DOCSLIB.ORG

Open the Entire Book

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Open the Entire Book PRoGRaAMS an PRACTICES Writing Across the Secondary School Curriculum Edited by Pamela Farrell-Childers • Anne Ruggles Gere • Art Young Boynton/Cook Publishers Heinemann Portsmouth, NH Boynton/Cook Publishers, Inc. A Subsidiary of Reed Publishing (USA) Inc. 361 Hanover Street, Portsmouth, NH 03801-3912 Offices and agents throughout the world Copyright © 1994 by Pamela B. Farrell-Childers, Anne Ruggles Gere, and Art Young. All rights reserved. No part of this book may be reproduced in any form or by electronic or mechanical means, including information storage and retrieval systems, without permission in writing from the publisher, except by a reviewer, who may quote brief passages in a review. Editor: Peter Stillman Production: J. B. Tranchemontagne Cover design: Julie Hahn Every effort has been made to contact the copyright holders for permission to reprint borrowed material. We regret any oversights that may have occurred and would be happy to rectify them in the future printings of this work. Library of Congress Cataloging-in-Publication Data Programs and practices: writing across the secondary school curriculum/edited by Pamela B. Farrell-Childers, Anne Ruggles Gere, Art Young. p. em. Includes bibliographical references. ISBN 0-86709-334-X 1. English language- Composition and exercises- Study and teaching (Secondary)- United States. 2. Interdisciplinary approach in education- United States. I. Farrell-Childers, Pamela B., 1943- ll. Gere, Anne Ruggles, 1944- III. Young, Art, 1943- LB1631.P698 1994 808'042'0712- dc20 93-5996 CIP Printed in the United States of America Contents Introduction 1 Contexts for Change: Problems and Possibilities 7 1 Resistance as Inspiration in a Language and Learning Program Bernadette Glaze and Christopher Thaiss 9 References 19 2 Teachers as Decision Makers: Creating Classroom, School, and Systemwide Changes Marcella Emberger and Clare Kruft with Sally McNelis and Sharon Robbins 20 Appendix A 35 Appendix B 36 References 37 3 Letters from the (Cutting) Edge: Promoting Writing Across the Curriculum Through Assessment Lois E. Easton and Roger Shanley 38 References 48 4 A High School/College Writing Across the Curriculum Project: Successes and Constraints Brenda Greene and Lorraine Kuziw 49 5 Student-Developed Multimedia: An Ideal Vehicle for Writing Across the Curriculum Nancy Linvill and Chris Peters 59 Appendix 71 Ways of Collaborating 73 6 Four Collaborative Projects George D. Wilson 75 IV Contents Notes 83 References 83 7 Writing Across the Curriculum at Shorewood High: Integrative Models, Student Investments Steve Pearse 84 References 98 8 Using a Team Approach in High School to Increase Student Achievement Barry Gadlin with Linda Ashida, Barry Brown, Jack Elliott, Suellyn Gates, Bernie Kelly, Chris Kelly, Mary Beth Khoury, Robert Koralik, Marianne Rosenstein, and Charles Widlowski 99 References 110 9 Writing to Learn Science Rae Bruce and Rodney Mansfield 111 References 121 10 The Puget Sound Literature Project: Secondary and University Instructors in a Teaching Team Mary E. Kollar 122 References 135 11 Technology: An Invitation for Writing and Collaboration Eve Coleman and Jeanne C. Sink with Odessa Wilson 137 Appendix 151 References 153 12 Collaboration as Sharing Experiences: A Detroit Public Schools/ University of Michigan Course Barbra Morris and George Cooper with Constance Childress, Mary Cox, and Patricia Williams 154 Notes 169 References 170 Ways of Implementing Programs 171 13 One Vision at a Time Betty Beck 173 Acknowledgments 184 Contents v 14 Tiger Talking Time: Writing Across the Curriculum at Saluda High School Gloria Caldwell, Melissa Deloach, Lyn Zalusky Mueller, and Edwin C. Epps 185 15 Writing Across the Curriculum at The McCallie School Pamela B. Farrell-Childers with Peter LaRochelle, Cissy May, Catherine Neuhardt-Minor, Lance Nickel, and David B. Perkinson 196 References 214 16 Development of Writing Across the Curriculum at Berkshire School Elizabeth L. Clifford with Dean Ellerton, Heather Prescott, Anna Romano, and Hilary Russell 215 References 227 17 Projects and Partnerships: Writing, Teaching, and Learning in the School District of Philadelphia Judy Buchanan and Andrew Gelber 228 References 236 18 From Top Down to Grass Roots: Writing Across the Curriculum Districtwide Nana E. Hilsenbeck 237 Appendix 242 19 An Open Letter: