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3/26/2010
1
Elena Elena PlantePlante, PhD, PhD
The University of ArizonaThe University of Arizona
YesYes, parents should have insisted their children read , parents should have insisted their children read rather than play video gamesrather than play video games
YesYes, high schools should have prepared students , high schools should have prepared students better.better.
YY th E li h l d t t d t f th E li h l d t t d t f YesYes, the English 101 class does not prepare students for , the English 101 class does not prepare students for professional writingprofessional writing
But they are your students now.But they are your students now.
Advanced Writing SkillsAdvanced Writing Skills•• Expert writersExpert writers
–– are goal directedare goal directed
–– understand their topicsunderstand their topics
–– consider how paragraphs and sentences advance the consider how paragraphs and sentences advance the goalgoalgoalgoal
–– use cohesive devises to tie sentences and paragraphs use cohesive devises to tie sentences and paragraphs togethertogether
–– aware of and anticipate readers needsaware of and anticipate readers needs
–– attend more to meaning than form in writingattend more to meaning than form in writing
–– make more revisions than nonmake more revisions than non‐‐expert writersexpert writers
(Flowers and colleagues, 1980, 1986)
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Developing WritersDeveloping Writers•• OOftenften do not view writing as a productdo not view writing as a product
•• MMay believe revision is about word choice or ay believe revision is about word choice or punctuationpunctuation
•• CCannotannot simultaneously incorporate feedback on simultaneously incorporate feedback on multiple elements of writing multiple elements of writing multiple elements of writing multiple elements of writing
•• RRevisionevision must target specific skillsmust target specific skills
•• how to introduce a topic & support ithow to introduce a topic & support it
•• how to build an argumenthow to build an argument
•• how to check for grammar problemshow to check for grammar problems
•• when to look at spelling/punctuationwhen to look at spelling/punctuation
Individuals with limited access to quality writing Individuals with limited access to quality writing instructioninstruction
Individuals with diagnosed language or learning Individuals with diagnosed language or learning di bilitidi bilitidisabilitiesdisabilities
Individuals with Individuals with undiagnosedundiagnosed language or learning language or learning disabilitiesdisabilities
Poor comprehension of the materialPoor comprehension of the material
Macrostructure problems Poor ability to organize information
Poor ability to use different organizations for different purposes
Poor ability to produce advanced grammatical forms.
Weak vocabulary skills
Spelling and punctuation problems
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Poor Comprehension of the MaterialPoor Comprehension of the Material
•• The renaissance was a time when people The renaissance was a time when people felt more worth in their beings. Martin felt more worth in their beings. Martin Luther was nailed to a church door in Luther was nailed to a church door in Germany for selling papal indulgences. Germany for selling papal indulgences. Germany for selling papal indulgences. Germany for selling papal indulgences. He died a horrible death by being He died a horrible death by being excomunicatedexcomunicated with a papal bull. with a papal bull. Donatello was called the father of the Donatello was called the father of the renaisancerenaisance because of his love of the because of his love of the female nude. female nude.
http://history‐world.org/essays.htm
Why can’t students write well?Why can’t students write well?
• Poor comprehension of the material
•• Macrostructure problemsMacrostructure problems–– Poor ability to organize informationPoor ability to organize information
–– Poor ability to use different organizations for Poor ability to use different organizations for Poor ability to use different organizations for Poor ability to use different organizations for different purposesdifferent purposes
• Poor ability to produce advanced grammatical forms.
• Weak vocabulary skills
• Spelling and punctuation problems
While While there are some areas of the there are some areas of the brain that work individually, under brain that work individually, under certain auditory conditions many certain auditory conditions many stimuli can be linked in a function stimuli can be linked in a function with each other depending on both with each other depending on both localization and lateralization. localization and lateralization. The The ability to hear can effect the location in ability to hear can effect the location in which the brain processes differentwhich the brain processes different
Too many ideas in first Too many ideas in first sentence makes this sentence makes this difficult to follow. difficult to follow.
