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The Past Is Last Week; History as Exploration; What Parents Can Do; Helping Danny Become a Good Reader; and Activities for Fun and Learning. To help understand history better, parents and children can: (1) make a time capsule of family artifacts; (2) make a family tree; (3) look at old photographs of family members together; (4) share books; (5) sing songs; (6) visit a police or fire station; (7) create a school scrapbook; (8) learn about folk medicine; (9) visit a cemetery; (10) visit museums; (11) do a family history project interviewing family members; (12) read an almanac; and (12) read about and try making pioneer and colonial crafts. Contains 35 references. (EF)
student questionnaire data, and associated professional development opportunities have had a major impact on improving instruction, particularly in English language arts (ELA). In 1997 the legislature approved the Maine Learning Results-standards in eight content areas which form the framework for curriculum in Maine. Now that the MEA has been aligned with “Learning Results,” the resulting data on student achievement can be used more comprehensively to plan classroom, school, and district improvement strategies. Students in grades 4, 8, and 11 in all public schools in the state participate in the MEA. The ELA section consists of a reading, writing, and a reading/writing segment, in which students respond to multiple choice, short answer, and constructed response questions related to reading passages. They also complete a writing sample based on a common prompt. Teachers score the writing prompt and evaluate the writing samples. State consultants provide regional workshops to review what was received and how to read the information. Includes sample data. (NKA)
www.ceap.wcu.edu/Broughton/Poetryunit.html. Pub Type- Creative Works (030) – Guides Classroom - Teacher (052) EDRS Price – MF01/PC03 Plus Postage. Descriptors—Class Activities, *Creative Writing, Elementary Secondary Education, Interdiscipli nary Approach, Learning Activities, *Poetry Identifiers-Poetic Forms This collection of ideas for poetry is intended to provide teachers with tips for ways in which poetry could be integrated into the daily classroom curriculum. Noting that talking about poetry is an important step in helping students see poetry as a viable outlet for their voices, the collection states that poetry should also offer students connections to their real lives. It recommends including classical as well as contemporary poetry for students' reading enjoyment. The collection is divided into the following sections: (1) “A Prayer for Children" by Ina Hughes; (2) Forward; (3) Intentions; (4) Beginning; (5) Poetry Ideas (contains 44 ideas); (6) Reading Poetry Aloud; (7) Assessment and Evaluation; and (8) Concluding Thoughts. (NKA)
ED 452 539 CS 217 399 Motivating Your Child To Learn. Parents and Children Together Series. ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.; Family Learning Association, Bloomington, IN. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Report No.-ISBN-1-883790-85-9 Pub Date-2001-00-00 Contract-ED-99-CO-0028 Note-57p.; Accompanying audiotape not avail able from ERIC. For other books in the series, see CS 217 390-398. Available from-ERIC Clearinghouse on Read ing, English, and Communication, Indiana University, 2805 E. 10th Street, Suite 140, Bloomington, IN 47408-2698. Web site: http:// eric.indiana.edu/. Family Learning Association, 3925 Hagan St., Suite 101, Bloomington, IN 47401. Pub Type - Creative Works (030) — Guides - Non Classroom (055) — ERIC Publications (071) EDRS Price - MF01/PC03 Plus Postage. Descriptors—Elementary Education, *Learning Motivation, *Parent Student Relationship, *Reading Aloud to Others, *Reading Habits, Reading Instruction, Student Motivation, Writing (Composition) This book, one of a series, shows how to help motivate children to learn. The message of the series urges parents and children to spend time together, talk about stories, and learn together. The first part of each book presents stories appropriate for varying grade levels, both younger children and those in grades three and four, and each book presents stories on a particular theme. The Read-along Stories in this book are: “Jellybean Adventures" (Lou Hamilton); “Mr. McMuddle's Troubles” (Juanita Barrett Friedrichs); and “The Cobbler and the Elves” (as retold by Jerry D. Burchard). On an accompanying audiotaps, the stories are performed as radio dramas, allowing children to read along. The second half of each book provides ideas and guidelines for parents, as well as activities and books for additional reading. Sections in this book are: Guidelines for Parents; How to Motivate Your Child; Questions about Motivation; Activities for Reading and Writing; Suggestions from a Teacher; and Books for Parents and Children. (RS)
Pub Date-2000-00-00 Note-12p. Available from National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096. Tel: 1-800-369-6283 (Toll Free); Web site: http://www.ncte.org/positions/com mon.html. Pub Type- Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Censorship, Elementary Second ary Education, *Intellectual Freedom, *Public Schools, *Student Rights Identifiers—First Amendment, *International Reading Association, *National Council of Teachers of English, United Nations All students in public school classrooms have the right to materials and educational experiences that promote open inquiry, critical thinking, diversity in thought and expression, and respect for others. Denial or restriction of this right is an infringement of intellectual freedom. Because of their almost exactly similar positions against censorship, the International Reading Association and the National Council of Teachers of English have formed a joint task force on intellectual freedom. This position paper of these organizations aims to heighten sensitivity about censorship concerns and provide a resource for communities facing challenges to intellectual freedom. The paper first cites the First Amendment and Article 19 of the United Nations Declaration of Human Rights to reinforce its position. It then provides an action plan and strategies to adopt before a challenge arises and after a challenge has been made. It considers tactics both at the local level and at the state/provincial level, as well as at the national and international level. The paper offers a list of groups interested in fighting censorship and an extensive bibliography of resources. It also cites some situations that might affect teachers and censorship. (NKA)
ED 452 543 CS 217 456 Condon, Mark W. E. McGuffee, Michael Real ePublishing, Really Publishing! How To Create Digital Books by and for All Ages. Report No.-ISBN-0-325-00320-3 Pub Date-2001-00-00 Note-100p. Available from-Heinemann, 88 Post Road West, P.O. Box 5007, Westport, CT 06881 ($15). Tel: 800-793-2154 (Toll Free); Web site: http:// www.heinemann.com. Pub Type-Guides - Classroom - Teacher (052) Document Not Available from EDRS. Descriptors—*Childrens Writing, Class Activi ties, Classroom Environment, *Electronic Publishing, Elementary Education, Learning Activities, Technology Integration, *Writing for Publication Identifiers-Digital Photography, *Electronic Books This book aims to help teachers turn their classrooms into their very own publishing companies. All that is needed is a computer, a word processor, a digital camera, a color printer, and access to the Internet. The book explains that a new genre of publication, Webbes, are simple nonfiction picture books, and that, matching meaningful text with digital photography, these e-publications are natural means for celebrating and documenting the activities of any curricular unit. It points out that these compositions, in any language or even in two languages, invite writers from every ethnicity, social class, and language group in a school to see publication as a natural part of literacy learning and its complement to developing content concepts. Chapters in the book are: (1) Really Publishing?; (2) Voila! Instant Webbes!; (3) Authoring: Where Readers and Writers Meet; (4) Seeing What You Mean: Digital Cameras and Photography; (5) Production and Editorial: Putting It All Together; (6) Printing and Binding: Hey! It's a Book!; (7) Distribution and Promotion: Getting out the Word...and the Picture; (8) Your Emergent Publishing Company; and (9) Web Books for Everyone. Appendixes contain: Webbe step-by-step procedures; a 13-item annotated bibliography of books on writing and composition instruction; and a Webbe printing template. (NKA) ED 452 544 CS 217 506 Corso, Gail S. Practices, Principles, and Essences: How a WPA at a Small Liberal Arts College Func tions within Her Community and Its Values. Pub Date - 2001-03-00 Note-20p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Guides - Non-Classroom (055) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO Plus Postage. Descriptors—* Administrator Role, *Faculty Workload, Higher Education, *Institutional Cooperation, *Program Administration, *Writing
ED 452 540 CS 217 422 Rumery, Karen Using Data To Inform Instruction Stories from Five States. “Maine,” the Way Life Should Be. Pub Date—2000-11-00 Note-21p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (90th, Milwaukee, WI, November 16-21, 2000). Pub Type - Reports - Descriptive (141) — Speech es/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, *Curricu lum Development, Elementary Secondary Education, *Instructional Improvement, *Language Arts, State Standards Identifiers—* Data Based Instruction, Education al Information, *Maine Educational Assessment, State Role The Maine Educational Assessment (MEA) has provided data to inform curriculum and instruction in Maine's schools for 16 years. The test results,
ED 452 542 CS 217 430 Broughton, Merry G. Poetry Covers It All! Integrating Poetry in All Curriculum Areas. Pub Date—1998-09-00 Note—71p. Available from-For full text: http://
teacher counted the number of words written as well as how many words were spelled correctly. The results indicated that encouragement of invented spelling does not impact students' abilities to spell more words correctly. Yet, it does appear to allow students to express themselves more freely by using more words in their writing. Contains 25 references. A conventional spelling lesson plan and an invented spelling lesson plan are attached. (Author/ RS)
through the University's Interdisciplinary Program, a required course sequence intended to address the theme of understanding the human condition-students and faculty in this core curriculum are considered co-learners who value discussion, in-depth analysis, questioning, and critical thinking. It explains that central to these courses are writing assignments that serve the purposes of using writing as a tool for learning as well as helping students learn to write. According to the paper, however, almost 20% of students believe they cannot meet assignment requirements and be true to their own spirituality. The paper reports that writing center faculty notice that conflicts arise when students who do not follow Christian traditions must write about Christian topics and when some traditional students feel they must reveal too much of their souls, as in "too personal" writing. If the writing center is to meet students' needs brought about by the University's expectations of requiring spiritually based courses which emphasize writing, the center must reposition its approach to tutoring: it must move from a traditional format, which focuses on external assignments, to a non-traditional format, which emphasizes the process of learning how to convey internal spirituality to an external audience. It suggests using the "enneagram” (an aid for self-knowledge) as a tutor training strategy for strengthening the tutor/student conference experience through promoting tutor self-knowledge and empathy toward others. (NKA)
(Composition), Writing Instruction, *Writing Teachers The writing program administrator (WPA) at a small, Catholic liberal arts college has many roles in fulfilling her job responsibilities and upholding institutional values, which include collaboration, dialogue, and application of knowledge to benefit others and the environment. Some of these roles include: teaching four courses, engaging in committee work, curriculum planning, participating in service learning and community outreach, developing a writing resources Web site, and advising students and student organizations. Even while on sabbatical, the WPA acts as a consultant for the college. The WPA participates collaboratively in designing various workshops for faculty development and exchange of ideas, and she also participates in the field. Finally, the WPA utilizes the institution's mission statement and policy in administering the writing program and in being part of a dialogue for change. (Contains 10 references. An annotated 10-item list of works cited in the paper and the presentation is attached.) (EF) ED 452 545 CS 217 509 Costanzo, William V. Friendly Alternatives to the Argumentative Es say. Pub Date—2000-11-00 Note-8p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (90th, Milwaukee, WI, November 16-21, 2000). Pub Type— Guides - Non-Classroom (055) Speeches/Meeting Papers (150) EDRS Price – MF01/PC01 Plus Postage. Descriptors—*Conflict Resolution, Higher Edu cation, *Persuasive Discourse, *Writing Assignments, *Writing Exercises, *Writing Instruction Many teachers would like to counter what Deborah Tannen calls “The Argument Culture.” They recognize that teaching students traditional principles of argument may perpetuate the kind of adversarial thinking that erupts all too often: in aggressive newspaper headlines, on confrontational television shows, in court rooms, and in school yards across the country. An alternative is to teach the skills of conflict resolution. This paper presents a sequence of six classroom exercises leading to a writing assignment in which students are asked to mediate in the resolution of a conflict instead of arguing “persuasively” for one side. (EF) ED 452 546 CS 217 510 Brasacchio, Tiffany Kuhn, Bonnie Martin, Stephanie How Does Encouragement of Invented Spell ing Influence Conventional Spelling Develop ment? Pub Date—2001-04-26 Note-37p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Childrens Writing, Comparative Analysis, Grade 1, Instructional Effectiveness, *Invented Spelling, Primary Education, *Spelling Instruction A study determined the impact encouragement of invented spelling has on a child's writing through a comparison of writing samples produced by children encouraged to use invented spelling with writing samples by children encouraged to use conventional spelling. Three first grade classes participated in this study, two of which are located in suburban school districts and one in a rural school district. Class sizes ranged from 15 to 25 students, and the children were all between the ages of 6 and 7. In each of the three classrooms, the teacher implemented the same scripted lesson which encouraged the use of invented spelling. The teachers then implemented a second lesson that required a similar writing task; however, during this lesson the children were strongly encouraged to spell words correctly (conventional spelling). During these lessons the teachers observed the children's spelling techniques and asked some children to talk about the strategies they used to spell the words. Upon collecting all the writing samples, each
ED 452 547 CS 217 512 Klompien, Kathleen The Writer and the Text: Basic Writers, Re search Papers and Plagiarism. Pub Date--2001-03-00 Note-13p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Discourse, Higher Edu cation, Plagiarism, *Research Papers (Students), Student Needs, *Student Writing ) Models, *Writing Evaluation, Writing Re search, *Writing Strategies Identifiers—-*Author Text Relationship, Califor nia State University Los Angeles, Developmental Students, Summer Bridge Program While research papers may hold unique challenges for all writers, they are especially daunting for “less experienced” writers because these students often come to college without ever having written a research paper. A study examined several research papers written by students who took part in the Summer Bridge program at California State University at Los Angeles which is designed to help students who are conditionally admitted to the university. A subset of 25 portfolios was selected randomly from among all that year's Summer Bridge portfolios, but with about the same numbers of portfolios from males and females and the university's ethnic composition reflected in the selection. Of the 25 read initially, 5 were chosen to analyze in depth. This paper discusses in detail two of those five, finding that some form of "patchwriting" was used in all five of the research papers studied. The paper explains that "patchwriting" is considered by some scholars as a stage of writing development in which students are exploring different ideas but have not absorbed them thoroughly enough to put them into their own words. It notes that it is helpful for many students to use this technique as they start writing at the college level in order to try to understand what the authors of their texts believe and to begin to take on the language of the discourse community. The paper concludes that students need their instructors' help to learn how to respond in ways that keep them from being susceptible to accusations of plagiarism. (NKA) ED 452 548 CS 217 513 Johnson, Peggy Mutschelknaus, Mike Disembodied Spirituality: Conflicts in the Writing Center. Pub Date-2001-03-00 Note-13p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Higher Education, Interdisciplinary Approach, *Spirituality, *Student Needs, *Writing Assignments, *Writing Laboratories Identifiers-Enneagrams, Personal Writing, *Saint Marys University of Minnesota, Tutor Role, Tutor Training Noting that at Saint Mary's University (where the authors teach) the issue of spirituality is in the forefront of education and is seamlessly woven into required courses throughout four years of college in an attempt to "enhance students' spiritual and personal lives,” this paper positions writing centers as a place for student inquiries about their spirituality. The paper states that one avenue of spiritual study is
ED 452 549 CS 217 514 Thomas, Charles J. The Impact of Performance Assessment through NCATE on Literary Studies in the Nation: Shakespeare, Thoreau, and Other Classic Authors Continue To Be Included. Pub Date—2001-11-00 Note-6p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (91st, Baltimore, MD, November 15-20, 2001). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*English Teachers, Guidelines, Higher Education, *Language Arts, *Literature, Position Papers, Standards, Teacher Edu cation Identifiers-Matrix Language, *National Council for Accreditation of Teacher Educ, *National Council of Teachers of English This paper comes from an educator who worked on the National Council of Teachers of English (NCTE) Guidelines for the Preparation of Teachers of English Language Arts in 1996. The paper states that the work offered the educator/author the opportunity to discuss the many dimensions of English language arts preparation programs for undergraduate and graduate school candidates in the participating colleges and universities. It also states that since 1996 he has followed the implementation of the Guidelines through various matrix outlines that the National Council for the Accreditation of Teacher Education (NCATE) and NCTE program evaluators have developed based on the Guidelines. The main part of the paper deals with his observations about the field of literary studies. It voices some concerns about the existing Guidelines and the related Matrix used as part of the NCATE project. Thee was concern that the inclusive approach taken while writing the Guidelines resulted in a posture toward literary studies that avoided the prescriptive stance of earlier editions. Earlier editions of the Guidelines required candidates to study the history of literature in courses designated as American, British, and world literature surveys. The earlier editions favored the broader and more inclusive requirement that candidates be exposed to "literatures of human cultures” or an “exhaustive body of literature and literary genres in English and in translation." The paper explains why dropping these designations will have a loosening effect upon curricula accepted under the new NCATE standards, and offers some examples. (NKA)
Research Standards; (6) Beyond Literature Standards; (7) Beyond Assessment Standards; and (8) Beyond Teaching Standards. (Cites 34 works.) (NKA)
ED 452 550 CS 217 515 Tancredo, Dana E. The Effects of Breakthrough to Literacy on Oral Language Development at the Kinder garten Level. Pub Date—2001-04-20 Note-56p. Pub Type-Reports - Research (143) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Computer Software Evaluation, In structional Effectiveness, Kindergarten, *Language Acquisition, *Oral Language, Primary Education, *Reading Attitudes, Reading Readiness, Student Attitudes The software “Breakthrough to Literacy” was introduced in kindergarten classrooms in a suburban school district in 1999 and focuses on oral language development. Through observations, the author studied the effects the software had on individual children's oral language and pre-reading readiness skills. Along with reading skill development, oral language and thinking skill development were also observed. The purpose of this study was to observe the effects of the software on both the reading and oral language development at the kindergarten level. The population involved three children selected at random. Results indicated that the software provided the children with a strong reading base. Results also showed that oral language development and reading skills had continued to grow and develop. When the study was completed, the three children were interviewed separately. Each child spoke positively about the software and was excited to be reading. (Contains 13 references and 5 tables of data. Appendixes contain 3 additional tables of data.) (Author/RS)