Why Should Teachers Become Involved with Writing Across the Curriculum? James K. Upton 246 Description of Programs 256 Notes on Contributors 276 Introduction Pamela Farrell-Childers, Anne Ruggles Gere, and Art Young Writing across the curriculum (WAC) has been an important initiative for educational reform in the nation's schools for more than a decade. We have heard teachers report on WAC efforts at annual conventions of the National Council of Teachers of English as well as at various regional and affiliate NCTE meetings, at local sites of the National Writing Project, at the Bread Loaf School of English summer sessions, in classrooms and school districts, and in informal conversations in the corridors of school buildings and convention centers. Numerous articles and several books have been published recently that provide theoretical perspectives and classroom strategies for incorporating WAC into all kinds of courses and that report the results of innovative collaborations by teachers in different disciplines. Most of these conference presen­ tations and published works have focused on small groups of teachers working together to improve their students' learning and communication abilities through curricular projects and classroom innovations. Thanks to these teacher-scholars, we have a good deal of information about how individual teachers employ WAC strategies in their classes. We know a great deal less about how groups of teachers and administrators work together to develop WAC programs that extend across schools or districts. In diverse locations across the nation, in rural, urban, and suburban schools, efforts are now emerging to institutionalize WAC programs or to sustain WAC initiatives by integrating them into other programs such as statewide assessment. The major purpose of this book, then, is to describe and critique some ways WAC has been incorporated into schoolwide, districtwide, and statewide programs. WAC efforts, which most often begin with small groups of teachers working in a limited number of classrooms, can and often do expand to become the catalyst for systemic change. In these pages readers will find the philosophical foundations for WAC programs and numerous specific classroom appli­ cations that provide the explanatory power of practical experience. In addition, teachers and administrators will discover ways others are nurturing WAC by creating environments in which WAC becomes central to an institution's educational mission. The goals of WAC­ improved learning and communication- are supported by many edu­ cational constituencies. Yet, for many reasons, ranging from lack of 2 Introduction funding to lack of models for sustaining in schools what is fundamentally interdisciplinary and collaborative, successfully institutionalizing WAC presents challenges. As individual schools, school districts, and state agencies begin to undertake this task, we believe that the nineteen cases presented here offer workable possibilities, imaginative solutions, and honest doubts about the problems of bringing theWAC movement to the nation's children. Writing across the curriculum has its beginnings, for the three of us, in the late 1970s. As we and others in the United States were worrying about declining test scores and the lack of value our society and our educational system seemed to place on written communication, we became aware of the important work of James Britton, Nancy Martin, and their colleagues at the University of London's Schools Council Project. Theirs was a major effort to integrate and then study "language across the curriculum" in English schools in the 1960s and 1970s. Their work demonstrated in theory and practice that language was integral to learning as well as to communication in all disciplines. Many supporters who began WAC projects in the U.S. at that time were motivated by a desire to enhance student abilities in these two areas. First, they were concerned with students' ability to communicate, what was often called student literacy-functional literacy, critical literacy, academic literacy. Teachers, administrators, and funding agencies wanted students to read and write better. Second, supporters were concerned with students' abilities as learners-they wanted students to become more active and engaged learners, critical thinkers, and problem solvers. They believed that providing students with increased opportunities to use writing as a tool for learning would