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Effective Practices in Writing Inst= ruction for Adults:  An Overview
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------=_NextPart_01C7BA23.0344CA10 Content-Location: file:///C:/69534A31/WRT101_files/pres.xml Content-Transfer-Encoding: quoted-printable Content-Type: text/xml; charset="utf-8" ------=_NextPart_01C7BA23.0344CA10 Content-Location: file:///C:/69534A31/WRT101_files/slide0002.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Reading 101
1
Effective Practices in Writing Instruction for Adults:  An Overview
HOMEChapter 1
What is Writing?<= span style=3D'font-family:"Arial Narrow";font-size:56%;mso-special-format:lastC= R; display:none'>
Click here<= /span> to print a complete P= DF version or to select pages to print.
Printing Options:
2 – 4 hours
Estimated Time =
to Complete:
Pen and paper
Materials Needed:
Individual or small gr= oup
Delivery Format:
<= span style=3D'font-family:"Arial Narrow";font-size:50%'>•Any new ABLE instructor
<= span style=3D'font-family:"Arial Narrow";font-size:50%'>•Any ABLE staff member wanting writing information
Audience:
•ABLE instructors will = have a common language related to
writing instruction in Ohio.
•ABLE instructors will consider integrating effective practices
into th= eir writing instruction.
Outcome:=
•Build background knowledge about writing =
•Learn about effective practices in writing instruction
Objectives:
This training provides participants with a general overview of effective practices in writing instruction and the Ohio ABLE writing standard.  Topics addressed inclu= de viewing writing as a process, assessing writer needs and planning instruction.  
(Note:  This training is designed with an= ABE focus but can be applied to ESOL.)
Description:
Click on “Pre-Workshop Activity” box to get started.
Pre-Workshop Activity
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Effective Practices in Writing Instruction for Adults:  An Overview
Pre-Workshop Activity
Write down your op= inions on the following statements (do you agree or disagree?), then return to this activ= ity upon completing the training for comparison:
=
1.Writing skills are important in my students’ lives. 
2.
2.TABE and CASAS provide sufficient information for writing assessment and instructional planning.
3.I use rubrics as a tool to teach writing.
4.
4. I spend most of my writing instruction time on punctuation and spelling.  
       
5.Writing instruction is best carried out in a “one on one” situation.
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Effective Practices in Writing Instruction for Adults:  An Overview
The Characteristics of ABLE Writers
ABLE students enter programs with a wide range of writing skills and attitudes.  Research on adult literacy studen= ts reveals that:
=
•  They may have had few opportuniti= es to write for their own purposes –
   to “make words  their own.”
•  They may have a mental model of w= riting that is different from that of their teachers 
   (e.g., a “good” writer is someone who knows how to spell&= nbsp; and use the right
   punctuation).
•  They may not be familiar with aca= demic writing.
•  They will probably be required to= do some form of writing in the workplace.
Source: Research in Writing: Implications for Adult Literacy Education, Marilyn Gillespie, 2003.
=
It is important to note that more freshmen entering degree-granting postsecondary institutions take remed= ial writing courses than take remedial reading courses.
Source:  National Cen= ter for Education Statistics, 2003
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Definition
What is Writing?<= span style=3D'font-family:"Arial Narrow";font-size:67%;mso-special-format:lastC= R; display:none'>
Activity 1
Activity 2
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Effective Practices in Writing Instruction for Adults:  An Overview
Activity 1
What words would you use to complete the sentence, “Writing is ___”= ?
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Definition
What is Writing?<= span style=3D'font-family:"Arial Narrow";font-size:67%;mso-special-format:lastC= R; display:none'>
Activity 1
Activity 2
Writing
is . . .
Click here for next page
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Effective Practices in Writing Instruction for Adults:  An Overview
HOME
Definition
What is Writing?<= span style=3D'font-family:"Arial Narrow";font-size:67%;mso-special-format:lastC= R; display:none'>
Activity 1
Activity 2
There are no right or wrong responses. These sample respon= ses demonstrate that writing is multi-fac= eted and that teachers and students may have differing attitudes about writing.   