ED 452 554 CS 217 520 Britsch, Susan J. Riddle Me This, Riddle Me That: Email Dia logues with Third-Grade Writers. Pub Date-2001-04-00 Note-12p.; Paper presented at the Annual Meet ing of the American Educational Research As sociation (Seattle, WA, April 10-14, 2001). Pub Type- Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Descriptors--*Childrens Writing, *Communica tion Skills, *Electronic Mail, Grade 3, *Literacy, Primary Education, Student Reaction, Writing Research Identifiers--California (North), *Dialogic Com munication, Purdue University IN, *Riddles For a project, a university researcher and a group of education graduate students in literacy and language education at Purdue University exchanged email with 32 third graders in two classes at a northern California elementary school. The overall aim of the project was to build the children's literacy and communication skills by involving them in scaffolded written discussions with a more capable writer. An additional pedagogical aim was to help the children explore the content knowledge they were acquiring in their classroom, thus extending their ability to write about this official curriculum through collaborative discussions with adult writers. During the first year of the project the primary research questions were: (1) What is the nature of written response for these children? and (2) What sorts of patterns emerge in the types of questions that the children originate for the researchers? Although the researchers tried to explore the curricular topics, children in one group began to preface their letters with riddles, and riddling extended to two of the writing groups. The riddlers also began to structure dialogues in which they designated both a topic and a method of exchange that would assure a return for their riddles. It could be said that riddling dealt with child-centered topics in which the children maintained interest because the riddles were: (1) fun; (2) child-initiated; (3) interesting to the children; or (4) generally part of children's culture. However, such a reductive analysis would give short shrift to something that the children maintained for 4 months. They opposed another discourse--the curricular discourse the researchers had initiated—by controlling it. (Contains 3 tables and 25 references.) (NKA)
ment in the area of writing. (Contains 37 references, and 8 tables and 14 figures of data. Appendixes contain a student writing checklist; a rubric; teacher, parent, and student survey instruments; and permission letters.) (RS) ED 452 552 CS 217 517 Creating Publications: Write To Fight Crime. Youth in Action Bulletin, Number 16. Department of Justice, Washington, DC. Office of Justice Programs.; National Crime Prevention Council, Washington, DC. Report No. ---NCJ-179000 Pub Date--2000-04-00 Note--10p. Pub Type-Guides - Non-Classroom (055) EDRS Price – MF01/PC01 Plus Postage. Descriptors-*Crime Prevention, Instructional Materials, *Publications, *Writing for Publica tion, *Writing Processes Identifiers—-*Publisher Role Publications, which can be anything from a onepage flier to a brochure to a poster or a book, can be relatively easy to create but very effective for helping to fight crime. This bulletin considers how publications can contribute to crime prevention; what it takes to start a publication; what are some of the challenges in creating a publication; how to evaluate your publication; and what some of the rewards are. The bulletin walks an individual through the publication process from researching a subject to distributing the final product. It pinpoints the following steps to keep the publication process moving forward: (1) research your subject; (2) outline your document; (3) write, edit, and rewrite your document; (4) design your publication; (5) go to press; and (6) distribute your product. (NKA) ED 452 553 CS 217 519 Jago, Carol Beyond Standards: Excellence in the High School English Classroom. Report No.--ISBN-0-86709-503-2 Pub Date-2001-00-00 Note-128p.; Foreword by Sheridan Blau. Available from-Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($15). Tel: 603431-7894; Web site: http://www.heine mann.com. Pub Type— Books (010) -- Guides - Classroom Teacher (052) Document Not Available from EDRS. Descriptors—*Academic Achievement, *Academ ic Standards, *Classroom Environment, *English Instruction, High School Students, High Schools, Reading Material Selection, *Student Motivation Each student is capable of achieving excellence, but it requires a nurturing, vigorous classroom environment. To help current and future high school English teachers create and maintain this kind of environment, this book offers concrete ways to reconceive what it means to foster excellent performance in the classroom and vivid examples of student work that was motivated by the pursuit of excellence rather than by test scores. Filled with detailed classroom anecdotes, the book explores the many ways teachers can select books, design lessons, and inspire discussions that can lead all their students to extraordinary achievements, both in the study of literature and in their writing assignments. Included in the book are practical tips on everything from helping students self edit their writing to “tricking” them into reading a lot more poetry. The book may be seen as a set of stories-or “ethnographic studies”-on how to make the work of the high school English class important to students so that they may engage in literate activity with the same kind of attention and effort as “real” writers. It contends that under such conditions students will learn more and produce more useful and impressive products than any standards document could possibly anticipate. After a foreword by Sheridan Blau, the book is divided into the following chapters: Introduction: Standards versus Excellence; (1) Engaging Reluctant Scholars; (2) Creating the Culture of Excellence; (3) Beyond Reading Standards; (4) Beyond Writing Standards; (5) Beyond
ED 452 551 CS 217 516 Bassett, Diane DeVine, Denise Perry, Nancy Rueth, Catherine Keys to Improving Writing in the Primary Grades. Pub Date—2001-05-00 Note-100p.; Master of Arts Action Research Project, Saint Xavier University and IRI/Sky Light Professional Development. Pub Type - Dissertations/Theses (040) EDRS Price – MF01/PC04 Plus Postage. Descriptors-Action Research, Grade 1, Grade 3, Parent Participation, Primary Education, Writing Achievement, Writing Attitudes, *Writing Improvement, *Writing Instruction, Writing Processes, Writing Research, *Writing Skills This action research describes a program for improving writing skills. The targeted population consisted of first and third graders in two middle class communities in the southern suburbs of Chicago. The need for improvement in writing skills was documented through observation checklists, writing samples, and surveys. Data revealed a need for implementation of writing interventions. Analysis of probable cause data revealed that faculty observed difficulties in writing due to the lack of a formal writing program, the amount of classroom time spent on writing due to curriculum demands, and a lack of teacher training in this area. The professional literature suggests the following as reasons why students were poor writers: (1) they were not exposed to writing at an early age; (2) there is a lack of real meaning in their writing experiences; (3) reading and writing remain separate entities; and (4) the curricular focus is on reading and math. The over-emphasis placed on grammar, mechanics, and spelling are also causes for concern. Solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of the following intervention strategies: parent involvement through newsletters and articles, the use of writing centers, the use of e-mail, letter writing, free choice of topics, the use of literature to teach writing, Author's Chair, interactive journals/notebooks, allowing inventive spelling, cross-curricular writing, and encouraging at-home writing. Post-intervention data indicated an increase in the targeted students' writing abilities, a positive attitude toward the writing process, an increased confidence in the editing and revising of student work, and increased parental involve
ED 452 555 CS 217 521 Miller, A. Christine Cross, Lorraine Moving from I to Us: The Power of Action Re search To Improve Students' Writing Perfor mance. Pub Date--2001-04-00 Note—27p.; Paper presented at the Annual Meet ing of the American Educational Research Association (82nd, Seattle, WA, April 10-14, 2001). This study was conducted at A. D. Henderson School through a Professional Development School Partnership between Florida Atlantic University/A.D. Henderson University School and the School Districts of Martin, Palm Beach, and St. Lucie Counties, Florida. Pub Type-- Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price – MF01/PC02 Plus Postage. Descriptors-Action Research, Elementary Edu cation, *Instructional Effectiveness, Middle Schools, Program Descriptions, *Writing Across the Curriculum, *Writing Improvement, *Writing Instruction, Writing Research Project WATCH! (Writing Across the Curriculum Hawks!) was the 1999-2000 schoolwide action research project at the A.D. Henderson University School grades K-8. The study question, "How can teachers build schoolwide capacity to support improved student writing across the curriculum?", examined whole-school collaboration where all
teachers understand and are able to support the writing curriculum. The study was conducted through several phases: (1) the overall design of the project action plan; (2) implementation of three action research study groups who collaboratively supported the writing curriculum through actions and activities; (3) professional development to support teachers in changing instructional practices; (4) support data-driven decisions through the collection and analysis of data; and (5) coordinate the findings of the study and implement new actions to support schoolwide high-level writing performance. Data were gathered using four major evaluation measures: Pre/Post Pre/Post Writing Support Questions, Pre/Post Writing Assessment, Implementation logs recording FCAT Writes! Poster and Proofreading Marks Guide Use; teacher observations and reflections, the Florida Comprehension Assessment Test administered to fourth and eighth grade students, and observations and reflections by the FAU liaison and on-site coordinator. Teacher's findings indicate a general improvement in writing performance of students in kindergarten through eighth grade. Exemplary teaching practices included increased vocabulary development, use of the FCAT Writes! rubrics for modeling and/or grading, definitions of the types of writing, focus on the 5 paragraph essay format, ongoing review of literary devices, linking examples of quality literature to student writing, use of a student/teacher feedback format, use of peer conferencing, and the use of a NCS Staff Development/“Florida Writes!” CDROM program. The analysis of teacher reflections and observations, collected throughout the year, supported the accomplishment of one of the major goals of this study—to develop a collaborative learning organization. In conclusion, student writing was improved by implementing the schoolwide focus on improving writing performance. Contains 16 references and 6 unnumbered tables of data. (RS)
EDRS Price – MF01/PC01 Plus Postage. Descriptors—*English Departments, Futures (of Society), Higher Education, *Teacher Role, * Technical Writing, *Technology Integration Identifiers-Faculty Attitudes As the 21st century begins, the clicking of computer keyboards is increasingly interrupting the calm of literary classrooms. The sound of new technology now marks the world in which students grow up and will live, how they learn, and in essence who they are. How do educators cope and make it all work? On a typical day this could happen: the department chair determines there is not enough money in the budget for a needed software program; the computer staff cuts off the campus mail server without telling you, the instructor; and your students complain that others in class are more, or less, computer literate than they are. The following are some ways to negotiate through these kinds of situations: first--form political alliances with your colleagues, administrators, the computer staff, and your students; and second-demonstrate your program's “productivity.” Teaching technical writing is a continuous, and often frustrating, learning process. Despite its downsides, though, the technical writing teacher must be willing to "embrace” technology to be successful. (NKA)
man High School. Pub Date—2001-05-31 Note-45p. Pub Type-Guides - General (050) EDRS Price - MF01/PC02 Plus Postage. Descriptors--Educational Objectives, *English Curriculum, *English Instruction. High Schools, *Jews, *Language Arts, *Private Schools, Religious Education, *Writing In struction Identifiers—Jewish Day Schools, New York (Brooklyn) In compliance with the philosophy of the Yeshivah of Flatbush, the English department is committed to students mastering the secular discipline of English. Students will develop the language skills of reading, writing, and speaking, as well as a sophistication of style and a clarity of expression. Writing is to be developed for academic purposes across the curriculum as well as for the practical necessities of intelligently and cogently expressing opinions on political, ethical, and social concerns in today's world. In addition, the school aims to develop a humanistic and aesthetic appreciation of literature. The English department provides electives which further enhance the integration of secular studies with the philosophic tenets of the Yeshivah and which meets the interests of individual students. This curriculum guide is divided into the following sections: Philosophy; Aims of the English Curriculum; Overview of Purposes and Products for Writing Grades 9-10; Overview of Purposes and Products for Writing Grades 11-12; Writing for Freshen Fall and Spring Semesters; Writing; Literature for Freshmen; Literature for Sophomores; Literature for Juniors; Literature for Seniors; Advanced Placement English; Electives; Freshmen Vocabulary, Usage and Spelling; Sophomore Vocabulary, Usage and Spelling; Junior Vocabulary, Usage and Spelling; Senior Vocabulary, Usage and Spelling; Literary Vocabulary; Alternate Vocabulary Words; Four Year Grammar Curriculum; Allocation of Class Time per Term; and Administering Grades. (NKA)
ED 452 556 CS 217 523 Fleming, Michelle M. Reconfiguring the Role of the Research Paper: Collaborative Writing To Teach Basic Aca demic Research and Writing Strategies. Pub Date-2001-03-15 Note--13p.; Paper presented at the Annual Con ference on College Composition and Communication (52nd, Denver, CO, March 14-17, 2001). Pub Type-Reports - Descriptive (141) - Speech es/Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Descriptors—*Freshman Composition, Higher Education, *Research Papers (Students), *Research Skills, Student Attitudes, Student Re search, *Writing Processes, *Writing Strategies Identifiers—*Collaborative Writing, Student Co operation Each year that the author of this paper, an English instructor at Moorhead College (Minnesota), teaches the first-year "research paper,” one instructor turns more and more to collaborative writing work. And she admits that some of her motives in reshaping the research paper in collaborative ways can seem to be based in assisting herself as a teacher as often as they are based on her desire to help students come into their own. Her first impulse to move toward collaborative research papers came, in fact, out of a great deal of frustration at teaching the kind of "anything goes” research paper course most writing instructors are familiar with-the kind in which students choose their own topics-any topics. This paper takes readers through exactly what the instructor is trying to gain as she makes her research paper courses more collaborative. The paper then moves on to the various types of collaboration her students have used and the reasons that underlie different choices that have been made about different types of collaborative writing. Along the way, it addresses briefly some of the problems that inhere in collaborative work itself, so that these issues can begin to be considered. (NKA)
ED 452 558 CS 217 525 Blumner, Jacob S. Separating Siamese Twins: Can We Extricate WAC from Writing Centers? Pub Date—2000-11-00 Note-8p.; Paper presented at the Annual Meet ing of the National Writing Centers Association (5th, Baltimore, MD, November 2-4, 2000). Pub Type - Reports - Descriptive (141) - Reports Evaluative (142) – Speeches/Meeting Papers (150) EDRS Price – MF01/PC01 Plus Postage. Descriptors-Comparative Analysis, Higher Edu cation, Program Development, *Writing Across the Curriculum, *Writing Improvement, *Writ ing Laboratories Identifiers—Program Characteristics, Writing Contexts This paper addresses the culture of writing in higher education from a multicultural perspective of those within the “monolith.” The paper first notes that writing programs, more specifically writing across the curriculum (WAC), and writing centers work in similar ways by benefiting each other and sharing the broad mission of improving students' writing. It then points out the differences programs manifest in many ways, and each program has a more specific mission, explicitly stated or not. The paper does three primary things: first, it discusses the general missions of WAC programs and writing centers based on the goal of improving student writing; second, it discusses how the programs can and do coordinate; and third, it explores the structural implication of separating or combining the programs. (NKA)
ED 452 560 CS 217 527 Indiana's Academic Standards: 9th Grade En glish/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 528-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from--For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type — Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 9, Junior High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should be able to do in Grade 9 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and comes accompanied with a list of 10 things parents can do to help their child get a good education. It outlines the following seven standards for Grade 9 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development-Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension-Students read and understand gradelevel-appropriate material; they analyze the organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and AnalysisStudents read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students discuss ideas for writing with other writers; they write coherent and focused essays that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 9, students combine the rhetorical strategies of narration, exposition, per
ED 452 559 CS 217 526 Blaine, Suzanne English Department Curriculum and Course of Study. Yeshiva of Flatbush, Brooklyn, NY. Joel Braver
standards for Grade 11 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development-Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension—Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students write coherent and focused texts that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 11, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions—Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgments about oral communication; they deliver focused and coherent presentations that convey their clear perspectives and demonstrate solid reasoning. (NKA)
Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-120p. Available from-Full text at: http://idea- net.doe.state.in.us/standards/welcome.html. Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PC05 Plus Postage. Descriptors—* Academic Achievement, *Academ-ic Standards, Elementary Secondary Educa- tion, *English, *Language Arts, Parent Participation, Skill Development, *State Stan- dards, Teacher Expectations of Students, Teacher Role The state of Indiana has established new academic standards in English/Language Arts. These "world-class” standards outline what a student should know and be able to do in each subject, at each grade level. This Teacher's Edition of the academic standards—an exact reprint of the standards guides for parents and students-provides educators and administrators with a complete set of Indiana's K-12 academic standards for English/ Language Arts. The Teacher's Edition notes that while the standards set expectations for student learning, they do not prescribe how the standards should be taught. It is divided into the following sections: Kindergarten; 1st Grade; 2nd Grade; 3rd Grade; 4th Grade; 5th Grade; 6th Grade; 7th Grade; 8th Grade; 9th Grade; 10th Grade; 11th Grade; and 12th Grade. (NKA)
suasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions-Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications Students formulate thoughtful judgments about oral communication and deliver focused and coherent presentations of their own that convey clear perspectives and solid reasoning. (NKA) ED 452 561 CS 217 528 Indiana's Academic Standards: 10th Grade English/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date—2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from-For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Achievement, *Academ ic Standards, *English, *Grade 10, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 10 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven standards for Grade 10 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Language Development—Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis–Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students discuss ideas for writing with other writers; they write coherent and focused essays that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 10 students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions—Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgment about oral communication; they deliver focused and coherent presentations of their own that convey clear perspectives and solid reasoning. (NKA) ED 452 562 CS 217 529 Indiana's Academic Standards: 11th Grade English/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date—2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from-For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type — Guides - Classroom - Learner (051) Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 11, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 11 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven
ED 452 563 CS 217 530 Indiana's Academic Standards: 12th Grade English Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-52930. Adopted by the Indiana State Board of Education, Summer 2000. Available from For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type - Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 12, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 12 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides parents with a list of 10 things they can do to help their child get a good education. It outlines the following seven standards for Grade 12 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development—Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process-Students write coherent and focused texts that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 12, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description to produce reflective compositions, historical investigation reports, and job applications and resume; and to deliver multimedia presentations; (6) Writing: Written English Language Conventions-Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgments about oral communication; they deliver focused and coherent presentations that convey clear perspectives and demonstrate solid reasoning. (NKA) ED 452 564 CS 217 531 Indiana's Academic Standards: Teacher's Edi tion. English/Language Arts.