help achieve these goals. We might say that first-generation WAC programs founded on these premises focused on the cognitive development of individual students. They encouraged writing in all disciplines to enable students to become astute learners, critical thinkers, and effective communicators. In the 1980s, teachers and scholars explored the social dimensions of written communication, an exploration that gradually shifted WAC theory and practice away from the purely cognitive to a more socially based perspective. This shift paralleled WAC's move from the individual classroom into the wider social arena of school, district, and state. Thus, to the first two premises for WAC programs (learning and communication), a third and fourth were added. The
Load more

Recommended publications
  • Today's Education Terminology
    Baldwinsville Central School District 29 East Oneida Street Baldwinsville, NY 13027 Today’s Education Terminology A guide to the terms used in education today in the Baldwinsville Central School District, OCM BOCES, New York State, and around the country Updated 10/17 Academic Intervention Services (AIS) The provision of extra services to pupils who have been identified as being at risk of not achieving the state designated performance level in each subject. ACCESS-VR Office of Vocational and Educational Services for Individuals with Disabilities ADP Average Daily Participation (Food Service) Age Appropriate The term used to describe lessons and activities that are geared to appropriate age levels. ADT Adolescent Day Treatment—One of the several programs serving students whose management and behavioral needs are determined to be highly intensive. AIMSWeb Benchmarking Are powerful assessments that provide useful data that covers skill areas within grade levels. The data is used to inform instruction of students and is pre- dictive of success on state assessments. The fol- lowing are AIMSWeb testing probes: Reading LNF = Letter Naming Fluency Benchmark LSF = Letter Sound Fluency Benchmark PSF = Phoneme Segmentation Fluency Bench- mark NWF = Nonsense Word Fluency Benchmark R-CBM = Oral Reading Fluency Benchmark MAZE = Reading Comprehension Benchmark Math OCM = Oral Counting Measure Benchmark NIM = Number ID Measure Benchmark QDM = Quantity Discrimination Measure Benchmark MNM = Missing Number Measure Benchmark M-COMP = Mathematical Computation Bench- mark MCAP = Mathematical Concepts and Applica- tions Benchmark 2 Annual Review A mandatory meeting at which a child's IEP is modi- fied, adjusted or terminated based on the effective- ness of meeting the child's need.
    [Show full text]
  • The Comparability Between Modular and Non-Modular
    THE COMPARABILITY BETWEEN MODULAR AND NON-MODULAR EXAMINATIONS AT GCE ADVANCED LEVEL Elizabeth A Gray PhD INSTITUTE OF EDUCATION UNIVERSITY OF LONDON 1 ABSTRACT The prime concern of this thesis is the comparability of two types of assessment now prevalent in Advanced level GeE examinations. The more conventional linear scheme assesses all candidates terminally, and the only way to improve the grade awarded is to re-take the whole examination. In contrast, the relatively new modular schemes of assessment include testing opportunities throughout the course of study. This not only has formative effects but allows quantifiable improvements in syllabus results through the medium of the resit option. There are obvious differences between the two schemes, but this does not necessarily imply that they are not comparable in their grading standards. It is this standard which the thesis attempts to address by considering the different variabilities of each of the schemes, and how these might impinge upon the outcomes of the grading process as evidenced in the final grade distributions. A key issue is that of legitimate and illegitimate variabilities - the former perhaps allowing an improvement in performance while maintaining grading standards; the latter possibly affecting the grading standard because its effect was not fully taken into account in the awarding process. By looking at a linear and modular syllabus in mathematics, the differences between the two are investigated, and although not fully generalisable, it is clear that many of the worries which were advanced when modular schemes were first introduced are groundless. Most candidates are seen to use the testing flexibility to their advantage, but there is little evidence of over-testing.