Idea 1, Idea 1, some brain some brain regions work regions work individuallyindividually
idea 2, idea 2, sometimes sometimes which the brain processes different which the brain processes different forms of speech. Phonetic and forms of speech. Phonetic and emotional tasks are relatively emotional tasks are relatively processed in the right hemisphere. The processed in the right hemisphere. The focus put on a certain ear will effect focus put on a certain ear will effect which auditory cortex is activated. Nonwhich auditory cortex is activated. Non--primary as well as primary regions can primary as well as primary regions can be activated depending on sound level. be activated depending on sound level. Different tones of speech, complex and Different tones of speech, complex and purepure activate both hemispheres of the activate both hemispheres of the brain.brain.
auditory stimulation auditory stimulation evokes linked function evokes linked function
idea 3, idea 3, linked functions linked functions may be distinguished by may be distinguished by their localization and their localization and lateralization patternslateralization patterns. .
Paragraph does not Paragraph does not establish a topic/have one establish a topic/have one coherent theme coherent theme
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Why can’t students write well?Why can’t students write well?
• Poor comprehension of the material
• Macrostructure problems– Poor ability to organize information
– Poor ability to use different organizations for Poor ability to use different organizations for different purposes
•• Poor ability to produce advanced Poor ability to produce advanced grammatical forms.grammatical forms.
• Weak vocabulary skills
• Spelling and punctuation problems
Socrates was a Socrates was a famous Greek famous Greek teacher whoteacher who went went around giving around giving
Simple syntax Simple syntax predominatespredominates
Casual language Casual language inappropriate for inappropriate for g gg g
people advice.people advice. They They killed him.killed him. Socrates Socrates was killed by an was killed by an overdose of wedlockoverdose of wedlock
inappropriate for inappropriate for professional writingprofessional writing
http://history‐world.org/essays.htm
Wong et alWong et al (1999) studied when (1999) studied when the the people with the implant heard silence it people with the implant heard silence it activated the right temporal activated the right temporal regionregion. .
S d S d l l i b th l l i b th Sound Sound levels are seen in both levels are seen in both hemispheres hemispheres when researched by Hart et when researched by Hart et al (2002). al (2002).
Heschl’sHeschl’s gryrusgryrus has more has more involvement involvement in in sound sound levels. levels.
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Why can’t students write well?Why can’t students write well?
• Poor comprehension of the material
• Macrostructure problems– Poor ability to organize information
– Poor ability to use different organizations for Poor ability to use different organizations for different purposes
• Poor ability to produce advanced grammatical forms.
•• Weak vocabulary skillsWeak vocabulary skills
• Spelling and punctuation problems
Sir Francis Drake circumcised the globe with Sir Francis Drake circumcised the globe with a 100 foot clipper.a 100 foot clipper.
The government of England was a limited The government of England was a limited k Q Eli b th i i k Q Eli b th i i mockery. Queen Elizabeth was a virgin mockery. Queen Elizabeth was a virgin
queen and her troops shouted hoorah when queen and her troops shouted hoorah when she revealed herself in front of them.she revealed herself in front of them. She She beat up the Spanish armadillo.beat up the Spanish armadillo.
http://history‐world.org/essays.htm
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Why can’t students write well?Why can’t students write well?• Poor comprehension of the material
• Macrostructure problems– Poor ability to organize information
– Poor ability to use different organizations for different purposesp p
• Poor ability to produce advanced grammatical forms.
• Weak vocabulary skills
•• Spelling and punctuation problemsSpelling and punctuation problems
Henry the VIII didn't like woman’s Henry the VIII didn't like woman’s heads very much. heads very much.
The climate of the Sarah is such that The climate of the Sarah is such that the inhabitants have to live elsewhere the inhabitants have to live elsewhere and certain areas of the dessert are and certain areas of the dessert are cultivated by irritation.cultivated by irritation.
http://history‐world.org/essays.htm
Consider the primary goal for writing Consider the primary goal for writing assignmentsassignments
Develop a departmental writing curriculum
Incorporate best practices for writing instruction
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Demonstrate knowledgeDemonstrate knowledge Essay examsEssay exams
Ungraded EssaysUngraded Essays
Class generated test Class generated test questionsquestions
Acquire new knowledgeAcquire new knowledge
Improve writing skillsImprove writing skills
Term papersTerm papers
Article reviewsArticle reviews
Short papersShort papers
FeedbackFeedback
RewritesRewrites
What can be done?What can be done?