Writing
is . . .
fun / interesting
communication
3D"Text
hard
words/thoughts/
feelings on paper
part of my life
good spelling and = mechanics
3D"Text
life skill
needed for GED
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6
Effective Practices in Writing Instruction for Adults:  An Overview
=
=
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Definition
What is Writing?<= span style=3D'font-family:"Arial Narrow";font-size:67%;mso-special-format:lastC= R; display:none'>
Activity 1
Activity 2
Some defi= nitions of writing include:
Letters or symb= ols written or imprinted on a surface to represent the sounds or words of a language.
  &= #13;
The use of visual symbols to represent words which act as a code for&n= bsp; communication.
Source:  www.nwlg.org<= span lang=3DEN style=3D'font-family:"Arial Narrow";font-size:67%'>
 = Meaningful letters or chara= cters that constitute readable matter.
 Source:  American Heritage Dictionary
A process that involves planning (deciding what= to say and how to say it), text generation (turning plans into w= ritten text), and revision.
Source:  Fl= owers and Hayes, 1980
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7
Effective Practices in Writing Instruction for Adults:  An Overview
=
What further defines writing for ABLE instructors?
Over the past 45 y= ears, the emphasis in writing instruction has shifted from
final product (stressing form, usage and mechanics= ) to process – the stages writers go through to create t= heir product.  Initially populariz= ed by Donald Graves (1991, 1994), Lucy Calk= ins (1994) and others, this approach is currently the most widely accepted research-ba= sed method of teach= ing writing.
&#= 13;
Ohio ABLE’s writing standard reflects this process approach.
Standard:      Convey Ideas in Writing
1.Determine the purpose for communicating. =
2.Organize and present information to serve the purpose, cont= ext, and audience.
3.Pay attention to conventions of English lang= uage usage, including grammar, spelling, and sentence structure, to minimize barriers to reader’s comprehension.
4.Seek feedback and revise to enhance the effectiveness of the communication.
 
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What is Writing?<= span style=3D'font-family:"Arial Narrow";font-size:67%;mso-special-format:lastC= R; display:none'>
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Effective Practices in Writing Instruction for Adults:  An Overview
Writing is not a n= eat, linear process.  This graphic= shows that all four components of the writing process (and Ohio’s Standard) overlap and work together.
HOME
Definition
Activity 1
Activity 2
1.  Purpose =
2.  Organizati= on
3. Conventions
4. Revising / Editing= 3;
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Effective Practices in Writing Instruction for Adults:  An Overview
•Ohio ABLE’s Benchmarks
•
•instruction at each educational functioning level.
•instructors, they are u= sed for planning and in monitoring student progress towards level completion.  For students, th= ey are used in goal setting and in monitoring their own progress. =
•The benchmarks allow assessment and instruct= ion to be targeted to discrete skills at each educational functioning level. It is important to remember, however, that the skills need to be applied when = the student is engaged in t= he entire writing process.
•
•The next slide includes the benchmarks for
•Writing Level 3 – High Intermediate ABLE.
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What is Writing?<= span style=3D'font-family:"Arial Narrow";font-size:67%;mso-special-format:lastC= R; display:none'>
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10
Effective Practices in Writing Instruction for Adults:  An Overview
•Benchmarks for Writing Level 3 - Low Intermediate
•
•3.3.1 Ad= just topic, purpose, and audience for a writing situation.
•3.3.2 Us= e a strategy to generate ideas for writing (e.g., discussions, brainstorming, webs).
•3.3.3 Ch= oose organizational pattern to present ideas in a logical order (e.g., time ord= er, comparison-contrast, cause-effect).
•3.3.4 Cr= eate paragraph with a clearly focused main idea which is supported by specific,= relevant details and examples (e.g., letter, instructions).