ED 452 565 CS 217 533 Greene, Beth G. A Summary Report of the Instructional Effec tiveness of the “Steck Vaughn Phonics Program”: Level A—Units 3 and 4 & Level BUnits 2 and 3. Technical Report Number 105. Educational Research Inst. of America, Bloom ington, IN. Pub Date-2001-06-01 Note—9p. Available from-Educational Research Institute of America, PO Box 5875, Bloomington, IN 47408-5875. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Instructional Effectiveness, *Phon ics, Pilot Projects, Pretests Posttests, Primary Education, *Program Evaluation, *Reading Identifiers-California, Florida, Illinois, Sub tests, Test Trials This report describes a pilot study conducted to evaluate the instructional effectiveness of the Steck-Vaughn Phonics Program: Level A-Units 3 and 4 and Level B-Units 2 and 3. The Educational Research Institute of America (ERIA) identified volunteer teachers to participate, designed the assessments, and analyzed the collected data. Because the focus was on the program's primary levels, it was limited to Grades 1 and 2; Level AUnits 3 and 4 were used in first grade, while Level B-Units 2 and 3 were used in second grade. These units, selected by the teachers to best fit their schools' reading objectives at the time, included the teaching of eight initial consonants, six final consonants, short vowels, long vowels, and vowel diagraphs. A quasi-experimental pretest posttest design was used; 18 first and second grade teachers in California, Illinois, and Florida volunteered to participate. Approximately 400 students were included. Teachers administered the phonics tests developed by ERIA as pretests, taught the designated units from the Steck-Vaughn program, and administered the posttests after completing instruction. All assessments were scored by hand at ERIA. Results indicated that: (1) after about three weeks of instruction, two groups of first and second graders increased pretest scores to posttest scores a statistically significant amount on 5 out of 6 subtests and on total test scores for both the first and second grade assessments; (2) an analysis of students who scored lowest on the pretest indicated much greater improvement than was shown for the entire groupmore than twice as great; (3) on the single subtest (second grade) where there was not a statistically significant improvement, there was evidence of a "ceiling" effect; and (4) all the teachers reported Page 3Page 4
The Past Is Last Week; History as Exploration; What Parents Can Do; Helping Danny Become a Good Reader; and Activities for Fun and Learning. To help understand history better, parents and children can: (1) make a time capsule of family artifacts; (2) make a family tree; (3) look at old photographs of family members together; (4) share books; (5) sing songs; (6) visit a police or fire station; (7) create a school scrapbook; (8) learn about folk medicine; (9) visit a cemetery; (10) visit museums; (11) do a family history project interviewing family members; (12) read an almanac; and (12) read about and try making pioneer and colonial crafts. Contains 35 references. (EF)
student questionnaire data, and associated professional development opportunities have had a major impact on improving instruction, particularly in English language arts (ELA). In 1997 the legislature approved the Maine Learning Results-standards in eight content areas which form the framework for curriculum in Maine. Now that the MEA has been aligned with “Learning Results,” the resulting data on student achievement can be used more comprehensively to plan classroom, school, and district improvement strategies. Students in grades 4, 8, and 11 in all public schools in the state participate in the MEA. The ELA section consists of a reading, writing, and a reading/writing segment, in which students respond to multiple choice, short answer, and constructed response questions related to reading passages. They also complete a writing sample based on a common prompt. Teachers score the writing prompt and evaluate the writing samples. State consultants provide regional workshops to review what was received and how to read the information. Includes sample data. (NKA)
www.ceap.wcu.edu/Broughton/Poetryunit.html. Pub Type- Creative Works (030) – Guides Classroom - Teacher (052) EDRS Price – MF01/PC03 Plus Postage. Descriptors—Class Activities, *Creative Writing, Elementary Secondary Education, Interdiscipli nary Approach, Learning Activities, *Poetry Identifiers-Poetic Forms This collection of ideas for poetry is intended to provide teachers with tips for ways in which poetry could be integrated into the daily classroom curriculum. Noting that talking about poetry is an important step in helping students see poetry as a viable outlet for their voices, the collection states that poetry should also offer students connections to their real lives. It recommends including classical as well as contemporary poetry for students' reading enjoyment. The collection is divided into the following sections: (1) “A Prayer for Children" by Ina Hughes; (2) Forward; (3) Intentions; (4) Beginning; (5) Poetry Ideas (contains 44 ideas); (6) Reading Poetry Aloud; (7) Assessment and Evaluation; and (8) Concluding Thoughts. (NKA)
ED 452 539 CS 217 399 Motivating Your Child To Learn. Parents and Children Together Series. ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.; Family Learning Association, Bloomington, IN. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Report No.-ISBN-1-883790-85-9 Pub Date-2001-00-00 Contract-ED-99-CO-0028 Note-57p.; Accompanying audiotape not avail able from ERIC. For other books in the series, see CS 217 390-398. Available from-ERIC Clearinghouse on Read ing, English, and Communication, Indiana University, 2805 E. 10th Street, Suite 140, Bloomington, IN 47408-2698. Web site: http:// eric.indiana.edu/. Family Learning Association, 3925 Hagan St., Suite 101, Bloomington, IN 47401. Pub Type - Creative Works (030) — Guides - Non Classroom (055) — ERIC Publications (071) EDRS Price - MF01/PC03 Plus Postage. Descriptors—Elementary Education, *Learning Motivation, *Parent Student Relationship, *Reading Aloud to Others, *Reading Habits, Reading Instruction, Student Motivation, Writing (Composition) This book, one of a series, shows how to help motivate children to learn. The message of the series urges parents and children to spend time together, talk about stories, and learn together. The first part of each book presents stories appropriate for varying grade levels, both younger children and those in grades three and four, and each book presents stories on a particular theme. The Read-along Stories in this book are: “Jellybean Adventures" (Lou Hamilton); “Mr. McMuddle's Troubles” (Juanita Barrett Friedrichs); and “The Cobbler and the Elves” (as retold by Jerry D. Burchard). On an accompanying audiotaps, the stories are performed as radio dramas, allowing children to read along. The second half of each book provides ideas and guidelines for parents, as well as activities and books for additional reading. Sections in this book are: Guidelines for Parents; How to Motivate Your Child; Questions about Motivation; Activities for Reading and Writing; Suggestions from a Teacher; and Books for Parents and Children. (RS)
Pub Date-2000-00-00 Note-12p. Available from National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096. Tel: 1-800-369-6283 (Toll Free); Web site: http://www.ncte.org/positions/com mon.html. Pub Type- Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Censorship, Elementary Second ary Education, *Intellectual Freedom, *Public Schools, *Student Rights Identifiers—First Amendment, *International Reading Association, *National Council of Teachers of English, United Nations All students in public school classrooms have the right to materials and educational experiences that promote open inquiry, critical thinking, diversity in thought and expression, and respect for others. Denial or restriction of this right is an infringement of intellectual freedom. Because of their almost exactly similar positions against censorship, the International Reading Association and the National Council of Teachers of English have formed a joint task force on intellectual freedom. This position paper of these organizations aims to heighten sensitivity about censorship concerns and provide a resource for communities facing challenges to intellectual freedom. The paper first cites the First Amendment and Article 19 of the United Nations Declaration of Human Rights to reinforce its position. It then provides an action plan and strategies to adopt before a challenge arises and after a challenge has been made. It considers tactics both at the local level and at the state/provincial level, as well as at the national and international level. The paper offers a list of groups interested in fighting censorship and an extensive bibliography of resources. It also cites some situations that might affect teachers and censorship. (NKA)
ED 452 543 CS 217 456 Condon, Mark W. E. McGuffee, Michael Real ePublishing, Really Publishing! How To Create Digital Books by and for All Ages. Report No.-ISBN-0-325-00320-3 Pub Date-2001-00-00 Note-100p. Available from-Heinemann, 88 Post Road West, P.O. Box 5007, Westport, CT 06881 ($15). Tel: 800-793-2154 (Toll Free); Web site: http:// www.heinemann.com. Pub Type-Guides - Classroom - Teacher (052) Document Not Available from EDRS. Descriptors—*Childrens Writing, Class Activi ties, Classroom Environment, *Electronic Publishing, Elementary Education, Learning Activities, Technology Integration, *Writing for Publication Identifiers-Digital Photography, *Electronic Books This book aims to help teachers turn their classrooms into their very own publishing companies. All that is needed is a computer, a word processor, a digital camera, a color printer, and access to the Internet. The book explains that a new genre of publication, Webbes, are simple nonfiction picture books, and that, matching meaningful text with digital photography, these e-publications are natural means for celebrating and documenting the activities of any curricular unit. It points out that these compositions, in any language or even in two languages, invite writers from every ethnicity, social class, and language group in a school to see publication as a natural part of literacy learning and its complement to developing content concepts. Chapters in the book are: (1) Really Publishing?; (2) Voila! Instant Webbes!; (3) Authoring: Where Readers and Writers Meet; (4) Seeing What You Mean: Digital Cameras and Photography; (5) Production and Editorial: Putting It All Together; (6) Printing and Binding: Hey! It's a Book!; (7) Distribution and Promotion: Getting out the Word...and the Picture; (8) Your Emergent Publishing Company; and (9) Web Books for Everyone. Appendixes contain: Webbe step-by-step procedures; a 13-item annotated bibliography of books on writing and composition instruction; and a Webbe printing template. (NKA) ED 452 544 CS 217 506 Corso, Gail S. Practices, Principles, and Essences: How a WPA at a Small Liberal Arts College Func tions within Her Community and Its Values. Pub Date - 2001-03-00 Note-20p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Guides - Non-Classroom (055) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO Plus Postage. Descriptors—* Administrator Role, *Faculty Workload, Higher Education, *Institutional Cooperation, *Program Administration, *Writing
ED 452 540 CS 217 422 Rumery, Karen Using Data To Inform Instruction Stories from Five States. “Maine,” the Way Life Should Be. Pub Date—2000-11-00 Note-21p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (90th, Milwaukee, WI, November 16-21, 2000). Pub Type - Reports - Descriptive (141) — Speech es/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, *Curricu lum Development, Elementary Secondary Education, *Instructional Improvement, *Language Arts, State Standards Identifiers—* Data Based Instruction, Education al Information, *Maine Educational Assessment, State Role The Maine Educational Assessment (MEA) has provided data to inform curriculum and instruction in Maine's schools for 16 years. The test results,
ED 452 542 CS 217 430 Broughton, Merry G. Poetry Covers It All! Integrating Poetry in All Curriculum Areas. Pub Date—1998-09-00 Note—71p. Available from-For full text: http://
teacher counted the number of words written as well as how many words were spelled correctly. The results indicated that encouragement of invented spelling does not impact students' abilities to spell more words correctly. Yet, it does appear to allow students to express themselves more freely by using more words in their writing. Contains 25 references. A conventional spelling lesson plan and an invented spelling lesson plan are attached. (Author/ RS)
through the University's Interdisciplinary Program, a required course sequence intended to address the theme of understanding the human condition-students and faculty in this core curriculum are considered co-learners who value discussion, in-depth analysis, questioning, and critical thinking. It explains that central to these courses are writing assignments that serve the purposes of using writing as a tool for learning as well as helping students learn to write. According to the paper, however, almost 20% of students believe they cannot meet assignment requirements and be true to their own spirituality. The paper reports that writing center faculty notice that conflicts arise when students who do not follow Christian traditions must write about Christian topics and when some traditional students feel they must reveal too much of their souls, as in "too personal" writing. If the writing center is to meet students' needs brought about by the University's expectations of requiring spiritually based courses which emphasize writing, the center must reposition its approach to tutoring: it must move from a traditional format, which focuses on external assignments, to a non-traditional format, which emphasizes the process of learning how to convey internal spirituality to an external audience. It suggests using the "enneagram” (an aid for self-knowledge) as a tutor training strategy for strengthening the tutor/student conference experience through promoting tutor self-knowledge and empathy toward others. (NKA)
(Composition), Writing Instruction, *Writing Teachers The writing program administrator (WPA) at a small, Catholic liberal arts college has many roles in fulfilling her job responsibilities and upholding institutional values, which include collaboration, dialogue, and application of knowledge to benefit others and the environment. Some of these roles include: teaching four courses, engaging in committee work, curriculum planning, participating in service learning and community outreach, developing a writing resources Web site, and advising students and student organizations. Even while on sabbatical, the WPA acts as a consultant for the college. The WPA participates collaboratively in designing various workshops for faculty development and exchange of ideas, and she also participates in the field. Finally, the WPA utilizes the institution's mission statement and policy in administering the writing program and in being part of a dialogue for change. (Contains 10 references. An annotated 10-item list of works cited in the paper and the presentation is attached.) (EF) ED 452 545 CS 217 509 Costanzo, William V. Friendly Alternatives to the Argumentative Es say. Pub Date—2000-11-00 Note-8p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (90th, Milwaukee, WI, November 16-21, 2000). Pub Type— Guides - Non-Classroom (055) Speeches/Meeting Papers (150) EDRS Price – MF01/PC01 Plus Postage. Descriptors—*Conflict Resolution, Higher Edu cation, *Persuasive Discourse, *Writing Assignments, *Writing Exercises, *Writing Instruction Many teachers would like to counter what Deborah Tannen calls “The Argument Culture.” They recognize that teaching students traditional principles of argument may perpetuate the kind of adversarial thinking that erupts all too often: in aggressive newspaper headlines, on confrontational television shows, in court rooms, and in school yards across the country. An alternative is to teach the skills of conflict resolution. This paper presents a sequence of six classroom exercises leading to a writing assignment in which students are asked to mediate in the resolution of a conflict instead of arguing “persuasively” for one side. (EF) ED 452 546 CS 217 510 Brasacchio, Tiffany Kuhn, Bonnie Martin, Stephanie How Does Encouragement of Invented Spell ing Influence Conventional Spelling Develop ment? Pub Date—2001-04-26 Note-37p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Childrens Writing, Comparative Analysis, Grade 1, Instructional Effectiveness, *Invented Spelling, Primary Education, *Spelling Instruction A study determined the impact encouragement of invented spelling has on a child's writing through a comparison of writing samples produced by children encouraged to use invented spelling with writing samples by children encouraged to use conventional spelling. Three first grade classes participated in this study, two of which are located in suburban school districts and one in a rural school district. Class sizes ranged from 15 to 25 students, and the children were all between the ages of 6 and 7. In each of the three classrooms, the teacher implemented the same scripted lesson which encouraged the use of invented spelling. The teachers then implemented a second lesson that required a similar writing task; however, during this lesson the children were strongly encouraged to spell words correctly (conventional spelling). During these lessons the teachers observed the children's spelling techniques and asked some children to talk about the strategies they used to spell the words. Upon collecting all the writing samples, each
ED 452 547 CS 217 512 Klompien, Kathleen The Writer and the Text: Basic Writers, Re search Papers and Plagiarism. Pub Date--2001-03-00 Note-13p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Discourse, Higher Edu cation, Plagiarism, *Research Papers (Students), Student Needs, *Student Writing ) Models, *Writing Evaluation, Writing Re search, *Writing Strategies Identifiers—-*Author Text Relationship, Califor nia State University Los Angeles, Developmental Students, Summer Bridge Program While research papers may hold unique challenges for all writers, they are especially daunting for “less experienced” writers because these students often come to college without ever having written a research paper. A study examined several research papers written by students who took part in the Summer Bridge program at California State University at Los Angeles which is designed to help students who are conditionally admitted to the university. A subset of 25 portfolios was selected randomly from among all that year's Summer Bridge portfolios, but with about the same numbers of portfolios from males and females and the university's ethnic composition reflected in the selection. Of the 25 read initially, 5 were chosen to analyze in depth. This paper discusses in detail two of those five, finding that some form of "patchwriting" was used in all five of the research papers studied. The paper explains that "patchwriting" is considered by some scholars as a stage of writing development in which students are exploring different ideas but have not absorbed them thoroughly enough to put them into their own words. It notes that it is helpful for many students to use this technique as they start writing at the college level in order to try to understand what the authors of their texts believe and to begin to take on the language of the discourse community. The paper concludes that students need their instructors' help to learn how to respond in ways that keep them from being susceptible to accusations of plagiarism. (NKA) ED 452 548 CS 217 513 Johnson, Peggy Mutschelknaus, Mike Disembodied Spirituality: Conflicts in the Writing Center. Pub Date-2001-03-00 Note-13p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Higher Education, Interdisciplinary Approach, *Spirituality, *Student Needs, *Writing Assignments, *Writing Laboratories Identifiers-Enneagrams, Personal Writing, *Saint Marys University of Minnesota, Tutor Role, Tutor Training Noting that at Saint Mary's University (where the authors teach) the issue of spirituality is in the forefront of education and is seamlessly woven into required courses throughout four years of college in an attempt to "enhance students' spiritual and personal lives,” this paper positions writing centers as a place for student inquiries about their spirituality. The paper states that one avenue of spiritual study is