• Consider the primary goal for writing assignments
•• Develop a departmental writing curriculumDevelop a departmental writing curriculum
I b i f i i • Incorporate best practices for writing instruction
Goal 1: “Hit them hard with the writing stick.”Goal 1: “Hit them hard with the writing stick.” Focus their attention on writing skillsFocus their attention on writing skills
Convey the program’s “seriousness of intent” concerning Convey the program’s “seriousness of intent” concerning writingwriting
200200 level required courseslevel required courses 200200‐‐level required courseslevel required courses Read single dataRead single data‐‐based journal articlesbased journal articles
Explicit teaching on writing Explicit teaching on writing
Multiple short writing experiencesMultiple short writing experiences
Graded for writing formGraded for writing form Writing error rubric is providedWriting error rubric is provided
NOT graded for content, style, persuasiveness, etc.NOT graded for content, style, persuasiveness, etc.
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Goal 2: Master professional writing conventionsGoal 2: Master professional writing conventions Use a professional toneUse a professional tone
Support positions with evidenceSupport positions with evidence
Master basic writing skillsMaster basic writing skills
300300‐‐level classeslevel classes Multiple short writing experiencesMultiple short writing experiences
Graded for writing form and contentGraded for writing form and content
Goal 3 Write to communicateGoal 3 Write to communicate Adapt writing to different professional needsAdapt writing to different professional needs
Use a professional toneUse a professional tone
Support positions with evidenceSupport positions with evidence
b k ll b k ll Master basic writing skillsMaster basic writing skills
400400‐‐level classeslevel classes Short and long writing assignmentsShort and long writing assignments
Graded for writing form and contentGraded for writing form and content
WHAT CAN BE DONE?
• Consider the primary goal for writing assignments
• Develop a departmental writing curriculum
I b i f i i I b i f i i •• Incorporate best practices for writing Incorporate best practices for writing instructioninstruction
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WRITING INSTRUCTION
•• Components of exemplary writing Components of exemplary writing instruction:instruction: Recurring themesRecurring themes
•• literacy models (print exposure, peer examples)literacy models (print exposure, peer examples)
•• l iti til iti ti•• regular writing practiceregular writing practice
•• planning, feedback, revisionplanning, feedback, revision
•• explicit instruction of specific skillsexplicit instruction of specific skills
•• thematic ties of writing to other activitiesthematic ties of writing to other activities
Butler & Silliman, 2002
Provide a rational for instructionProvide a rational for instruction
Include writing lectures
Provide a grading rubric
Teach editing
Teach how to elicit feedback
Provide feedback
Provide a chance for revision
Why Writing in a Science Course?
Gaffes in Cover Letters Likely to Mean the Hook for Hapless Job Applicants
Letter: “My intensity and focus are at inordinately high levels, and my ability to complete projects
k bl ”on time is unspeakable.” Response: You don’t say!
Letter: “With the advent of windows, I acted as a consultant to a variety of small businesses.”
Response: Sounds a little like spying.M. Messmer, Resumania. 2005
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Going in to business?
The direct cost of poor writing—whether read by customers or your coworkers—may be up to 10% of [sales income]…bad may be up to 10% of [sales income]…bad writing not only confuses customers, it may anger them.
Peter GeisslerBusiness Consultant
America West Magazine, May 2005.
From those who employ… Question: How important is writing skills for the retention and promotion of your employees?
“It is absolutely critical to have good writers around, whose knowledge is steeped in the subject g p jmatter. [Those who can write] have absolute job security. Furthermore, those with leadership skills, political savvy, technical competency and communication skills (including writing) are the ones
who can write their own career ticket.”Jeannette Plante, EngineerOwner & Founder, Dynamic Range Corporation
Provide a rational for instruction
Include writing lecturesInclude writing lectures
Provide a grading rubric
Teach editing
Teach how to elicit feedback
Provide feedback
Provide a chance for revision
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Sentence Construction
• One idea=one sentence
– Avoid redundant sentences (2 sentences=1 idea)
Avoid run on sentences (1 sentences > 1 idea)– Avoid run‐on sentences (1 sentences > 1 idea)
• Sentences have Subject + Verb minimum.
• Use sentence length for emphasis
– longer for explanatory purposes
– shorter for making a strong point
Sentence Construction
• One idea=one sentence
– Avoid redundant sentences (2 sentences=1 idea)
– Avoid run‐on sentences (1 sentences > 1 idea)
Word choice
Make sure the word means what you intend
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Punctuation errors
• Most common error is use of the semicolon.
