABLE OF CONTENTS Title Page Table of Contents ii Chapter 1 - What We Believe 1 Fighting the Good Fight 8 Off to the WRITE Start 9 Chapter 2 - Collecting Writing Samples 12 Chapter 3 - WRITE-Now Journals 20 A Journal &change 28 Learning-Centered Writing 32 Chapter 4 - Writing Across the Curriculum 43 Chapter 5 - A WRITE-Now GED Class 69 Chapter 6 - The Writing Process 74 The Proosss Across the Curriculum 80 The WRITE-Now Team on Revision 88 Chapter 7 - Two Process-Conference Case& 95 Chapter 8 - Part I of the New WST 108 Sentence Rewrites 111 Errors Analysis 114 Chapter 9 - Part II of the New WST 119 Developing Essay Topics )22 Using Holistic Scoring 126 Some WRITE-Now Recommendations 132 Initial Drafts on TV Topic 135 Edward White's Assignment 139 A Key Resource 144 Chapter 10 - Floyd's Chapter 145 Chapter 11 - Publishing Student Writing 154 Chapter 12 - Some Write-for-Life Applications 161 Keeping a Ginger Book 165 Write-for-Life Examples 166 Chapter 13 - The Write-Light Department 173 Chapter 14 - Caring and Sharing 178 Chapter 15 - WAC Illustrations(Math) 185 Chapter 16 - Life Stages of an Article 189 Multiple Drafts 190 Published Version 195 Some WRITE-Now Review Selections 197 A WRITE-Now Bibliography 202 Resource Addresses 206 ii 4 CHAPTER 1 - WHAT WE BELIEVE INTRODUCING THE WRITE-NOW TEAM Project Coordinator George Rutledge works primarily with ABE/GED students as program coordinator and instructor at I.U. 12's Project A.B.E. in York, PA. He alsoteaches GED classes in the evenings during the school year. George has coordinated several 310 projects, most of them dealing with some aspect of teaching writing in both individualized and group settings. Currently servingas Tice-President for Intermediate Units for the Pennsylvania Council of Teachers of English(PCTE), he is interested in staff development at all levels of education. George is an adjunct instructor of English at Millersville University of PA and a frequent workshop presenter. Project Facilitators. Carol Almeida serves the Lincoln Intermediate Unitas an ESL instructor at three sites. Carol has participated in and conducted several staff development (-- workshops in ESL for both paid and v-lunteer tutors and instructors. She was an advisor to the I. U.2s 1984-85 ABE student anthology project, and she has taught classes in English composition at York College of Pennsylvania. As a part-time instructor at Project A.B.E., Carol also works with ABE/GED students. Yicki Rutledge, George's wife, has taught ABE/GED students in York since 1979. A former high school yearbook advisor and speech coach, shewas a Write-for-Life Associate for I.U. 1228 1983-84 310 project, The Write-for-Life Program and also assisted with the 1984-85 anthology project. George, Carol, and Vicki have also taught English language arts classes at the secondary level. See the newspaper article in this manual for more information about their 1' present and future collaborations in the WRITE directions. 5 2. What WS Believe About the Teaching of Writing in ABE/GEDPrograms The teaching of writing is one of, the mostbasic responsibilities of all teachers. With the addition of the essay componentto the GED tests in 1988, ABE/GED instructors now have another good reason to beconcerned about the writing skills of their students. Thos. writing skills will be tested directly and objectively. In programs where ABE/GED instructorsspecialise in teaching any or all of the other four GED test contentareas, learning - centered writing activities can help to improve students' learningpower and their general communications skills. The succeisful development of writing abilitydepends very much on a recognition of the aloes relationships that existamong all of the language arts (reading, speaking, listening, and writing). Students who write about what theyare reading and thinking become more perceptive readers. As they practice reading witha writer's eye, then automatically become better test takers. Students should learn to write in order to write to learn. It is our job to help our studentssee how writing can enrich their personal growth and development. We are talking about a lotmore than just taking notes, making lists, doing !rewritingexercises, and making personal journal entries, but these kinds of writingaroartheWRITE track. 3. Writing skills are most effestively taught and learnedin the context of actual writing. WEITENow teachers purchase lot, of inexpensive compositionbooks and pencils.Then they encourage and help their students to fillthose notebooks with their words, their voices, and their worlds. Writing is a process u well as a product. Writing or composing does not usuallyoccur in a straight - forward, linear fashion. It 311 often a process of discovering meaning.The process is one of accumulating words or phrases, putting themon paper, and then working free these bits and pieces to reflect on, structure, and possiblyfurther develop what one means to say./brward Revenant occurs only after one hassome sense of where one wants to go. Students should write for different audiences and fordifferent purposes. We should encourage our ABB /GED students to do personalor private writing for themselves, informal and formal writing forpersonal, tinily, and business purposes, and more public writing forwider audiences.They should write for audiences beyond their instructors and theirGED essay readers. Students should have experience with the entire spectrumof written discourse in ord . to develop a command over a wide range of language verities. Our students should write for expressive, poeticor literary, and transactional reasons. They should write to inform, persuade, inspire, explore, and entertain. 7 4. Students should experience the fullrange of writing occasions, from those that allow the writer to make all the decisions to those thatpresent the writer with a list of expectationsto be met. Although we have a responsibility to help our GED students learnto writ. short essays, esseLtially 200-300 word persuasive and/or informativepieces, in order to cops successfully with the new GED essay requirement,we also have a responsibility to introduce our studentsto !rewriting, learning-centered writing, and other less structured and sometimes less-threatening WRITE-bow experienoes.
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