ED 452 549 CS 217 514 Thomas, Charles J. The Impact of Performance Assessment through NCATE on Literary Studies in the Nation: Shakespeare, Thoreau, and Other Classic Authors Continue To Be Included. Pub Date—2001-11-00 Note-6p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (91st, Baltimore, MD, November 15-20, 2001). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*English Teachers, Guidelines, Higher Education, *Language Arts, *Literature, Position Papers, Standards, Teacher Edu cation Identifiers-Matrix Language, *National Council for Accreditation of Teacher Educ, *National Council of Teachers of English This paper comes from an educator who worked on the National Council of Teachers of English (NCTE) Guidelines for the Preparation of Teachers of English Language Arts in 1996. The paper states that the work offered the educator/author the opportunity to discuss the many dimensions of English language arts preparation programs for undergraduate and graduate school candidates in the participating colleges and universities. It also states that since 1996 he has followed the implementation of the Guidelines through various matrix outlines that the National Council for the Accreditation of Teacher Education (NCATE) and NCTE program evaluators have developed based on the Guidelines. The main part of the paper deals with his observations about the field of literary studies. It voices some concerns about the existing Guidelines and the related Matrix used as part of the NCATE project. Thee was concern that the inclusive approach taken while writing the Guidelines resulted in a posture toward literary studies that avoided the prescriptive stance of earlier editions. Earlier editions of the Guidelines required candidates to study the history of literature in courses designated as American, British, and world literature surveys. The earlier editions favored the broader and more inclusive requirement that candidates be exposed to "literatures of human cultures” or an “exhaustive body of literature and literary genres in English and in translation." The paper explains why dropping these designations will have a loosening effect upon curricula accepted under the new NCATE standards, and offers some examples. (NKA)
Research Standards; (6) Beyond Literature Standards; (7) Beyond Assessment Standards; and (8) Beyond Teaching Standards. (Cites 34 works.) (NKA)
ED 452 550 CS 217 515 Tancredo, Dana E. The Effects of Breakthrough to Literacy on Oral Language Development at the Kinder garten Level. Pub Date—2001-04-20 Note-56p. Pub Type-Reports - Research (143) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Computer Software Evaluation, In structional Effectiveness, Kindergarten, *Language Acquisition, *Oral Language, Primary Education, *Reading Attitudes, Reading Readiness, Student Attitudes The software “Breakthrough to Literacy” was introduced in kindergarten classrooms in a suburban school district in 1999 and focuses on oral language development. Through observations, the author studied the effects the software had on individual children's oral language and pre-reading readiness skills. Along with reading skill development, oral language and thinking skill development were also observed. The purpose of this study was to observe the effects of the software on both the reading and oral language development at the kindergarten level. The population involved three children selected at random. Results indicated that the software provided the children with a strong reading base. Results also showed that oral language development and reading skills had continued to grow and develop. When the study was completed, the three children were interviewed separately. Each child spoke positively about the software and was excited to be reading. (Contains 13 references and 5 tables of data. Appendixes contain 3 additional tables of data.) (Author/RS)
ED 452 554 CS 217 520 Britsch, Susan J. Riddle Me This, Riddle Me That: Email Dia logues with Third-Grade Writers. Pub Date-2001-04-00 Note-12p.; Paper presented at the Annual Meet ing of the American Educational Research As sociation (Seattle, WA, April 10-14, 2001). Pub Type- Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Descriptors--*Childrens Writing, *Communica tion Skills, *Electronic Mail, Grade 3, *Literacy, Primary Education, Student Reaction, Writing Research Identifiers--California (North), *Dialogic Com munication, Purdue University IN, *Riddles For a project, a university researcher and a group of education graduate students in literacy and language education at Purdue University exchanged email with 32 third graders in two classes at a northern California elementary school. The overall aim of the project was to build the children's literacy and communication skills by involving them in scaffolded written discussions with a more capable writer. An additional pedagogical aim was to help the children explore the content knowledge they were acquiring in their classroom, thus extending their ability to write about this official curriculum through collaborative discussions with adult writers. During the first year of the project the primary research questions were: (1) What is the nature of written response for these children? and (2) What sorts of patterns emerge in the types of questions that the children originate for the researchers? Although the researchers tried to explore the curricular topics, children in one group began to preface their letters with riddles, and riddling extended to two of the writing groups. The riddlers also began to structure dialogues in which they designated both a topic and a method of exchange that would assure a return for their riddles. It could be said that riddling dealt with child-centered topics in which the children maintained interest because the riddles were: (1) fun; (2) child-initiated; (3) interesting to the children; or (4) generally part of children's culture. However, such a reductive analysis would give short shrift to something that the children maintained for 4 months. They opposed another discourse--the curricular discourse the researchers had initiated—by controlling it. (Contains 3 tables and 25 references.) (NKA)
ment in the area of writing. (Contains 37 references, and 8 tables and 14 figures of data. Appendixes contain a student writing checklist; a rubric; teacher, parent, and student survey instruments; and permission letters.) (RS) ED 452 552 CS 217 517 Creating Publications: Write To Fight Crime. Youth in Action Bulletin, Number 16. Department of Justice, Washington, DC. Office of Justice Programs.; National Crime Prevention Council, Washington, DC. Report No. ---NCJ-179000 Pub Date--2000-04-00 Note--10p. Pub Type-Guides - Non-Classroom (055) EDRS Price – MF01/PC01 Plus Postage. Descriptors-*Crime Prevention, Instructional Materials, *Publications, *Writing for Publica tion, *Writing Processes Identifiers—-*Publisher Role Publications, which can be anything from a onepage flier to a brochure to a poster or a book, can be relatively easy to create but very effective for helping to fight crime. This bulletin considers how publications can contribute to crime prevention; what it takes to start a publication; what are some of the challenges in creating a publication; how to evaluate your publication; and what some of the rewards are. The bulletin walks an individual through the publication process from researching a subject to distributing the final product. It pinpoints the following steps to keep the publication process moving forward: (1) research your subject; (2) outline your document; (3) write, edit, and rewrite your document; (4) design your publication; (5) go to press; and (6) distribute your product. (NKA) ED 452 553 CS 217 519 Jago, Carol Beyond Standards: Excellence in the High School English Classroom. Report No.--ISBN-0-86709-503-2 Pub Date-2001-00-00 Note-128p.; Foreword by Sheridan Blau. Available from-Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($15). Tel: 603431-7894; Web site: http://www.heine mann.com. Pub Type— Books (010) -- Guides - Classroom Teacher (052) Document Not Available from EDRS. Descriptors—*Academic Achievement, *Academ ic Standards, *Classroom Environment, *English Instruction, High School Students, High Schools, Reading Material Selection, *Student Motivation Each student is capable of achieving excellence, but it requires a nurturing, vigorous classroom environment. To help current and future high school English teachers create and maintain this kind of environment, this book offers concrete ways to reconceive what it means to foster excellent performance in the classroom and vivid examples of student work that was motivated by the pursuit of excellence rather than by test scores. Filled with detailed classroom anecdotes, the book explores the many ways teachers can select books, design lessons, and inspire discussions that can lead all their students to extraordinary achievements, both in the study of literature and in their writing assignments. Included in the book are practical tips on everything from helping students self edit their writing to “tricking” them into reading a lot more poetry. The book may be seen as a set of stories-or “ethnographic studies”-on how to make the work of the high school English class important to students so that they may engage in literate activity with the same kind of attention and effort as “real” writers. It contends that under such conditions students will learn more and produce more useful and impressive products than any standards document could possibly anticipate. After a foreword by Sheridan Blau, the book is divided into the following chapters: Introduction: Standards versus Excellence; (1) Engaging Reluctant Scholars; (2) Creating the Culture of Excellence; (3) Beyond Reading Standards; (4) Beyond Writing Standards; (5) Beyond
ED 452 551 CS 217 516 Bassett, Diane DeVine, Denise Perry, Nancy Rueth, Catherine Keys to Improving Writing in the Primary Grades. Pub Date—2001-05-00 Note-100p.; Master of Arts Action Research Project, Saint Xavier University and IRI/Sky Light Professional Development. Pub Type - Dissertations/Theses (040) EDRS Price – MF01/PC04 Plus Postage. Descriptors-Action Research, Grade 1, Grade 3, Parent Participation, Primary Education, Writing Achievement, Writing Attitudes, *Writing Improvement, *Writing Instruction, Writing Processes, Writing Research, *Writing Skills This action research describes a program for improving writing skills. The targeted population consisted of first and third graders in two middle class communities in the southern suburbs of Chicago. The need for improvement in writing skills was documented through observation checklists, writing samples, and surveys. Data revealed a need for implementation of writing interventions. Analysis of probable cause data revealed that faculty observed difficulties in writing due to the lack of a formal writing program, the amount of classroom time spent on writing due to curriculum demands, and a lack of teacher training in this area. The professional literature suggests the following as reasons why students were poor writers: (1) they were not exposed to writing at an early age; (2) there is a lack of real meaning in their writing experiences; (3) reading and writing remain separate entities; and (4) the curricular focus is on reading and math. The over-emphasis placed on grammar, mechanics, and spelling are also causes for concern. Solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of the following intervention strategies: parent involvement through newsletters and articles, the use of writing centers, the use of e-mail, letter writing, free choice of topics, the use of literature to teach writing, Author's Chair, interactive journals/notebooks, allowing inventive spelling, cross-curricular writing, and encouraging at-home writing. Post-intervention data indicated an increase in the targeted students' writing abilities, a positive attitude toward the writing process, an increased confidence in the editing and revising of student work, and increased parental involve
ED 452 555 CS 217 521 Miller, A. Christine Cross, Lorraine Moving from I to Us: The Power of Action Re search To Improve Students' Writing Perfor mance. Pub Date--2001-04-00 Note—27p.; Paper presented at the Annual Meet ing of the American Educational Research Association (82nd, Seattle, WA, April 10-14, 2001). This study was conducted at A. D. Henderson School through a Professional Development School Partnership between Florida Atlantic University/A.D. Henderson University School and the School Districts of Martin, Palm Beach, and St. Lucie Counties, Florida. Pub Type-- Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price – MF01/PC02 Plus Postage. Descriptors-Action Research, Elementary Edu cation, *Instructional Effectiveness, Middle Schools, Program Descriptions, *Writing Across the Curriculum, *Writing Improvement, *Writing Instruction, Writing Research Project WATCH! (Writing Across the Curriculum Hawks!) was the 1999-2000 schoolwide action research project at the A.D. Henderson University School grades K-8. The study question, "How can teachers build schoolwide capacity to support improved student writing across the curriculum?", examined whole-school collaboration where all
teachers understand and are able to support the writing curriculum. The study was conducted through several phases: (1) the overall design of the project action plan; (2) implementation of three action research study groups who collaboratively supported the writing curriculum through actions and activities; (3) professional development to support teachers in changing instructional practices; (4) support data-driven decisions through the collection and analysis of data; and (5) coordinate the findings of the study and implement new actions to support schoolwide high-level writing performance. Data were gathered using four major evaluation measures: Pre/Post Pre/Post Writing Support Questions, Pre/Post Writing Assessment, Implementation logs recording FCAT Writes! Poster and Proofreading Marks Guide Use; teacher observations and reflections, the Florida Comprehension Assessment Test administered to fourth and eighth grade students, and observations and reflections by the FAU liaison and on-site coordinator. Teacher's findings indicate a general improvement in writing performance of students in kindergarten through eighth grade. Exemplary teaching practices included increased vocabulary development, use of the FCAT Writes! rubrics for modeling and/or grading, definitions of the types of writing, focus on the 5 paragraph essay format, ongoing review of literary devices, linking examples of quality literature to student writing, use of a student/teacher feedback format, use of peer conferencing, and the use of a NCS Staff Development/“Florida Writes!” CDROM program. The analysis of teacher reflections and observations, collected throughout the year, supported the accomplishment of one of the major goals of this study—to develop a collaborative learning organization. In conclusion, student writing was improved by implementing the schoolwide focus on improving writing performance. Contains 16 references and 6 unnumbered tables of data. (RS)
EDRS Price – MF01/PC01 Plus Postage. Descriptors—*English Departments, Futures (of Society), Higher Education, *Teacher Role, * Technical Writing, *Technology Integration Identifiers-Faculty Attitudes As the 21st century begins, the clicking of computer keyboards is increasingly interrupting the calm of literary classrooms. The sound of new technology now marks the world in which students grow up and will live, how they learn, and in essence who they are. How do educators cope and make it all work? On a typical day this could happen: the department chair determines there is not enough money in the budget for a needed software program; the computer staff cuts off the campus mail server without telling you, the instructor; and your students complain that others in class are more, or less, computer literate than they are. The following are some ways to negotiate through these kinds of situations: first--form political alliances with your colleagues, administrators, the computer staff, and your students; and second-demonstrate your program's “productivity.” Teaching technical writing is a continuous, and often frustrating, learning process. Despite its downsides, though, the technical writing teacher must be willing to "embrace” technology to be successful. (NKA)
man High School. Pub Date—2001-05-31 Note-45p. Pub Type-Guides - General (050) EDRS Price - MF01/PC02 Plus Postage. Descriptors--Educational Objectives, *English Curriculum, *English Instruction. High Schools, *Jews, *Language Arts, *Private Schools, Religious Education, *Writing In struction Identifiers—Jewish Day Schools, New York (Brooklyn) In compliance with the philosophy of the Yeshivah of Flatbush, the English department is committed to students mastering the secular discipline of English. Students will develop the language skills of reading, writing, and speaking, as well as a sophistication of style and a clarity of expression. Writing is to be developed for academic purposes across the curriculum as well as for the practical necessities of intelligently and cogently expressing opinions on political, ethical, and social concerns in today's world. In addition, the school aims to develop a humanistic and aesthetic appreciation of literature. The English department provides electives which further enhance the integration of secular studies with the philosophic tenets of the Yeshivah and which meets the interests of individual students. This curriculum guide is divided into the following sections: Philosophy; Aims of the English Curriculum; Overview of Purposes and Products for Writing Grades 9-10; Overview of Purposes and Products for Writing Grades 11-12; Writing for Freshen Fall and Spring Semesters; Writing; Literature for Freshmen; Literature for Sophomores; Literature for Juniors; Literature for Seniors; Advanced Placement English; Electives; Freshmen Vocabulary, Usage and Spelling; Sophomore Vocabulary, Usage and Spelling; Junior Vocabulary, Usage and Spelling; Senior Vocabulary, Usage and Spelling; Literary Vocabulary; Alternate Vocabulary Words; Four Year Grammar Curriculum; Allocation of Class Time per Term; and Administering Grades. (NKA)
ED 452 556 CS 217 523 Fleming, Michelle M. Reconfiguring the Role of the Research Paper: Collaborative Writing To Teach Basic Aca demic Research and Writing Strategies. Pub Date-2001-03-15 Note--13p.; Paper presented at the Annual Con ference on College Composition and Communication (52nd, Denver, CO, March 14-17, 2001). Pub Type-Reports - Descriptive (141) - Speech es/Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Descriptors—*Freshman Composition, Higher Education, *Research Papers (Students), *Research Skills, Student Attitudes, Student Re search, *Writing Processes, *Writing Strategies Identifiers—*Collaborative Writing, Student Co operation Each year that the author of this paper, an English instructor at Moorhead College (Minnesota), teaches the first-year "research paper,” one instructor turns more and more to collaborative writing work. And she admits that some of her motives in reshaping the research paper in collaborative ways can seem to be based in assisting herself as a teacher as often as they are based on her desire to help students come into their own. Her first impulse to move toward collaborative research papers came, in fact, out of a great deal of frustration at teaching the kind of "anything goes” research paper course most writing instructors are familiar with-the kind in which students choose their own topics-any topics. This paper takes readers through exactly what the instructor is trying to gain as she makes her research paper courses more collaborative. The paper then moves on to the various types of collaboration her students have used and the reasons that underlie different choices that have been made about different types of collaborative writing. Along the way, it addresses briefly some of the problems that inhere in collaborative work itself, so that these issues can begin to be considered. (NKA)
ED 452 558 CS 217 525 Blumner, Jacob S. Separating Siamese Twins: Can We Extricate WAC from Writing Centers? Pub Date—2000-11-00 Note-8p.; Paper presented at the Annual Meet ing of the National Writing Centers Association (5th, Baltimore, MD, November 2-4, 2000). Pub Type - Reports - Descriptive (141) - Reports Evaluative (142) – Speeches/Meeting Papers (150) EDRS Price – MF01/PC01 Plus Postage. Descriptors-Comparative Analysis, Higher Edu cation, Program Development, *Writing Across the Curriculum, *Writing Improvement, *Writ ing Laboratories Identifiers—Program Characteristics, Writing Contexts This paper addresses the culture of writing in higher education from a multicultural perspective of those within the “monolith.” The paper first notes that writing programs, more specifically writing across the curriculum (WAC), and writing centers work in similar ways by benefiting each other and sharing the broad mission of improving students' writing. It then points out the differences programs manifest in many ways, and each program has a more specific mission, explicitly stated or not. The paper does three primary things: first, it discusses the general missions of WAC programs and writing centers based on the goal of improving student writing; second, it discusses how the programs can and do coordinate; and third, it explores the structural implication of separating or combining the programs. (NKA)