    [Show full text]
  • Open the Entire Book
    Alternatives to Grading Student Writing NCTE Editorial Board: Pat Cordeiro, Colette Daiute, Bobbi Fisher, Brenda Greene, Richard Luckert, Bill McBride, Alleen Pace Nilsen, Jerrie Cobb Scott, Karen Smith, Chair, ex officio, Michael Greer, ex officio NCTE Committee on Alternatives to Grading Student Writing Robert Baroz, Ripton, Vermont Nick Carbone, University of Massachusetts at Amherst Mary Beth Cody, University of Nevada, Reno Marilyn Cooper, Michigan Technological University, Houghton Alice Cross, Horace Greeley High School, Chappaqua, New York Dallas Davies, Fremont High School, Sunnyvale, California Carol Dietrich, DeVry Institute of Technology, Columbus, Ohio Pamela Childers, The McCallie School, Chattanooga, Tennessee Elizabeth Hodges, Virginia Commonwealth University, Richmond Gwendolyn Jones, Tuskegee Institute, Alabama Jean Ketter, Grinnell College, Iowa Immaculate Kizza, University of Tennessee, Chattanooga Terri LeClercq, University of Texas Law School, Austin Marie Wilson Nelson, National Louis University, Tampa, Florida Lynda Radican (Associate Chair), California State University-Sacramento Joe Strzepek, University of Virginia, Charlottesville Stephen Tchudi (Chair), University of Nevada, Reno Alternatives to Grading Student Writing Edited by Stephen Tchudi University of Nevada, Reno NCTE Committee on Alternatives to Grading Student Writing National Council of Teachers of English 1111 W. Kenyon Road, Urbana, Illinois 61801-1096 Manuscript Editor: Robert A. HeisterIHumanities & Sciences Associates Production Editor: Jamie Hutchinson Interior Design: Doug Burnett Cover Design: Loren Kirkwood NCTE Stock Number: 01305-3050 ©1997 by the National Council of Teachers of English. All rights reserved. Printed in the United States of America. It is the policy of NCTE in its journals and other publications to provide a fo­ rum for the open discussion of ideas concerning the content and the teaching of English and the language arts.
    [Show full text]
  • De-Grading Assessment: Rejecting Rubrics in Favor of Authentic Analysis
    De-grading Assessment: Rejecting Rubrics in Favor of Authentic Analysis Deborah L. Borman* ABSTRACT Assigning grades is the least joyful duty of the law professor. In the current climate of legal education, law professors struggle with issues such as increased class size, providing “practice-ready” graduates, streamlining assignments, and accountability in assessment. In an effort to ease the burden of grading written legal analyses, individual professors or law school writing programs or both may develop articulated rubrics to assess students’ written work. Rubrics are classification tools that allow us to articulate our judgment of a written work.1 Rubrics may be as extensive as twenty categories and subcategories or may be limited to only a few criteria. By definition, rubrics require the development of rigid, standardized criteria that the student must fulfill to earn a certain number of points. Points earned in each section of the rubric are totaled to form the basis for the student’s grade. In assessing legal analyses according to a standardized rubric, however, many subtleties of structure or content and much of the creativity * Visiting Assistant Professor, Seattle University School of Law. Author’s note: I have more people to thank than a Best Actor winner at the Academy Awards: For this grant, thanks to LWI & ALWD and everyone on the grant committee, and in particular Mary Adkins for mentoring and reading and Greg Johnson for saintly patience. Sue Provenzano for my title. For support, encouragement, humor, power boosting, and a productive writing retreat: Debra Austin. Kim Holst, for insisting that every single one of my talks are articles.
    [Show full text]
  • The Effects of Web-Based Peer Review on Student Writing
    THE EFFECTS OF WEB-BASED PEER REVIEW ON STUDENT WRITING A dissertation submitted to the College of Education, Health and Human Services in partial fulfillment of the requirements of the degree of Doctor of Philosophy Kent State University by Ryan S. Wooley December 2007 Copyright © 2007 by Ryan S. Wooley All Rights Reserved ii A dissertation written by Ryan S. Wooley B.A., University of Akron, 1995 M.A.T., Kent State University, 1997 M.Ed., Kent State University, 2004 Ph.D., Kent State University, 2007 Approved by _______________________________, Director, Doctoral Dissertation Committee David W. Dalton _______________________________, Co-director, Doctoral Dissertation Committee Christopher A. Was _______________________________, Members, Doctoral Dissertation Committee Shawn M. Fitzgerald _______________________________, Christian D. Schunn Accepted by _______________________________, Chairperson, Department of Educational Awilda C. Hamilton Foundations and Special Services _______________________________, Dean, College of Education, Health and Donald L. Bubenzer Human Services iii WOOLEY, RYAN S., Ph.D., December 2007 Educational Foundations, and Special Services THE EFFECTS OF WEB-BASED PEER REVIEW ON STUDENT WRITING (206 pp.) Co-Directors of Dissertation: David W. Dalton, Ph.D. Christopher A. Was, Ph. D. Some theorists consider writing and cognition to be symbiotic if not synonymous. Writing is regarded not only a means of communicating and assessing understanding of content knowledge, but as a way of constructing knowledge. Yet, though writing is likely a beneficial activity in most, if not all, disciplines, it has been difficult to implement in content courses. Robust online peer review systems for student writing now offer solutions to many of the problems that have impeded peer review activities in the past.