•3.3.5 Use grammatical structures (e.g., subject/verb agreement).
•3.3.6 Wr= ite a range of simple and compound sentences.
•3.3.7 Use correct punctuation (e.g., commas, end marks, apostrophes, quotation marks).
•3.3.8 Sp= ell high-frequency words.
•3.3.9 Use correct capitalization.
•3.3.10 U= se feedback from a variety of sources to improve writing (e.g., teacher, peers).
•3.3.11 R= evise writing to make sure paragraph is focused on a main idea, contains = supporting sentences, and is presented in a logical order.
•3.3.12 P= roofread to improve writing conventions (e.g., check punctuation of
–     contractions and possessives).
–
•A complete listing of t= he Standards and Benchmarks for both ABE and
•ESOL can be viewed on t= he = Ohio Department of Education website.
•
–
–
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11
Effective Practices in Writing Instruction for Adults:  An Overview
HOME
Definition
What is Writing?<= span style=3D'font-family:"Arial Narrow";font-size:67%;mso-special-format:lastC= R; display:none'>
Activity 1
Activity 2
Activity 2:  Reflection
Of all the content areas covered by A= BLE programs, writing is often the area which gives students the most concern.  Producing a piece of writing is putting yourself on paper = for others to review or even “grade.” 
Think about your own writing experiences.  What were/are y= our strengths and challenges? 
As a teacher, being able = to assess your own writing history will help you be able to move into assessing your students’ writing history  (see chapter 2 for more information on assessing writing).
End of Chapter 1. Click on “HomeR= 21; box to select next chapter.
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Effective Practices in Writing Instruction for Adults:  An Overview
HOMEStandardized Tests
= Additional Writing <= /span>Assessments
The information th= at instructors need most when planning instruction comes from the process of assessment.= We need insightful information about students’ current skills in order to plan appropriate, efficient instruction.
=
At all levels, adu= lt writers bring a wide range of skills and experience to their educational settings. These same adult writers may also have gaps in their skills and knowledge.
=
Do the assessment = tools that you
currently use tell= you what you need
to know about your students’ writing
skills?
=
Activity 2
Click on “Standardized Tests” = box to continue.
Activity 1
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Effective Practices in Writing Instruction for Adults:  An Overview
TABE and CASAS are standardized tests approved for use in Ohio ABLE programs. To learn more about Ohio= 217;s assessment policies, please click here. These tests provide a student’= ;s estimated writing level based on national norms or criteria of performance. Some of the wri= ting skills asses= sed on TABE and CASAS include:
•<= /span> punctuation
•<= /span> verb tense
•<= /span> subject-verb agreement =
•<= /span> sentence and paragraph structure&#= 13;
•<= /span> vocabulary
•
Alignments, which = can help guide instruction, have been developed between TABE and CASAS results and Oh= io ABLE’s benchmarks. To see these alignments, please click here.
=
HOMEStandardized Tests
= Additional Writing <= /span>Assessments
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Effective Practices in Writing Instruction for Adults:  An Overview
•Act= ivity 1
•
•Spend a few moments rev= iewing a sample page from the TABE alignment tool.
&#= 8226;Which benchmarks does t= he TABE address? Which ones are not addressed? Why?
 •    &n= bsp; Note that no standardized, multiple choice test can reveal the full= picture of a student= 217;s writing skills, but additional assessments can tell us more about the student’s strengths, weaknesses and attitudes about writing.
HOMEStandardized Tests
= Additional Writing <= /span>Assessments
Activity 2
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Effective Practices in Writing Instruction for Adults:  An Overview
•Additional writing assessments
•
• = Interviews/Inventori= es – help set a bas= eline for student’s writing attitudes, experiences and goals.
•         Sample questions:
•What kinds of writing d= o you currently do? (for work, for school, for business, for pleasure)
<= span style=3D'font-family:"Arial Narrow";font-size:58%'>•What kinds of writing w= ould you like to do?