ED 452 560 CS 217 527 Indiana's Academic Standards: 9th Grade En glish/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 528-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from--For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type — Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 9, Junior High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should be able to do in Grade 9 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and comes accompanied with a list of 10 things parents can do to help their child get a good education. It outlines the following seven standards for Grade 9 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development-Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension-Students read and understand gradelevel-appropriate material; they analyze the organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and AnalysisStudents read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students discuss ideas for writing with other writers; they write coherent and focused essays that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 9, students combine the rhetorical strategies of narration, exposition, per
ED 452 559 CS 217 526 Blaine, Suzanne English Department Curriculum and Course of Study. Yeshiva of Flatbush, Brooklyn, NY. Joel Braver
standards for Grade 11 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development-Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension—Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students write coherent and focused texts that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 11, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions—Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgments about oral communication; they deliver focused and coherent presentations that convey their clear perspectives and demonstrate solid reasoning. (NKA)
Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-120p. Available from-Full text at: http://idea- net.doe.state.in.us/standards/welcome.html. Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PC05 Plus Postage. Descriptors—* Academic Achievement, *Academ-ic Standards, Elementary Secondary Educa- tion, *English, *Language Arts, Parent Participation, Skill Development, *State Stan- dards, Teacher Expectations of Students, Teacher Role The state of Indiana has established new academic standards in English/Language Arts. These "world-class” standards outline what a student should know and be able to do in each subject, at each grade level. This Teacher's Edition of the academic standards—an exact reprint of the standards guides for parents and students-provides educators and administrators with a complete set of Indiana's K-12 academic standards for English/ Language Arts. The Teacher's Edition notes that while the standards set expectations for student learning, they do not prescribe how the standards should be taught. It is divided into the following sections: Kindergarten; 1st Grade; 2nd Grade; 3rd Grade; 4th Grade; 5th Grade; 6th Grade; 7th Grade; 8th Grade; 9th Grade; 10th Grade; 11th Grade; and 12th Grade. (NKA)
suasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions-Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications Students formulate thoughtful judgments about oral communication and deliver focused and coherent presentations of their own that convey clear perspectives and solid reasoning. (NKA) ED 452 561 CS 217 528 Indiana's Academic Standards: 10th Grade English/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date—2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from-For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Achievement, *Academ ic Standards, *English, *Grade 10, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 10 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven standards for Grade 10 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Language Development—Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis–Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students discuss ideas for writing with other writers; they write coherent and focused essays that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 10 students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions—Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgment about oral communication; they deliver focused and coherent presentations of their own that convey clear perspectives and solid reasoning. (NKA) ED 452 562 CS 217 529 Indiana's Academic Standards: 11th Grade English/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date—2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from-For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type — Guides - Classroom - Learner (051) Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 11, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 11 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven
ED 452 563 CS 217 530 Indiana's Academic Standards: 12th Grade English Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-52930. Adopted by the Indiana State Board of Education, Summer 2000. Available from For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type - Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 12, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 12 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides parents with a list of 10 things they can do to help their child get a good education. It outlines the following seven standards for Grade 12 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development—Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process-Students write coherent and focused texts that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 12, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description to produce reflective compositions, historical investigation reports, and job applications and resume; and to deliver multimedia presentations; (6) Writing: Written English Language Conventions-Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgments about oral communication; they deliver focused and coherent presentations that convey clear perspectives and demonstrate solid reasoning. (NKA) ED 452 564 CS 217 531 Indiana's Academic Standards: Teacher's Edi tion. English/Language Arts.
ED 452 565 CS 217 533 Greene, Beth G. A Summary Report of the Instructional Effec tiveness of the “Steck Vaughn Phonics Program”: Level A—Units 3 and 4 & Level BUnits 2 and 3. Technical Report Number 105. Educational Research Inst. of America, Bloom ington, IN. Pub Date-2001-06-01 Note—9p. Available from-Educational Research Institute of America, PO Box 5875, Bloomington, IN 47408-5875. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Instructional Effectiveness, *Phon ics, Pilot Projects, Pretests Posttests, Primary Education, *Program Evaluation, *Reading Identifiers-California, Florida, Illinois, Sub tests, Test Trials This report describes a pilot study conducted to evaluate the instructional effectiveness of the Steck-Vaughn Phonics Program: Level A-Units 3 and 4 and Level B-Units 2 and 3. The Educational Research Institute of America (ERIA) identified volunteer teachers to participate, designed the assessments, and analyzed the collected data. Because the focus was on the program's primary levels, it was limited to Grades 1 and 2; Level AUnits 3 and 4 were used in first grade, while Level B-Units 2 and 3 were used in second grade. These units, selected by the teachers to best fit their schools' reading objectives at the time, included the teaching of eight initial consonants, six final consonants, short vowels, long vowels, and vowel diagraphs. A quasi-experimental pretest posttest design was used; 18 first and second grade teachers in California, Illinois, and Florida volunteered to participate. Approximately 400 students were included. Teachers administered the phonics tests developed by ERIA as pretests, taught the designated units from the Steck-Vaughn program, and administered the posttests after completing instruction. All assessments were scored by hand at ERIA. Results indicated that: (1) after about three weeks of instruction, two groups of first and second graders increased pretest scores to posttest scores a statistically significant amount on 5 out of 6 subtests and on total test scores for both the first and second grade assessments; (2) an analysis of students who scored lowest on the pretest indicated much greater improvement than was shown for the entire groupmore than twice as great; (3) on the single subtest (second grade) where there was not a statistically significant improvement, there was evidence of a "ceiling" effect; and (4) all the teachers reported Page 5Page 6
The Past Is Last Week; History as Exploration; What Parents Can Do; Helping Danny Become a Good Reader; and Activities for Fun and Learning. To help understand history better, parents and children can: (1) make a time capsule of family artifacts; (2) make a family tree; (3) look at old photographs of family members together; (4) share books; (5) sing songs; (6) visit a police or fire station; (7) create a school scrapbook; (8) learn about folk medicine; (9) visit a cemetery; (10) visit museums; (11) do a family history project interviewing family members; (12) read an almanac; and (12) read about and try making pioneer and colonial crafts. Contains 35 references. (EF)
student questionnaire data, and associated professional development opportunities have had a major impact on improving instruction, particularly in English language arts (ELA). In 1997 the legislature approved the Maine Learning Results-standards in eight content areas which form the framework for curriculum in Maine. Now that the MEA has been aligned with “Learning Results,” the resulting data on student achievement can be used more comprehensively to plan classroom, school, and district improvement strategies. Students in grades 4, 8, and 11 in all public schools in the state participate in the MEA. The ELA section consists of a reading, writing, and a reading/writing segment, in which students respond to multiple choice, short answer, and constructed response questions related to reading passages. They also complete a writing sample based on a common prompt. Teachers score the writing prompt and evaluate the writing samples. State consultants provide regional workshops to review what was received and how to read the information. Includes sample data. (NKA)
www.ceap.wcu.edu/Broughton/Poetryunit.html. Pub Type- Creative Works (030) – Guides Classroom - Teacher (052) EDRS Price – MF01/PC03 Plus Postage. Descriptors—Class Activities, *Creative Writing, Elementary Secondary Education, Interdiscipli nary Approach, Learning Activities, *Poetry Identifiers-Poetic Forms This collection of ideas for poetry is intended to provide teachers with tips for ways in which poetry could be integrated into the daily classroom curriculum. Noting that talking about poetry is an important step in helping students see poetry as a viable outlet for their voices, the collection states that poetry should also offer students connections to their real lives. It recommends including classical as well as contemporary poetry for students' reading enjoyment. The collection is divided into the following sections: (1) “A Prayer for Children" by Ina Hughes; (2) Forward; (3) Intentions; (4) Beginning; (5) Poetry Ideas (contains 44 ideas); (6) Reading Poetry Aloud; (7) Assessment and Evaluation; and (8) Concluding Thoughts. (NKA)
ED 452 539 CS 217 399 Motivating Your Child To Learn. Parents and Children Together Series. ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.; Family Learning Association, Bloomington, IN. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Report No.-ISBN-1-883790-85-9 Pub Date-2001-00-00 Contract-ED-99-CO-0028 Note-57p.; Accompanying audiotape not avail able from ERIC. For other books in the series, see CS 217 390-398. Available from-ERIC Clearinghouse on Read ing, English, and Communication, Indiana University, 2805 E. 10th Street, Suite 140, Bloomington, IN 47408-2698. Web site: http:// eric.indiana.edu/. Family Learning Association, 3925 Hagan St., Suite 101, Bloomington, IN 47401. Pub Type - Creative Works (030) — Guides - Non Classroom (055) — ERIC Publications (071) EDRS Price - MF01/PC03 Plus Postage. Descriptors—Elementary Education, *Learning Motivation, *Parent Student Relationship, *Reading Aloud to Others, *Reading Habits, Reading Instruction, Student Motivation, Writing (Composition) This book, one of a series, shows how to help motivate children to learn. The message of the series urges parents and children to spend time together, talk about stories, and learn together. The first part of each book presents stories appropriate for varying grade levels, both younger children and those in grades three and four, and each book presents stories on a particular theme. The Read-along Stories in this book are: “Jellybean Adventures" (Lou Hamilton); “Mr. McMuddle's Troubles” (Juanita Barrett Friedrichs); and “The Cobbler and the Elves” (as retold by Jerry D. Burchard). On an accompanying audiotaps, the stories are performed as radio dramas, allowing children to read along. The second half of each book provides ideas and guidelines for parents, as well as activities and books for additional reading. Sections in this book are: Guidelines for Parents; How to Motivate Your Child; Questions about Motivation; Activities for Reading and Writing; Suggestions from a Teacher; and Books for Parents and Children. (RS)
Pub Date-2000-00-00 Note-12p. Available from National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096. Tel: 1-800-369-6283 (Toll Free); Web site: http://www.ncte.org/positions/com mon.html. Pub Type- Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Censorship, Elementary Second ary Education, *Intellectual Freedom, *Public Schools, *Student Rights Identifiers—First Amendment, *International Reading Association, *National Council of Teachers of English, United Nations All students in public school classrooms have the right to materials and educational experiences that promote open inquiry, critical thinking, diversity in thought and expression, and respect for others. Denial or restriction of this right is an infringement of intellectual freedom. Because of their almost exactly similar positions against censorship, the International Reading Association and the National Council of Teachers of English have formed a joint task force on intellectual freedom. This position paper of these organizations aims to heighten sensitivity about censorship concerns and provide a resource for communities facing challenges to intellectual freedom. The paper first cites the First Amendment and Article 19 of the United Nations Declaration of Human Rights to reinforce its position. It then provides an action plan and strategies to adopt before a challenge arises and after a challenge has been made. It considers tactics both at the local level and at the state/provincial level, as well as at the national and international level. The paper offers a list of groups interested in fighting censorship and an extensive bibliography of resources. It also cites some situations that might affect teachers and censorship. (NKA)
ED 452 543 CS 217 456 Condon, Mark W. E. McGuffee, Michael Real ePublishing, Really Publishing! How To Create Digital Books by and for All Ages. Report No.-ISBN-0-325-00320-3 Pub Date-2001-00-00 Note-100p. Available from-Heinemann, 88 Post Road West, P.O. Box 5007, Westport, CT 06881 ($15). Tel: 800-793-2154 (Toll Free); Web site: http:// www.heinemann.com. Pub Type-Guides - Classroom - Teacher (052) Document Not Available from EDRS. Descriptors—*Childrens Writing, Class Activi ties, Classroom Environment, *Electronic Publishing, Elementary Education, Learning Activities, Technology Integration, *Writing for Publication Identifiers-Digital Photography, *Electronic Books This book aims to help teachers turn their classrooms into their very own publishing companies. All that is needed is a computer, a word processor, a digital camera, a color printer, and access to the Internet. The book explains that a new genre of publication, Webbes, are simple nonfiction picture books, and that, matching meaningful text with digital photography, these e-publications are natural means for celebrating and documenting the activities of any curricular unit. It points out that these compositions, in any language or even in two languages, invite writers from every ethnicity, social class, and language group in a school to see publication as a natural part of literacy learning and its complement to developing content concepts. Chapters in the book are: (1) Really Publishing?; (2) Voila! Instant Webbes!; (3) Authoring: Where Readers and Writers Meet; (4) Seeing What You Mean: Digital Cameras and Photography; (5) Production and Editorial: Putting It All Together; (6) Printing and Binding: Hey! It's a Book!; (7) Distribution and Promotion: Getting out the Word...and the Picture; (8) Your Emergent Publishing Company; and (9) Web Books for Everyone. Appendixes contain: Webbe step-by-step procedures; a 13-item annotated bibliography of books on writing and composition instruction; and a Webbe printing template. (NKA) ED 452 544 CS 217 506 Corso, Gail S. Practices, Principles, and Essences: How a WPA at a Small Liberal Arts College Func tions within Her Community and Its Values. Pub Date - 2001-03-00 Note-20p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Guides - Non-Classroom (055) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO Plus Postage. Descriptors—* Administrator Role, *Faculty Workload, Higher Education, *Institutional Cooperation, *Program Administration, *Writing
ED 452 540 CS 217 422 Rumery, Karen Using Data To Inform Instruction Stories from Five States. “Maine,” the Way Life Should Be. Pub Date—2000-11-00 Note-21p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (90th, Milwaukee, WI, November 16-21, 2000). Pub Type - Reports - Descriptive (141) — Speech es/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, *Curricu lum Development, Elementary Secondary Education, *Instructional Improvement, *Language Arts, State Standards Identifiers—* Data Based Instruction, Education al Information, *Maine Educational Assessment, State Role The Maine Educational Assessment (MEA) has provided data to inform curriculum and instruction in Maine's schools for 16 years. The test results,
ED 452 542 CS 217 430 Broughton, Merry G. Poetry Covers It All! Integrating Poetry in All Curriculum Areas. Pub Date—1998-09-00 Note—71p. Available from-For full text: http://
teacher counted the number of words written as well as how many words were spelled correctly. The results indicated that encouragement of invented spelling does not impact students' abilities to spell more words correctly. Yet, it does appear to allow students to express themselves more freely by using more words in their writing. Contains 25 references. A conventional spelling lesson plan and an invented spelling lesson plan are attached. (Author/ RS)
through the University's Interdisciplinary Program, a required course sequence intended to address the theme of understanding the human condition-students and faculty in this core curriculum are considered co-learners who value discussion, in-depth analysis, questioning, and critical thinking. It explains that central to these courses are writing assignments that serve the purposes of using writing as a tool for learning as well as helping students learn to write. According to the paper, however, almost 20% of students believe they cannot meet assignment requirements and be true to their own spirituality. The paper reports that writing center faculty notice that conflicts arise when students who do not follow Christian traditions must write about Christian topics and when some traditional students feel they must reveal too much of their souls, as in "too personal" writing. If the writing center is to meet students' needs brought about by the University's expectations of requiring spiritually based courses which emphasize writing, the center must reposition its approach to tutoring: it must move from a traditional format, which focuses on external assignments, to a non-traditional format, which emphasizes the process of learning how to convey internal spirituality to an external audience. It suggests using the "enneagram” (an aid for self-knowledge) as a tutor training strategy for strengthening the tutor/student conference experience through promoting tutor self-knowledge and empathy toward others. (NKA)