    [Show full text]
  • Design, Construction, Grading of Essay Questions 1.0 for Teachers
    American International Journal of Humanities and Social Science, Vol. 5 No 3; September 2019 ISSN 2415-1270 (Online), ISSN 2415-1424 (Print) Published by Center for Global Research Development Design, Construction, Grading of Essay Questions 1.0 for Teachers Dr. Patricia E. Allanson Liberty University United States of America Dr. Charles E. Notar Jacksonville State University United States of America Abstract The two types of essays and the construction rules, key terms, and how to grade guidance is provided for classroom teachers. The information will provide a reliable essay question that will assure a students’ ability to demonstrate their comprehension/cognition in the content area being tested. Key words: (Construction/development/design/grading scoring) Restricted response, Short answer, Extended response, Open ended (test items/questions); Holistic/global/analytic scoring. Introduction Students take an array of assessments throughout their school career to determine grades, promotion, graduation, and learning progress (Salend, 2009). Essay type assessment questions have been around long before the surge of high-stake multiple-choice standardized tests, and are a major part of formal education. Prior to the origin of the standardized test era (1900-1930), assessments were handled through either an oral examination or in an essay format. The Greek philosopher Socrates (469-399 BCE) tested his students through conversation while 7th century Imperial China government job applicants submitted written essays addressing Confucian philosophy. In today’s world, written essays are seen not only in academia, but in magazines, newspapers, and employment applications where applicants are asked to describe prior job experience. Essays also play a role in the college admission process providing for a “story behind the transcript” (Hoover, 2013) depicting character traits of the candidate in which GPA and test results cannot provide.
    [Show full text]
  • Teachers' Sensemaking: Middle School and High School Language Arts Grading and Assessing Practices for Writing
    Rowan University Rowan Digital Works Theses and Dissertations 4-8-2020 Teachers' sensemaking: Middle school and high school language arts grading and assessing practices for writing Lana Michele Cook Rowan University Follow this and additional works at: https://rdw.rowan.edu/etd Part of the Language and Literacy Education Commons, and the Secondary Education Commons Recommended Citation Cook, Lana Michele, "Teachers' sensemaking: Middle school and high school language arts grading and assessing practices for writing" (2020). Theses and Dissertations. 2771. https://rdw.rowan.edu/etd/2771 This Dissertation is brought to you for free and open access by Rowan Digital Works. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Rowan Digital Works. For more information, please contact [email protected]. TEACHERS’ SENSEMAKING: MIDDLE SCHOOL AND HIGH SCHOOL LANGUAGE ARTS GRADING AND ASSESSING PRACTICES FOR WRITING by Lana Michele Cook A Dissertation Submitted to the Department of Educational Leadership College of Education In partial fulfillment of the requirement For the degree of Doctor of Education at Rowan University March 25, 2020 Dissertation Chair: Monica Reid Kerrigan, Ph.D. © 2020 Lana Michele Cook Dedication I dedicate this dissertation, and all of my life’s work promoting the education and well-being of children, to my sons: James Richard, Robert William, and Daniel Henry. My three children are entrusted to the very system I aspire to impact, and as a classroom teacher, this knowledge drives my daily work. Nothing has made my work feel more urgent, important, or necessary than my role as a mother; the lens through which I view my classroom and the world is only possible because of the love I hold for each of you.