<= span style=3D'font-family:"Arial Narrow";font-size:58%'>•What writing skills wou= ld you most like to improve?
<= span style=3D'font-family:"Arial Narrow";font-size:58%'>•What do you think makes= a piece of writing good?
<= span style=3D'font-family:"Arial Narrow";font-size:50%;visibility:hidden'>•<= /span>
• = Learning Styles Inventories – help determine student’s preferred mode for taking in and processing information and demonstrating learning.
– Some instructional implications:
<= span style=3D'font-family:"Arial Narrow";font-size:58%'>•Visual learners: use gr= aphic organizers for planning and organizing writing.
•Auditory learners: disc= uss writing with the teacher and peers; read work aloud to identify strengths a= nd weaknesses.
•Tactile learners:  use index cards to organize and manipulate ideas; use computer word processing program.
<= span style=3D'font-family:"Arial Narrow";font-size:58%;visibility:hidden'>•<= /span>
–Click = here to see an example of a Learning St= yles Inventory.
HOMEStandardized Tests
= Additional Writing <= /span>Assessments
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Effective Practices in Writing Instruction for Adults:  An Overview
•Observations of enthusiasm and engagement in writing – helps with = day-to-day monitoring a= nd decision making
•        = ;  Sample questions:
• Does the student sit and work towa= rds a writing goal?
• What does the student do when he/s= he gets stuck?
<= span style=3D'font-family:"Arial Narrow";font-size:58%'>• Does the student enjoy sharing his= /her writing and receiving feedback?
•
•Writing samples – help set a baseline for student’s writing
= –Many ABLE programs ask students to produce some writing as part of their intake process.   What can a student’s writing sample tell you about their strengths and weaknesses? =
•Degree of comfort with writing
•Ability to generate ideas
•Ability to write ideas = in a logical order
•Grasp of conventions of English
•Handwriting skills
HOMEStandardized Tests
= Additional Writing <= /span>Assessments
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Effective Practices in Writing Instruction for Adults:  An Overview
•A few words about handwriting…
•
•Because we “write to communicate,” legible handwriting is important, even in this age of computers and word processing. Students at a= ny educational functioning level may have poor handwriting.
•
Tips for teaching handwriting skills:
•<= /span>Encourage proper pencil grasp, paper angle and posture.
•Provide different sizes= and shapes of pens and pencils, paper with wide lines, paper with raised lines =
•<= /span>Offer multisensory prac= tice such as tracing, feeling bumpy or sandpaper letters, and forming letters in the air.
•<= /span>Conduct frequent, short handwriting lessons and practice sessions (no more than ten minutes).
• <= /span>
•For more information on teaching handwriting click <= span style=3D'font-family:"Arial Narrow";font-size:56%'>= here.
• =
HOMEStandardized Tests
= Additional Writing <= /span>Assessments
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18
Effective Practices in Writing Instruction for Adults:  An Overview
•Activity 2
•
•Review this studentR= 17;s written response to the prompt, “What is one important goal <= /span>you would like to achie= ve in the next few years?”
•
•        The one most important goal I would like to achieve in the next few years is to    become an accountant= for a high-paying company.  I am go= ing to achieve this goal by attending accounting classes at Pine Techinical Colle= ge in Pine City, Minnesota and then receiving an AAS degree.  I don’t mind where I get an accounting job, just as long as its not so far away from where I live.
•        There are a few minor goals I would like to achieve.  One is I want to get an older Chevy stepside= and another is I would like to get married to my boyfriend, = Dusty, which is actu= ally kinda major.
•
•       
•From www.ket.org/GED2002/writing/downloads/CC59PDF.pdf
•
•What are the student’s strengths? Weaknesses?
•
•
•Compare your responses to those on the next page.
HOMEStandardized Tests
= Additional Writing <= /span>Assessments