(Composition), Writing Instruction, *Writing Teachers The writing program administrator (WPA) at a small, Catholic liberal arts college has many roles in fulfilling her job responsibilities and upholding institutional values, which include collaboration, dialogue, and application of knowledge to benefit others and the environment. Some of these roles include: teaching four courses, engaging in committee work, curriculum planning, participating in service learning and community outreach, developing a writing resources Web site, and advising students and student organizations. Even while on sabbatical, the WPA acts as a consultant for the college. The WPA participates collaboratively in designing various workshops for faculty development and exchange of ideas, and she also participates in the field. Finally, the WPA utilizes the institution's mission statement and policy in administering the writing program and in being part of a dialogue for change. (Contains 10 references. An annotated 10-item list of works cited in the paper and the presentation is attached.) (EF) ED 452 545 CS 217 509 Costanzo, William V. Friendly Alternatives to the Argumentative Es say. Pub Date—2000-11-00 Note-8p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (90th, Milwaukee, WI, November 16-21, 2000). Pub Type— Guides - Non-Classroom (055) Speeches/Meeting Papers (150) EDRS Price – MF01/PC01 Plus Postage. Descriptors—*Conflict Resolution, Higher Edu cation, *Persuasive Discourse, *Writing Assignments, *Writing Exercises, *Writing Instruction Many teachers would like to counter what Deborah Tannen calls “The Argument Culture.” They recognize that teaching students traditional principles of argument may perpetuate the kind of adversarial thinking that erupts all too often: in aggressive newspaper headlines, on confrontational television shows, in court rooms, and in school yards across the country. An alternative is to teach the skills of conflict resolution. This paper presents a sequence of six classroom exercises leading to a writing assignment in which students are asked to mediate in the resolution of a conflict instead of arguing “persuasively” for one side. (EF) ED 452 546 CS 217 510 Brasacchio, Tiffany Kuhn, Bonnie Martin, Stephanie How Does Encouragement of Invented Spell ing Influence Conventional Spelling Develop ment? Pub Date—2001-04-26 Note-37p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Childrens Writing, Comparative Analysis, Grade 1, Instructional Effectiveness, *Invented Spelling, Primary Education, *Spelling Instruction A study determined the impact encouragement of invented spelling has on a child's writing through a comparison of writing samples produced by children encouraged to use invented spelling with writing samples by children encouraged to use conventional spelling. Three first grade classes participated in this study, two of which are located in suburban school districts and one in a rural school district. Class sizes ranged from 15 to 25 students, and the children were all between the ages of 6 and 7. In each of the three classrooms, the teacher implemented the same scripted lesson which encouraged the use of invented spelling. The teachers then implemented a second lesson that required a similar writing task; however, during this lesson the children were strongly encouraged to spell words correctly (conventional spelling). During these lessons the teachers observed the children's spelling techniques and asked some children to talk about the strategies they used to spell the words. Upon collecting all the writing samples, each
ED 452 547 CS 217 512 Klompien, Kathleen The Writer and the Text: Basic Writers, Re search Papers and Plagiarism. Pub Date--2001-03-00 Note-13p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Discourse, Higher Edu cation, Plagiarism, *Research Papers (Students), Student Needs, *Student Writing ) Models, *Writing Evaluation, Writing Re search, *Writing Strategies Identifiers—-*Author Text Relationship, Califor nia State University Los Angeles, Developmental Students, Summer Bridge Program While research papers may hold unique challenges for all writers, they are especially daunting for “less experienced” writers because these students often come to college without ever having written a research paper. A study examined several research papers written by students who took part in the Summer Bridge program at California State University at Los Angeles which is designed to help students who are conditionally admitted to the university. A subset of 25 portfolios was selected randomly from among all that year's Summer Bridge portfolios, but with about the same numbers of portfolios from males and females and the university's ethnic composition reflected in the selection. Of the 25 read initially, 5 were chosen to analyze in depth. This paper discusses in detail two of those five, finding that some form of "patchwriting" was used in all five of the research papers studied. The paper explains that "patchwriting" is considered by some scholars as a stage of writing development in which students are exploring different ideas but have not absorbed them thoroughly enough to put them into their own words. It notes that it is helpful for many students to use this technique as they start writing at the college level in order to try to understand what the authors of their texts believe and to begin to take on the language of the discourse community. The paper concludes that students need their instructors' help to learn how to respond in ways that keep them from being susceptible to accusations of plagiarism. (NKA) ED 452 548 CS 217 513 Johnson, Peggy Mutschelknaus, Mike Disembodied Spirituality: Conflicts in the Writing Center. Pub Date-2001-03-00 Note-13p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Higher Education, Interdisciplinary Approach, *Spirituality, *Student Needs, *Writing Assignments, *Writing Laboratories Identifiers-Enneagrams, Personal Writing, *Saint Marys University of Minnesota, Tutor Role, Tutor Training Noting that at Saint Mary's University (where the authors teach) the issue of spirituality is in the forefront of education and is seamlessly woven into required courses throughout four years of college in an attempt to "enhance students' spiritual and personal lives,” this paper positions writing centers as a place for student inquiries about their spirituality. The paper states that one avenue of spiritual study is
ED 452 549 CS 217 514 Thomas, Charles J. The Impact of Performance Assessment through NCATE on Literary Studies in the Nation: Shakespeare, Thoreau, and Other Classic Authors Continue To Be Included. Pub Date—2001-11-00 Note-6p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (91st, Baltimore, MD, November 15-20, 2001). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*English Teachers, Guidelines, Higher Education, *Language Arts, *Literature, Position Papers, Standards, Teacher Edu cation Identifiers-Matrix Language, *National Council for Accreditation of Teacher Educ, *National Council of Teachers of English This paper comes from an educator who worked on the National Council of Teachers of English (NCTE) Guidelines for the Preparation of Teachers of English Language Arts in 1996. The paper states that the work offered the educator/author the opportunity to discuss the many dimensions of English language arts preparation programs for undergraduate and graduate school candidates in the participating colleges and universities. It also states that since 1996 he has followed the implementation of the Guidelines through various matrix outlines that the National Council for the Accreditation of Teacher Education (NCATE) and NCTE program evaluators have developed based on the Guidelines. The main part of the paper deals with his observations about the field of literary studies. It voices some concerns about the existing Guidelines and the related Matrix used as part of the NCATE project. Thee was concern that the inclusive approach taken while writing the Guidelines resulted in a posture toward literary studies that avoided the prescriptive stance of earlier editions. Earlier editions of the Guidelines required candidates to study the history of literature in courses designated as American, British, and world literature surveys. The earlier editions favored the broader and more inclusive requirement that candidates be exposed to "literatures of human cultures” or an “exhaustive body of literature and literary genres in English and in translation." The paper explains why dropping these designations will have a loosening effect upon curricula accepted under the new NCATE standards, and offers some examples. (NKA)
Research Standards; (6) Beyond Literature Standards; (7) Beyond Assessment Standards; and (8) Beyond Teaching Standards. (Cites 34 works.) (NKA)
ED 452 550 CS 217 515 Tancredo, Dana E. The Effects of Breakthrough to Literacy on Oral Language Development at the Kinder garten Level. Pub Date—2001-04-20 Note-56p. Pub Type-Reports - Research (143) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Computer Software Evaluation, In structional Effectiveness, Kindergarten, *Language Acquisition, *Oral Language, Primary Education, *Reading Attitudes, Reading Readiness, Student Attitudes The software “Breakthrough to Literacy” was introduced in kindergarten classrooms in a suburban school district in 1999 and focuses on oral language development. Through observations, the author studied the effects the software had on individual children's oral language and pre-reading readiness skills. Along with reading skill development, oral language and thinking skill development were also observed. The purpose of this study was to observe the effects of the software on both the reading and oral language development at the kindergarten level. The population involved three children selected at random. Results indicated that the software provided the children with a strong reading base. Results also showed that oral language development and reading skills had continued to grow and develop. When the study was completed, the three children were interviewed separately. Each child spoke positively about the software and was excited to be reading. (Contains 13 references and 5 tables of data. Appendixes contain 3 additional tables of data.) (Author/RS)
ED 452 554 CS 217 520 Britsch, Susan J. Riddle Me This, Riddle Me That: Email Dia logues with Third-Grade Writers. Pub Date-2001-04-00 Note-12p.; Paper presented at the Annual Meet ing of the American Educational Research As sociation (Seattle, WA, April 10-14, 2001). Pub Type- Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Descriptors--*Childrens Writing, *Communica tion Skills, *Electronic Mail, Grade 3, *Literacy, Primary Education, Student Reaction, Writing Research Identifiers--California (North), *Dialogic Com munication, Purdue University IN, *Riddles For a project, a university researcher and a group of education graduate students in literacy and language education at Purdue University exchanged email with 32 third graders in two classes at a northern California elementary school. The overall aim of the project was to build the children's literacy and communication skills by involving them in scaffolded written discussions with a more capable writer. An additional pedagogical aim was to help the children explore the content knowledge they were acquiring in their classroom, thus extending their ability to write about this official curriculum through collaborative discussions with adult writers. During the first year of the project the primary research questions were: (1) What is the nature of written response for these children? and (2) What sorts of patterns emerge in the types of questions that the children originate for the researchers? Although the researchers tried to explore the curricular topics, children in one group began to preface their letters with riddles, and riddling extended to two of the writing groups. The riddlers also began to structure dialogues in which they designated both a topic and a method of exchange that would assure a return for their riddles. It could be said that riddling dealt with child-centered topics in which the children maintained interest because the riddles were: (1) fun; (2) child-initiated; (3) interesting to the children; or (4) generally part of children's culture. However, such a reductive analysis would give short shrift to something that the children maintained for 4 months. They opposed another discourse--the curricular discourse the researchers had initiated—by controlling it. (Contains 3 tables and 25 references.) (NKA)
ment in the area of writing. (Contains 37 references, and 8 tables and 14 figures of data. Appendixes contain a student writing checklist; a rubric; teacher, parent, and student survey instruments; and permission letters.) (RS) ED 452 552 CS 217 517 Creating Publications: Write To Fight Crime. Youth in Action Bulletin, Number 16. Department of Justice, Washington, DC. Office of Justice Programs.; National Crime Prevention Council, Washington, DC. Report No. ---NCJ-179000 Pub Date--2000-04-00 Note--10p. Pub Type-Guides - Non-Classroom (055) EDRS Price – MF01/PC01 Plus Postage. Descriptors-*Crime Prevention, Instructional Materials, *Publications, *Writing for Publica tion, *Writing Processes Identifiers—-*Publisher Role Publications, which can be anything from a onepage flier to a brochure to a poster or a book, can be relatively easy to create but very effective for helping to fight crime. This bulletin considers how publications can contribute to crime prevention; what it takes to start a publication; what are some of the challenges in creating a publication; how to evaluate your publication; and what some of the rewards are. The bulletin walks an individual through the publication process from researching a subject to distributing the final product. It pinpoints the following steps to keep the publication process moving forward: (1) research your subject; (2) outline your document; (3) write, edit, and rewrite your document; (4) design your publication; (5) go to press; and (6) distribute your product. (NKA) ED 452 553 CS 217 519 Jago, Carol Beyond Standards: Excellence in the High School English Classroom. Report No.--ISBN-0-86709-503-2 Pub Date-2001-00-00 Note-128p.; Foreword by Sheridan Blau. Available from-Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($15). Tel: 603431-7894; Web site: http://www.heine mann.com. Pub Type— Books (010) -- Guides - Classroom Teacher (052) Document Not Available from EDRS. Descriptors—*Academic Achievement, *Academ ic Standards, *Classroom Environment, *English Instruction, High School Students, High Schools, Reading Material Selection, *Student Motivation Each student is capable of achieving excellence, but it requires a nurturing, vigorous classroom environment. To help current and future high school English teachers create and maintain this kind of environment, this book offers concrete ways to reconceive what it means to foster excellent performance in the classroom and vivid examples of student work that was motivated by the pursuit of excellence rather than by test scores. Filled with detailed classroom anecdotes, the book explores the many ways teachers can select books, design lessons, and inspire discussions that can lead all their students to extraordinary achievements, both in the study of literature and in their writing assignments. Included in the book are practical tips on everything from helping students self edit their writing to “tricking” them into reading a lot more poetry. The book may be seen as a set of stories-or “ethnographic studies”-on how to make the work of the high school English class important to students so that they may engage in literate activity with the same kind of attention and effort as “real” writers. It contends that under such conditions students will learn more and produce more useful and impressive products than any standards document could possibly anticipate. After a foreword by Sheridan Blau, the book is divided into the following chapters: Introduction: Standards versus Excellence; (1) Engaging Reluctant Scholars; (2) Creating the Culture of Excellence; (3) Beyond Reading Standards; (4) Beyond Writing Standards; (5) Beyond
ED 452 551 CS 217 516 Bassett, Diane DeVine, Denise Perry, Nancy Rueth, Catherine Keys to Improving Writing in the Primary Grades. Pub Date—2001-05-00 Note-100p.; Master of Arts Action Research Project, Saint Xavier University and IRI/Sky Light Professional Development. Pub Type - Dissertations/Theses (040) EDRS Price – MF01/PC04 Plus Postage. Descriptors-Action Research, Grade 1, Grade 3, Parent Participation, Primary Education, Writing Achievement, Writing Attitudes, *Writing Improvement, *Writing Instruction, Writing Processes, Writing Research, *Writing Skills This action research describes a program for improving writing skills. The targeted population consisted of first and third graders in two middle class communities in the southern suburbs of Chicago. The need for improvement in writing skills was documented through observation checklists, writing samples, and surveys. Data revealed a need for implementation of writing interventions. Analysis of probable cause data revealed that faculty observed difficulties in writing due to the lack of a formal writing program, the amount of classroom time spent on writing due to curriculum demands, and a lack of teacher training in this area. The professional literature suggests the following as reasons why students were poor writers: (1) they were not exposed to writing at an early age; (2) there is a lack of real meaning in their writing experiences; (3) reading and writing remain separate entities; and (4) the curricular focus is on reading and math. The over-emphasis placed on grammar, mechanics, and spelling are also causes for concern. Solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of the following intervention strategies: parent involvement through newsletters and articles, the use of writing centers, the use of e-mail, letter writing, free choice of topics, the use of literature to teach writing, Author's Chair, interactive journals/notebooks, allowing inventive spelling, cross-curricular writing, and encouraging at-home writing. Post-intervention data indicated an increase in the targeted students' writing abilities, a positive attitude toward the writing process, an increased confidence in the editing and revising of student work, and increased parental involve
ED 452 555 CS 217 521 Miller, A. Christine Cross, Lorraine Moving from I to Us: The Power of Action Re search To Improve Students' Writing Perfor mance. Pub Date--2001-04-00 Note—27p.; Paper presented at the Annual Meet ing of the American Educational Research Association (82nd, Seattle, WA, April 10-14, 2001). This study was conducted at A. D. Henderson School through a Professional Development School Partnership between Florida Atlantic University/A.D. Henderson University School and the School Districts of Martin, Palm Beach, and St. Lucie Counties, Florida. Pub Type-- Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price – MF01/PC02 Plus Postage. Descriptors-Action Research, Elementary Edu cation, *Instructional Effectiveness, Middle Schools, Program Descriptions, *Writing Across the Curriculum, *Writing Improvement, *Writing Instruction, Writing Research Project WATCH! (Writing Across the Curriculum Hawks!) was the 1999-2000 schoolwide action research project at the A.D. Henderson University School grades K-8. The study question, "How can teachers build schoolwide capacity to support improved student writing across the curriculum?", examined whole-school collaboration where all
teachers understand and are able to support the writing curriculum. The study was conducted through several phases: (1) the overall design of the project action plan; (2) implementation of three action research study groups who collaboratively supported the writing curriculum through actions and activities; (3) professional development to support teachers in changing instructional practices; (4) support data-driven decisions through the collection and analysis of data; and (5) coordinate the findings of the study and implement new actions to support schoolwide high-level writing performance. Data were gathered using four major evaluation measures: Pre/Post Pre/Post Writing Support Questions, Pre/Post Writing Assessment, Implementation logs recording FCAT Writes! Poster and Proofreading Marks Guide Use; teacher observations and reflections, the Florida Comprehension Assessment Test administered to fourth and eighth grade students, and observations and reflections by the FAU liaison and on-site coordinator. Teacher's findings indicate a general improvement in writing performance of students in kindergarten through eighth grade. Exemplary teaching practices included increased vocabulary development, use of the FCAT Writes! rubrics for modeling and/or grading, definitions of the types of writing, focus on the 5 paragraph essay format, ongoing review of literary devices, linking examples of quality literature to student writing, use of a student/teacher feedback format, use of peer conferencing, and the use of a NCS Staff Development/“Florida Writes!” CDROM program. The analysis of teacher reflections and observations, collected throughout the year, supported the accomplishment of one of the major goals of this study—to develop a collaborative learning organization. In conclusion, student writing was improved by implementing the schoolwide focus on improving writing performance. Contains 16 references and 6 unnumbered tables of data. (RS)
EDRS Price – MF01/PC01 Plus Postage. Descriptors—*English Departments, Futures (of Society), Higher Education, *Teacher Role, * Technical Writing, *Technology Integration Identifiers-Faculty Attitudes As the 21st century begins, the clicking of computer keyboards is increasingly interrupting the calm of literary classrooms. The sound of new technology now marks the world in which students grow up and will live, how they learn, and in essence who they are. How do educators cope and make it all work? On a typical day this could happen: the department chair determines there is not enough money in the budget for a needed software program; the computer staff cuts off the campus mail server without telling you, the instructor; and your students complain that others in class are more, or less, computer literate than they are. The following are some ways to negotiate through these kinds of situations: first--form political alliances with your colleagues, administrators, the computer staff, and your students; and second-demonstrate your program's “productivity.” Teaching technical writing is a continuous, and often frustrating, learning process. Despite its downsides, though, the technical writing teacher must be willing to "embrace” technology to be successful. (NKA)