    [Show full text]
  • Lehigh Univ., Bethlehem, PA. Tri-Valley Literacy Staff Development Center Region 7
    DOCUMENT RESUME ED 404 501 CE 073 450 AUTHOR Daise, Leslie TITLE Whole Language: An Introduction. INSTITUTION Lehigh Univ., Bethlehem, PA. Tri-Valley Literacy Staff Development Center Region 7. SPONS AGENCY Pennsylvania State Dept. of Education, Harrisburg. Bureau of Adult Basic and Literacy Education. PUB DATE Jun 94 NOTE 50p. PUB TYPE Reports Evaluative/Feasibility (142) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Adult Basic Education; *Adult Literacy; *Classroom Techniques; Cognitive Style; Comparative Analysis; Conventional Instruction; Educational Objectives; *Educational Principles; Educational Strategies; Evaluation Methods; Integrated Curriculum; Learning Processes; *Literacy Education; *Reading Instruction; Reading Writing Relationship; Student Evaluation; Teacher Student Relationship; *Whole Language Approach IDENTIFIERS 353 Project ABSTRACT The whole language approach to reading instruction emphasizes a literature-based program rather than the traditional skills-related approach. The principles and practices of whole language have engendered both educational and political debate for the following reasons: whole language challenges the traditional educational power arrangement, giving more control to students than to teachers; it attacks the basal reader technology, allowing teachers to dominate the curriculum; and it questions a testing hierarchy believed to be modeled after a social/cultural hierarchy. Two assumptions of whole language--that spoken language is directly comparable to written language and that skilled readers rely on contextual information more than on the printed word--are under debate. There is also concern that whole language may not serve adult learners with varying learning styles and that multiple instructional styles must be incorporated into the approach. Several approaches to integrating the skills-related and whole language approaches have been proposed, and increasing numbers of whole language advocates are calling for reconciling the two approaches.
    [Show full text]
  • Techniques and Principles" (John M. Murphy); "Expriential Learning **************************************************
    DOCUMENT RESUME ED 378 630 CS 508 813 AUTHOR Hugenberg, Lawrence W., Ed. TITLE Basic Communication Course Annual. Volume 5. REPORT NO ISBN-0-89641-263-6 PUB DATE Sep 93 NOTE 279p.; For volume 6, see CS 508 814; for volume 4, see ED 376 517. AVAILABLE FROMAmerican Press, 520 Commonwealth Ave., Boston, MA 02215 ($23.20). PUB TYPE Collected Works General (020) EDRS PRICE MFO1 /PC12 Plus Postage. DESCRIPTORS Communication Research; Computer Assisted Instruction; Ethical Instruction; Experiential Learning; *Graduate Students; Higher Education; Interpersonal Communication; *Introductory Courses; National Surveys; *Speech Communication; Student Evaluation of Teacher Performance; *Teaching Assistants; *Teaching Methods; Thinking Skills IDENTIFIERS Communication Competencies; Speech Communication Association ABSTRACT This volume of an annual collection of essays relating to instruction in the basic communication course presents 1992 Speech Communication Association Basic Course Committee award winning papers, articles on teaching assistants in the basic course, approaches to teaching in the basic course, research on the basic course, and a commentary. Essays in the collection are "The Effect of Computer-Generated Instructional Feedback and Videotape on the Speaking Performance of College Students in a Basic Speech Course" (Bruce W. Russell); "The Impact of Perceived Research and Teaching Compo-'..ence on the Credibility of a Basic Course Director: A Case Study" (Pamela L. Gray and others); "Are You a REAL Teacher? Student Perceptions of the Graduate Student as Instructor of the Basic Communication Course" (Lynda R. Willer); "Student Perceptions of Teaching Assistants (TAs)" (Nancy L. Buerkel-Rothfuss and Donn S. Fink); "Teaching Ethics in Introductory Public Speaking: Review and Proposal" (Jon A.