• If you feel the need to use one
– Remove your fingers from the keyboard until – Remove your fingers from the keyboard until the feeling passes (James Kirkpatrick).
– Use two sentences instead.
Large Class TechniquesLarge Class Techniques
•Provide a rational for instruction•Include writing lectures••Provide a grading rubricProvide a grading rubric•Teach editingTeach editing•Teach how to elicit feedback•Provide feedback•Provide a chance for revision
Takes away grading Takes away grading “subjectivity”“subjectivity”
Teaching assistants Teaching assistants can use it reliablycan use it reliably
Scale the points off Scale the points off relative to the relative to the egregiousness of the egregiousness of the communication communication problem the error problem the error createscreates
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Large Class TechniquesLarge Class Techniques
•Provide a rational for instruction•Include writing lectures•Provide a grading rubric••Teach editingTeach editingTeach editingTeach editing•Teach how to elicit feedback•Provide feedback•Provide a chance for revision
Outline‐level Editing
Does the first paragraph introduce the overall topic?
Does each paragraph establish a single topic related to the overall topic?
Are the topics represented by each paragraph correctly ordered?
A ll t ithi h l t d t th Are all sentences within a paragraph related to the paragraph topic?
Does each sentence include one and only one idea?
Is there important information missing (do I get lost)?
Is there redundant or partially redundant information?
Ignore other aspects of the writing
Outline‐level Editing
Does the first paragraph introduce the overall topic?
Does each paragraph establish a single topic related to the overall topic?
Are the topics represented by each paragraph correctly ordered?
A ll t ithi h l t d t th Are all sentences within a paragraph related to the paragraph topic?
Does each sentence include one and only one idea?
Is there important information missing (do I get lost)?
Is there redundant or partially redundant information?
Ignore other aspects of the writing
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Is there important information missing (do I get lost)?
Too many ideas in one sentenceEarly study of the brain involved careful observation of the behavior of patients who had suffered brain damage Famous who had suffered brain damage. Famous cases in history involved damage to the frontal lobe from a stroke and from an industrial accident. These cases are proof that the frontal lobe has various functions.
Early study of the brain involved careful observation of behavior in patients who had suffered brain damage. One famous case in history involved damage to the
Is there important information missing (do I get lost)?
case in history involved damage to the frontal lobe from a stroke. The patient’s subsequent loss of expressive language revealed the frontal lobe’s role in speech. A second case involved damage to the frontal lobe after an industrial accident...
Large Class TechniquesLarge Class Techniques
•Provide a rational for instruction•Include writing lectures•Provide a grading rubric•Teach editingTeach editing•Teach how to elicit feedback•Provide feedback•Provide a chance for revision
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Early writing: Need content feedbackEarly writing: Need content feedback
Later drafts: Need form feedbackLater drafts: Need form feedback
Penultimate draft: Need spelling & punctuationPenultimate draft: Need spelling & punctuation
Can use worksheets to teach students to elicit correct Can use worksheets to teach students to elicit correct level of feedbacklevel of feedback
Provide a rational for instruction
Include writing lectures
Provide a grading rubric
Teach editing
Teach how to elicit feedback
Provide feedbackProvide feedback
Provide a chance for revision
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Provide a rational for instruction
Include writing lectures
Provide a grading rubric
Teach editing
Teach how to elicit feedback
Provide feedback
Provide a chance for revisionProvide a chance for revision
Credit for EditingCredit for Editing
Show analysis of macrostructureShow analysis of macrostructureParagraph orderingParagraph ordering
Paragraph coherenceParagraph coherenceParagraph coherenceParagraph coherence
Show analysis of microstructureShow analysis of microstructure Sentence levelSentence level
Word level (meaning and specificity)Word level (meaning and specificity)
Spelling & PunctuationSpelling & Punctuation
Credit for an improved reCredit for an improved re‐‐writewrite
Stages of Advanced WritingStages of Advanced Writing•• Planning Planning
–– IIdeadea generation / goal setting generation / goal setting
–– RResearchesearch / organizing ideas/ organizing ideas
•• TranslatingTranslating
•• ReviewingReviewing
•• SSubstativeubstative modificationsmodifications
•• CClarificationlarification of ideasof ideas
•• SSelection of precise vocabularyelection of precise vocabulary
•• Superficial modifications Superficial modifications
(Flowers and colleagues, 1980, 1986)
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