man High School. Pub Date—2001-05-31 Note-45p. Pub Type-Guides - General (050) EDRS Price - MF01/PC02 Plus Postage. Descriptors--Educational Objectives, *English Curriculum, *English Instruction. High Schools, *Jews, *Language Arts, *Private Schools, Religious Education, *Writing In struction Identifiers—Jewish Day Schools, New York (Brooklyn) In compliance with the philosophy of the Yeshivah of Flatbush, the English department is committed to students mastering the secular discipline of English. Students will develop the language skills of reading, writing, and speaking, as well as a sophistication of style and a clarity of expression. Writing is to be developed for academic purposes across the curriculum as well as for the practical necessities of intelligently and cogently expressing opinions on political, ethical, and social concerns in today's world. In addition, the school aims to develop a humanistic and aesthetic appreciation of literature. The English department provides electives which further enhance the integration of secular studies with the philosophic tenets of the Yeshivah and which meets the interests of individual students. This curriculum guide is divided into the following sections: Philosophy; Aims of the English Curriculum; Overview of Purposes and Products for Writing Grades 9-10; Overview of Purposes and Products for Writing Grades 11-12; Writing for Freshen Fall and Spring Semesters; Writing; Literature for Freshmen; Literature for Sophomores; Literature for Juniors; Literature for Seniors; Advanced Placement English; Electives; Freshmen Vocabulary, Usage and Spelling; Sophomore Vocabulary, Usage and Spelling; Junior Vocabulary, Usage and Spelling; Senior Vocabulary, Usage and Spelling; Literary Vocabulary; Alternate Vocabulary Words; Four Year Grammar Curriculum; Allocation of Class Time per Term; and Administering Grades. (NKA)
ED 452 556 CS 217 523 Fleming, Michelle M. Reconfiguring the Role of the Research Paper: Collaborative Writing To Teach Basic Aca demic Research and Writing Strategies. Pub Date-2001-03-15 Note--13p.; Paper presented at the Annual Con ference on College Composition and Communication (52nd, Denver, CO, March 14-17, 2001). Pub Type-Reports - Descriptive (141) - Speech es/Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Descriptors—*Freshman Composition, Higher Education, *Research Papers (Students), *Research Skills, Student Attitudes, Student Re search, *Writing Processes, *Writing Strategies Identifiers—*Collaborative Writing, Student Co operation Each year that the author of this paper, an English instructor at Moorhead College (Minnesota), teaches the first-year "research paper,” one instructor turns more and more to collaborative writing work. And she admits that some of her motives in reshaping the research paper in collaborative ways can seem to be based in assisting herself as a teacher as often as they are based on her desire to help students come into their own. Her first impulse to move toward collaborative research papers came, in fact, out of a great deal of frustration at teaching the kind of "anything goes” research paper course most writing instructors are familiar with-the kind in which students choose their own topics-any topics. This paper takes readers through exactly what the instructor is trying to gain as she makes her research paper courses more collaborative. The paper then moves on to the various types of collaboration her students have used and the reasons that underlie different choices that have been made about different types of collaborative writing. Along the way, it addresses briefly some of the problems that inhere in collaborative work itself, so that these issues can begin to be considered. (NKA)
ED 452 558 CS 217 525 Blumner, Jacob S. Separating Siamese Twins: Can We Extricate WAC from Writing Centers? Pub Date—2000-11-00 Note-8p.; Paper presented at the Annual Meet ing of the National Writing Centers Association (5th, Baltimore, MD, November 2-4, 2000). Pub Type - Reports - Descriptive (141) - Reports Evaluative (142) – Speeches/Meeting Papers (150) EDRS Price – MF01/PC01 Plus Postage. Descriptors-Comparative Analysis, Higher Edu cation, Program Development, *Writing Across the Curriculum, *Writing Improvement, *Writ ing Laboratories Identifiers—Program Characteristics, Writing Contexts This paper addresses the culture of writing in higher education from a multicultural perspective of those within the “monolith.” The paper first notes that writing programs, more specifically writing across the curriculum (WAC), and writing centers work in similar ways by benefiting each other and sharing the broad mission of improving students' writing. It then points out the differences programs manifest in many ways, and each program has a more specific mission, explicitly stated or not. The paper does three primary things: first, it discusses the general missions of WAC programs and writing centers based on the goal of improving student writing; second, it discusses how the programs can and do coordinate; and third, it explores the structural implication of separating or combining the programs. (NKA)
ED 452 560 CS 217 527 Indiana's Academic Standards: 9th Grade En glish/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 528-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from--For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type — Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 9, Junior High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should be able to do in Grade 9 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and comes accompanied with a list of 10 things parents can do to help their child get a good education. It outlines the following seven standards for Grade 9 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development-Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension-Students read and understand gradelevel-appropriate material; they analyze the organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and AnalysisStudents read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students discuss ideas for writing with other writers; they write coherent and focused essays that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 9, students combine the rhetorical strategies of narration, exposition, per
ED 452 559 CS 217 526 Blaine, Suzanne English Department Curriculum and Course of Study. Yeshiva of Flatbush, Brooklyn, NY. Joel Braver
standards for Grade 11 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development-Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension—Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students write coherent and focused texts that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 11, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions—Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgments about oral communication; they deliver focused and coherent presentations that convey their clear perspectives and demonstrate solid reasoning. (NKA)
Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-120p. Available from-Full text at: http://idea- net.doe.state.in.us/standards/welcome.html. Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PC05 Plus Postage. Descriptors—* Academic Achievement, *Academ-ic Standards, Elementary Secondary Educa- tion, *English, *Language Arts, Parent Participation, Skill Development, *State Stan- dards, Teacher Expectations of Students, Teacher Role The state of Indiana has established new academic standards in English/Language Arts. These "world-class” standards outline what a student should know and be able to do in each subject, at each grade level. This Teacher's Edition of the academic standards—an exact reprint of the standards guides for parents and students-provides educators and administrators with a complete set of Indiana's K-12 academic standards for English/ Language Arts. The Teacher's Edition notes that while the standards set expectations for student learning, they do not prescribe how the standards should be taught. It is divided into the following sections: Kindergarten; 1st Grade; 2nd Grade; 3rd Grade; 4th Grade; 5th Grade; 6th Grade; 7th Grade; 8th Grade; 9th Grade; 10th Grade; 11th Grade; and 12th Grade. (NKA)
suasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions-Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications Students formulate thoughtful judgments about oral communication and deliver focused and coherent presentations of their own that convey clear perspectives and solid reasoning. (NKA) ED 452 561 CS 217 528 Indiana's Academic Standards: 10th Grade English/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date—2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from-For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Achievement, *Academ ic Standards, *English, *Grade 10, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 10 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven standards for Grade 10 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Language Development—Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis–Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students discuss ideas for writing with other writers; they write coherent and focused essays that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 10 students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions—Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgment about oral communication; they deliver focused and coherent presentations of their own that convey clear perspectives and solid reasoning. (NKA) ED 452 562 CS 217 529 Indiana's Academic Standards: 11th Grade English/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date—2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from-For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type — Guides - Classroom - Learner (051) Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 11, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 11 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven
ED 452 563 CS 217 530 Indiana's Academic Standards: 12th Grade English Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-52930. Adopted by the Indiana State Board of Education, Summer 2000. Available from For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type - Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 12, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 12 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides parents with a list of 10 things they can do to help their child get a good education. It outlines the following seven standards for Grade 12 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development—Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process-Students write coherent and focused texts that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 12, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description to produce reflective compositions, historical investigation reports, and job applications and resume; and to deliver multimedia presentations; (6) Writing: Written English Language Conventions-Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgments about oral communication; they deliver focused and coherent presentations that convey clear perspectives and demonstrate solid reasoning. (NKA) ED 452 564 CS 217 531 Indiana's Academic Standards: Teacher's Edi tion. English/Language Arts.
ED 452 565 CS 217 533 Greene, Beth G. A Summary Report of the Instructional Effec tiveness of the “Steck Vaughn Phonics Program”: Level A—Units 3 and 4 & Level BUnits 2 and 3. Technical Report Number 105. Educational Research Inst. of America, Bloom ington, IN. Pub Date-2001-06-01 Note—9p. Available from-Educational Research Institute of America, PO Box 5875, Bloomington, IN 47408-5875. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Instructional Effectiveness, *Phon ics, Pilot Projects, Pretests Posttests, Primary Education, *Program Evaluation, *Reading Identifiers-California, Florida, Illinois, Sub tests, Test Trials This report describes a pilot study conducted to evaluate the instructional effectiveness of the Steck-Vaughn Phonics Program: Level A-Units 3 and 4 and Level B-Units 2 and 3. The Educational Research Institute of America (ERIA) identified volunteer teachers to participate, designed the assessments, and analyzed the collected data. Because the focus was on the program's primary levels, it was limited to Grades 1 and 2; Level AUnits 3 and 4 were used in first grade, while Level B-Units 2 and 3 were used in second grade. These units, selected by the teachers to best fit their schools' reading objectives at the time, included the teaching of eight initial consonants, six final consonants, short vowels, long vowels, and vowel diagraphs. A quasi-experimental pretest posttest design was used; 18 first and second grade teachers in California, Illinois, and Florida volunteered to participate. Approximately 400 students were included. Teachers administered the phonics tests developed by ERIA as pretests, taught the designated units from the Steck-Vaughn program, and administered the posttests after completing instruction. All assessments were scored by hand at ERIA. Results indicated that: (1) after about three weeks of instruction, two groups of first and second graders increased pretest scores to posttest scores a statistically significant amount on 5 out of 6 subtests and on total test scores for both the first and second grade assessments; (2) an analysis of students who scored lowest on the pretest indicated much greater improvement than was shown for the entire groupmore than twice as great; (3) on the single subtest (second grade) where there was not a statistically significant improvement, there was evidence of a "ceiling" effect; and (4) all the teachers reported Page 7Page 8
The Past Is Last Week; History as Exploration; What Parents Can Do; Helping Danny Become a Good Reader; and Activities for Fun and Learning. To help understand history better, parents and children can: (1) make a time capsule of family artifacts; (2) make a family tree; (3) look at old photographs of family members together; (4) share books; (5) sing songs; (6) visit a police or fire station; (7) create a school scrapbook; (8) learn about folk medicine; (9) visit a cemetery; (10) visit museums; (11) do a family history project interviewing family members; (12) read an almanac; and (12) read about and try making pioneer and colonial crafts. Contains 35 references. (EF)
student questionnaire data, and associated professional development opportunities have had a major impact on improving instruction, particularly in English language arts (ELA). In 1997 the legislature approved the Maine Learning Results-standards in eight content areas which form the framework for curriculum in Maine. Now that the MEA has been aligned with “Learning Results,” the resulting data on student achievement can be used more comprehensively to plan classroom, school, and district improvement strategies. Students in grades 4, 8, and 11 in all public schools in the state participate in the MEA. The ELA section consists of a reading, writing, and a reading/writing segment, in which students respond to multiple choice, short answer, and constructed response questions related to reading passages. They also complete a writing sample based on a common prompt. Teachers score the writing prompt and evaluate the writing samples. State consultants provide regional workshops to review what was received and how to read the information. Includes sample data. (NKA)
www.ceap.wcu.edu/Broughton/Poetryunit.html. Pub Type- Creative Works (030) – Guides Classroom - Teacher (052) EDRS Price – MF01/PC03 Plus Postage. Descriptors—Class Activities, *Creative Writing, Elementary Secondary Education, Interdiscipli nary Approach, Learning Activities, *Poetry Identifiers-Poetic Forms This collection of ideas for poetry is intended to provide teachers with tips for ways in which poetry could be integrated into the daily classroom curriculum. Noting that talking about poetry is an important step in helping students see poetry as a viable outlet for their voices, the collection states that poetry should also offer students connections to their real lives. It recommends including classical as well as contemporary poetry for students' reading enjoyment. The collection is divided into the following sections: (1) “A Prayer for Children" by Ina Hughes; (2) Forward; (3) Intentions; (4) Beginning; (5) Poetry Ideas (contains 44 ideas); (6) Reading Poetry Aloud; (7) Assessment and Evaluation; and (8) Concluding Thoughts. (NKA)
ED 452 539 CS 217 399 Motivating Your Child To Learn. Parents and Children Together Series. ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.; Family Learning Association, Bloomington, IN. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Report No.-ISBN-1-883790-85-9 Pub Date-2001-00-00 Contract-ED-99-CO-0028 Note-57p.; Accompanying audiotape not avail able from ERIC. For other books in the series, see CS 217 390-398. Available from-ERIC Clearinghouse on Read ing, English, and Communication, Indiana University, 2805 E. 10th Street, Suite 140, Bloomington, IN 47408-2698. Web site: http:// eric.indiana.edu/. Family Learning Association, 3925 Hagan St., Suite 101, Bloomington, IN 47401. Pub Type - Creative Works (030) — Guides - Non Classroom (055) — ERIC Publications (071) EDRS Price - MF01/PC03 Plus Postage. Descriptors—Elementary Education, *Learning Motivation, *Parent Student Relationship, *Reading Aloud to Others, *Reading Habits, Reading Instruction, Student Motivation, Writing (Composition) This book, one of a series, shows how to help motivate children to learn. The message of the series urges parents and children to spend time together, talk about stories, and learn together. The first part of each book presents stories appropriate for varying grade levels, both younger children and those in grades three and four, and each book presents stories on a particular theme. The Read-along Stories in this book are: “Jellybean Adventures" (Lou Hamilton); “Mr. McMuddle's Troubles” (Juanita Barrett Friedrichs); and “The Cobbler and the Elves” (as retold by Jerry D. Burchard). On an accompanying audiotaps, the stories are performed as radio dramas, allowing children to read along. The second half of each book provides ideas and guidelines for parents, as well as activities and books for additional reading. Sections in this book are: Guidelines for Parents; How to Motivate Your Child; Questions about Motivation; Activities for Reading and Writing; Suggestions from a Teacher; and Books for Parents and Children. (RS)
Pub Date-2000-00-00 Note-12p. Available from National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096. Tel: 1-800-369-6283 (Toll Free); Web site: http://www.ncte.org/positions/com mon.html. Pub Type- Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Censorship, Elementary Second ary Education, *Intellectual Freedom, *Public Schools, *Student Rights Identifiers—First Amendment, *International Reading Association, *National Council of Teachers of English, United Nations All students in public school classrooms have the right to materials and educational experiences that promote open inquiry, critical thinking, diversity in thought and expression, and respect for others. Denial or restriction of this right is an infringement of intellectual freedom. Because of their almost exactly similar positions against censorship, the International Reading Association and the National Council of Teachers of English have formed a joint task force on intellectual freedom. This position paper of these organizations aims to heighten sensitivity about censorship concerns and provide a resource for communities facing challenges to intellectual freedom. The paper first cites the First Amendment and Article 19 of the United Nations Declaration of Human Rights to reinforce its position. It then provides an action plan and strategies to adopt before a challenge arises and after a challenge has been made. It considers tactics both at the local level and at the state/provincial level, as well as at the national and international level. The paper offers a list of groups interested in fighting censorship and an extensive bibliography of resources. It also cites some situations that might affect teachers and censorship. (NKA)