    [Show full text]
  • Best Practices in Writing Assessment for Instruction Robert C
    Chapman University Chapman University Digital Commons Education Faculty Books and Book Chapters College of Educational Studies 2013 Best Practices in Writing Assessment for Instruction Robert C. Calfee University of California - Riverside Roxanne Greitz Miller Chapman University, [email protected] Follow this and additional works at: http://digitalcommons.chapman.edu/education_books Part of the Educational Assessment, Evaluation, and Research Commons Recommended Citation Calfee, R. C., & Miller, R. G. (2013). Best practices in writing assessment for instruction. In S. Graham, C. MacArthur, and J. Fitzgerald (Eds.), Best practices in writing instruction (2nd Edition) (pp. 351-380). New York: Guilford. This Book is brought to you for free and open access by the College of Educational Studies at Chapman University Digital Commons. It has been accepted for inclusion in Education Faculty Books and Book Chapters by an authorized administrator of Chapman University Digital Commons. For more information, please contact [email protected]. Best Practices in Writing Assessment for Instruction ROBERT C. CALFEE ROXANNE GREITZ MILLER When we prepared this chapter several years ago for the first edition of Best Practices, we felt that we were pushing the envelope. We proposed (1) that teachers give high priority to writing as an essential part of a balanced literacy program, (2) that writing be linked to the content areas to "make thinking visible" (Miller & Calfee, 2004; Richart, Church, & Morrison, 2011), and (3) that teachers develop classroom-based writing assessments tailored to their specific settings, their students, and their own learning priorities. We set the stage with three portraits drawn from observations of excellent teachers, illustrating the flow of formative writing assessments across the developmental span from kindergarten to high school.
    [Show full text]
  • Writing Program Administration Volume 31, Number 3, 2008 © Council of Writing Program Administrators PAID U.S
    WPA: Writing Program Administration Volume 31, Number 3, 2008 © Council of Writing Program Administrators PAID U.S. Postage Purdue University Purdue Non-profit Organization Non-profit WPA: Writing Program Administration 31.3 Spring 2008 31.3 Spring Administration Program Writing WPA: Writing Program Administration Journal of the Council of Writing Program Administrators Volume 31 Number 3 Spring 2008 500 Oval Drive Purdue University Department of English of Department Change Service Requested West Lafayette, IN 47907-2038West uncil of Writing Program Administrators Writing uncil of Co WPA: Writing Program Administration Volume 31, Number 3, 2008 © Council of Writing Program Administrators Writing Program Administration Journal of the Council of Writing Program Administrators Co-Editors Deirdre Pettipiece ���������� University of the Sciences in Philadelphia Timothy Ray��������������������West Chester University of Pennsylvania Production Editor Timothy Ray��������������������West Chester University of Pennsylvania Editorial Assistants David Weaver ������������������West Chester University of Pennsylvania Editorial Review Linda Adler-Kassner ��������������������������Eastern Michigan University Chris M� Anson ����������������������������North Carolina State University William P� Banks ��������������������������������������East Carolina University Larry Beason �������������������������������������University of South Alabama Linda Bergmann �������������������������������������������������Purdue University Shane Borrowman �������������������������������
    [Show full text]
  • Authentic Writing and Assessment: Facilitating the Learning Process of Children's Writing
    California State University, San Bernardino CSUSB ScholarWorks Theses Digitization Project John M. Pfau Library 1997 Authentic writing and assessment: Facilitating the learning process of children's writing Pamela Lea Cleland-Broyles Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd-project Part of the Educational Methods Commons Recommended Citation Cleland-Broyles, Pamela Lea, "Authentic writing and assessment: Facilitating the learning process of children's writing" (1997). Theses Digitization Project. 1294. https://scholarworks.lib.csusb.edu/etd-project/1294 This Project is brought to you for free and open access by the John M. Pfau Library at CSUSB ScholarWorks. It has been accepted for inclusion in Theses Digitization Project by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. AUTHENTIC WRITING AND ASSESSMENT: FACILITATING THE LEARNING PROCESS OF CHILDREN'S WRITING A Project Presented to the Faculty of California State University, San Bernardino In Partial Fulfillment of the Requirements for the Degree Masters of Arts in Education: Reading Option by Pamela Lea Cleland-Broyles March 1997 AUTHENTIC WRITING AND ASSESSMENT: FACILITATING THE LEARNING PROCESS OF CHILDREN'S WRITING A Project Presented to the Faculty of California State University, San Bernardino Pamela Lea Cieland-Broyles March 1997 . Approved by: dose h (^ay, .A., Fi#fe t: Re ade r Date Dr.: Patricia Cousin, Second Reader , ABSTRACT . The focus of this project is to facilitate the learning process of children as they become competent writers who recognize and value their own abilities. In this project, the writings of Nancy Atwell (1987), Regie Routman (1991), and Lucy Calkins (1991) will guide the teacher in creating a learning-centered classroom using authentic writing techniques and strategies.
    [Show full text]