ED 452 543 CS 217 456 Condon, Mark W. E. McGuffee, Michael Real ePublishing, Really Publishing! How To Create Digital Books by and for All Ages. Report No.-ISBN-0-325-00320-3 Pub Date-2001-00-00 Note-100p. Available from-Heinemann, 88 Post Road West, P.O. Box 5007, Westport, CT 06881 ($15). Tel: 800-793-2154 (Toll Free); Web site: http:// www.heinemann.com. Pub Type-Guides - Classroom - Teacher (052) Document Not Available from EDRS. Descriptors—*Childrens Writing, Class Activi ties, Classroom Environment, *Electronic Publishing, Elementary Education, Learning Activities, Technology Integration, *Writing for Publication Identifiers-Digital Photography, *Electronic Books This book aims to help teachers turn their classrooms into their very own publishing companies. All that is needed is a computer, a word processor, a digital camera, a color printer, and access to the Internet. The book explains that a new genre of publication, Webbes, are simple nonfiction picture books, and that, matching meaningful text with digital photography, these e-publications are natural means for celebrating and documenting the activities of any curricular unit. It points out that these compositions, in any language or even in two languages, invite writers from every ethnicity, social class, and language group in a school to see publication as a natural part of literacy learning and its complement to developing content concepts. Chapters in the book are: (1) Really Publishing?; (2) Voila! Instant Webbes!; (3) Authoring: Where Readers and Writers Meet; (4) Seeing What You Mean: Digital Cameras and Photography; (5) Production and Editorial: Putting It All Together; (6) Printing and Binding: Hey! It's a Book!; (7) Distribution and Promotion: Getting out the Word...and the Picture; (8) Your Emergent Publishing Company; and (9) Web Books for Everyone. Appendixes contain: Webbe step-by-step procedures; a 13-item annotated bibliography of books on writing and composition instruction; and a Webbe printing template. (NKA) ED 452 544 CS 217 506 Corso, Gail S. Practices, Principles, and Essences: How a WPA at a Small Liberal Arts College Func tions within Her Community and Its Values. Pub Date - 2001-03-00 Note-20p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Guides - Non-Classroom (055) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO Plus Postage. Descriptors—* Administrator Role, *Faculty Workload, Higher Education, *Institutional Cooperation, *Program Administration, *Writing
ED 452 540 CS 217 422 Rumery, Karen Using Data To Inform Instruction Stories from Five States. “Maine,” the Way Life Should Be. Pub Date—2000-11-00 Note-21p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (90th, Milwaukee, WI, November 16-21, 2000). Pub Type - Reports - Descriptive (141) — Speech es/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, *Curricu lum Development, Elementary Secondary Education, *Instructional Improvement, *Language Arts, State Standards Identifiers—* Data Based Instruction, Education al Information, *Maine Educational Assessment, State Role The Maine Educational Assessment (MEA) has provided data to inform curriculum and instruction in Maine's schools for 16 years. The test results,
ED 452 542 CS 217 430 Broughton, Merry G. Poetry Covers It All! Integrating Poetry in All Curriculum Areas. Pub Date—1998-09-00 Note—71p. Available from-For full text: http://
teacher counted the number of words written as well as how many words were spelled correctly. The results indicated that encouragement of invented spelling does not impact students' abilities to spell more words correctly. Yet, it does appear to allow students to express themselves more freely by using more words in their writing. Contains 25 references. A conventional spelling lesson plan and an invented spelling lesson plan are attached. (Author/ RS)
through the University's Interdisciplinary Program, a required course sequence intended to address the theme of understanding the human condition-students and faculty in this core curriculum are considered co-learners who value discussion, in-depth analysis, questioning, and critical thinking. It explains that central to these courses are writing assignments that serve the purposes of using writing as a tool for learning as well as helping students learn to write. According to the paper, however, almost 20% of students believe they cannot meet assignment requirements and be true to their own spirituality. The paper reports that writing center faculty notice that conflicts arise when students who do not follow Christian traditions must write about Christian topics and when some traditional students feel they must reveal too much of their souls, as in "too personal" writing. If the writing center is to meet students' needs brought about by the University's expectations of requiring spiritually based courses which emphasize writing, the center must reposition its approach to tutoring: it must move from a traditional format, which focuses on external assignments, to a non-traditional format, which emphasizes the process of learning how to convey internal spirituality to an external audience. It suggests using the "enneagram” (an aid for self-knowledge) as a tutor training strategy for strengthening the tutor/student conference experience through promoting tutor self-knowledge and empathy toward others. (NKA)
(Composition), Writing Instruction, *Writing Teachers The writing program administrator (WPA) at a small, Catholic liberal arts college has many roles in fulfilling her job responsibilities and upholding institutional values, which include collaboration, dialogue, and application of knowledge to benefit others and the environment. Some of these roles include: teaching four courses, engaging in committee work, curriculum planning, participating in service learning and community outreach, developing a writing resources Web site, and advising students and student organizations. Even while on sabbatical, the WPA acts as a consultant for the college. The WPA participates collaboratively in designing various workshops for faculty development and exchange of ideas, and she also participates in the field. Finally, the WPA utilizes the institution's mission statement and policy in administering the writing program and in being part of a dialogue for change. (Contains 10 references. An annotated 10-item list of works cited in the paper and the presentation is attached.) (EF) ED 452 545 CS 217 509 Costanzo, William V. Friendly Alternatives to the Argumentative Es say. Pub Date—2000-11-00 Note-8p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (90th, Milwaukee, WI, November 16-21, 2000). Pub Type— Guides - Non-Classroom (055) Speeches/Meeting Papers (150) EDRS Price – MF01/PC01 Plus Postage. Descriptors—*Conflict Resolution, Higher Edu cation, *Persuasive Discourse, *Writing Assignments, *Writing Exercises, *Writing Instruction Many teachers would like to counter what Deborah Tannen calls “The Argument Culture.” They recognize that teaching students traditional principles of argument may perpetuate the kind of adversarial thinking that erupts all too often: in aggressive newspaper headlines, on confrontational television shows, in court rooms, and in school yards across the country. An alternative is to teach the skills of conflict resolution. This paper presents a sequence of six classroom exercises leading to a writing assignment in which students are asked to mediate in the resolution of a conflict instead of arguing “persuasively” for one side. (EF) ED 452 546 CS 217 510 Brasacchio, Tiffany Kuhn, Bonnie Martin, Stephanie How Does Encouragement of Invented Spell ing Influence Conventional Spelling Develop ment? Pub Date—2001-04-26 Note-37p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Childrens Writing, Comparative Analysis, Grade 1, Instructional Effectiveness, *Invented Spelling, Primary Education, *Spelling Instruction A study determined the impact encouragement of invented spelling has on a child's writing through a comparison of writing samples produced by children encouraged to use invented spelling with writing samples by children encouraged to use conventional spelling. Three first grade classes participated in this study, two of which are located in suburban school districts and one in a rural school district. Class sizes ranged from 15 to 25 students, and the children were all between the ages of 6 and 7. In each of the three classrooms, the teacher implemented the same scripted lesson which encouraged the use of invented spelling. The teachers then implemented a second lesson that required a similar writing task; however, during this lesson the children were strongly encouraged to spell words correctly (conventional spelling). During these lessons the teachers observed the children's spelling techniques and asked some children to talk about the strategies they used to spell the words. Upon collecting all the writing samples, each
ED 452 547 CS 217 512 Klompien, Kathleen The Writer and the Text: Basic Writers, Re search Papers and Plagiarism. Pub Date--2001-03-00 Note-13p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Discourse, Higher Edu cation, Plagiarism, *Research Papers (Students), Student Needs, *Student Writing ) Models, *Writing Evaluation, Writing Re search, *Writing Strategies Identifiers—-*Author Text Relationship, Califor nia State University Los Angeles, Developmental Students, Summer Bridge Program While research papers may hold unique challenges for all writers, they are especially daunting for “less experienced” writers because these students often come to college without ever having written a research paper. A study examined several research papers written by students who took part in the Summer Bridge program at California State University at Los Angeles which is designed to help students who are conditionally admitted to the university. A subset of 25 portfolios was selected randomly from among all that year's Summer Bridge portfolios, but with about the same numbers of portfolios from males and females and the university's ethnic composition reflected in the selection. Of the 25 read initially, 5 were chosen to analyze in depth. This paper discusses in detail two of those five, finding that some form of "patchwriting" was used in all five of the research papers studied. The paper explains that "patchwriting" is considered by some scholars as a stage of writing development in which students are exploring different ideas but have not absorbed them thoroughly enough to put them into their own words. It notes that it is helpful for many students to use this technique as they start writing at the college level in order to try to understand what the authors of their texts believe and to begin to take on the language of the discourse community. The paper concludes that students need their instructors' help to learn how to respond in ways that keep them from being susceptible to accusations of plagiarism. (NKA) ED 452 548 CS 217 513 Johnson, Peggy Mutschelknaus, Mike Disembodied Spirituality: Conflicts in the Writing Center. Pub Date-2001-03-00 Note-13p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Higher Education, Interdisciplinary Approach, *Spirituality, *Student Needs, *Writing Assignments, *Writing Laboratories Identifiers-Enneagrams, Personal Writing, *Saint Marys University of Minnesota, Tutor Role, Tutor Training Noting that at Saint Mary's University (where the authors teach) the issue of spirituality is in the forefront of education and is seamlessly woven into required courses throughout four years of college in an attempt to "enhance students' spiritual and personal lives,” this paper positions writing centers as a place for student inquiries about their spirituality. The paper states that one avenue of spiritual study is
ED 452 549 CS 217 514 Thomas, Charles J. The Impact of Performance Assessment through NCATE on Literary Studies in the Nation: Shakespeare, Thoreau, and Other Classic Authors Continue To Be Included. Pub Date—2001-11-00 Note-6p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (91st, Baltimore, MD, November 15-20, 2001). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*English Teachers, Guidelines, Higher Education, *Language Arts, *Literature, Position Papers, Standards, Teacher Edu cation Identifiers-Matrix Language, *National Council for Accreditation of Teacher Educ, *National Council of Teachers of English This paper comes from an educator who worked on the National Council of Teachers of English (NCTE) Guidelines for the Preparation of Teachers of English Language Arts in 1996. The paper states that the work offered the educator/author the opportunity to discuss the many dimensions of English language arts preparation programs for undergraduate and graduate school candidates in the participating colleges and universities. It also states that since 1996 he has followed the implementation of the Guidelines through various matrix outlines that the National Council for the Accreditation of Teacher Education (NCATE) and NCTE program evaluators have developed based on the Guidelines. The main part of the paper deals with his observations about the field of literary studies. It voices some concerns about the existing Guidelines and the related Matrix used as part of the NCATE project. Thee was concern that the inclusive approach taken while writing the Guidelines resulted in a posture toward literary studies that avoided the prescriptive stance of earlier editions. Earlier editions of the Guidelines required candidates to study the history of literature in courses designated as American, British, and world literature surveys. The earlier editions favored the broader and more inclusive requirement that candidates be exposed to "literatures of human cultures” or an “exhaustive body of literature and literary genres in English and in translation." The paper explains why dropping these designations will have a loosening effect upon curricula accepted under the new NCATE standards, and offers some examples. (NKA)
Research Standards; (6) Beyond Literature Standards; (7) Beyond Assessment Standards; and (8) Beyond Teaching Standards. (Cites 34 works.) (NKA)
ED 452 550 CS 217 515 Tancredo, Dana E. The Effects of Breakthrough to Literacy on Oral Language Development at the Kinder garten Level. Pub Date—2001-04-20 Note-56p. Pub Type-Reports - Research (143) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Computer Software Evaluation, In structional Effectiveness, Kindergarten, *Language Acquisition, *Oral Language, Primary Education, *Reading Attitudes, Reading Readiness, Student Attitudes The software “Breakthrough to Literacy” was introduced in kindergarten classrooms in a suburban school district in 1999 and focuses on oral language development. Through observations, the author studied the effects the software had on individual children's oral language and pre-reading readiness skills. Along with reading skill development, oral language and thinking skill development were also observed. The purpose of this study was to observe the effects of the software on both the reading and oral language development at the kindergarten level. The population involved three children selected at random. Results indicated that the software provided the children with a strong reading base. Results also showed that oral language development and reading skills had continued to grow and develop. When the study was completed, the three children were interviewed separately. Each child spoke positively about the software and was excited to be reading. (Contains 13 references and 5 tables of data. Appendixes contain 3 additional tables of data.) (Author/RS)
ED 452 554 CS 217 520 Britsch, Susan J. Riddle Me This, Riddle Me That: Email Dia logues with Third-Grade Writers. Pub Date-2001-04-00 Note-12p.; Paper presented at the Annual Meet ing of the American Educational Research As sociation (Seattle, WA, April 10-14, 2001). Pub Type- Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Descriptors--*Childrens Writing, *Communica tion Skills, *Electronic Mail, Grade 3, *Literacy, Primary Education, Student Reaction, Writing Research Identifiers--California (North), *Dialogic Com munication, Purdue University IN, *Riddles For a project, a university researcher and a group of education graduate students in literacy and language education at Purdue University exchanged email with 32 third graders in two classes at a northern California elementary school. The overall aim of the project was to build the children's literacy and communication skills by involving them in scaffolded written discussions with a more capable writer. An additional pedagogical aim was to help the children explore the content knowledge they were acquiring in their classroom, thus extending their ability to write about this official curriculum through collaborative discussions with adult writers. During the first year of the project the primary research questions were: (1) What is the nature of written response for these children? and (2) What sorts of patterns emerge in the types of questions that the children originate for the researchers? Although the researchers tried to explore the curricular topics, children in one group began to preface their letters with riddles, and riddling extended to two of the writing groups. The riddlers also began to structure dialogues in which they designated both a topic and a method of exchange that would assure a return for their riddles. It could be said that riddling dealt with child-centered topics in which the children maintained interest because the riddles were: (1) fun; (2) child-initiated; (3) interesting to the children; or (4) generally part of children's culture. However, such a reductive analysis would give short shrift to something that the children maintained for 4 months. They opposed another discourse--the curricular discourse the researchers had initiated—by controlling it. (Contains 3 tables and 25 references.) (NKA)
ment in the area of writing. (Contains 37 references, and 8 tables and 14 figures of data. Appendixes contain a student writing checklist; a rubric; teacher, parent, and student survey instruments; and permission letters.) (RS) ED 452 552 CS 217 517 Creating Publications: Write To Fight Crime. Youth in Action Bulletin, Number 16. Department of Justice, Washington, DC. Office of Justice Programs.; National Crime Prevention Council, Washington, DC. Report No. ---NCJ-179000 Pub Date--2000-04-00 Note--10p. Pub Type-Guides - Non-Classroom (055) EDRS Price – MF01/PC01 Plus Postage. Descriptors-*Crime Prevention, Instructional Materials, *Publications, *Writing for Publica tion, *Writing Processes Identifiers—-*Publisher Role Publications, which can be anything from a onepage flier to a brochure to a poster or a book, can be relatively easy to create but very effective for helping to fight crime. This bulletin considers how publications can contribute to crime prevention; what it takes to start a publication; what are some of the challenges in creating a publication; how to evaluate your publication; and what some of the rewards are. The bulletin walks an individual through the publication process from researching a subject to distributing the final product. It pinpoints the following steps to keep the publication process moving forward: (1) research your subject; (2) outline your document; (3) write, edit, and rewrite your document; (4) design your publication; (5) go to press; and (6) distribute your product. (NKA) ED 452 553 CS 217 519 Jago, Carol Beyond Standards: Excellence in the High School English Classroom. Report No.--ISBN-0-86709-503-2 Pub Date-2001-00-00 Note-128p.; Foreword by Sheridan Blau. Available from-Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($15). Tel: 603431-7894; Web site: http://www.heine mann.com. Pub Type— Books (010) -- Guides - Classroom Teacher (052) Document Not Available from EDRS. Descriptors—*Academic Achievement, *Academ ic Standards, *Classroom Environment, *English Instruction, High School Students, High Schools, Reading Material Selection, *Student Motivation Each student is capable of achieving excellence, but it requires a nurturing, vigorous classroom environment. To help current and future high school English teachers create and maintain this kind of environment, this book offers concrete ways to reconceive what it means to foster excellent performance in the classroom and vivid examples of student work that was motivated by the pursuit of excellence rather than by test scores. Filled with detailed classroom anecdotes, the book explores the many ways teachers can select books, design lessons, and inspire discussions that can lead all their students to extraordinary achievements, both in the study of literature and in their writing assignments. Included in the book are practical tips on everything from helping students self edit their writing to “tricking” them into reading a lot more poetry. The book may be seen as a set of stories-or “ethnographic studies”-on how to make the work of the high school English class important to students so that they may engage in literate activity with the same kind of attention and effort as “real” writers. It contends that under such conditions students will learn more and produce more useful and impressive products than any standards document could possibly anticipate. After a foreword by Sheridan Blau, the book is divided into the following chapters: Introduction: Standards versus Excellence; (1) Engaging Reluctant Scholars; (2) Creating the Culture of Excellence; (3) Beyond Reading Standards; (4) Beyond Writing Standards; (5) Beyond
ED 452 551 CS 217 516 Bassett, Diane DeVine, Denise Perry, Nancy Rueth, Catherine Keys to Improving Writing in the Primary Grades. Pub Date—2001-05-00 Note-100p.; Master of Arts Action Research Project, Saint Xavier University and IRI/Sky Light Professional Development. Pub Type - Dissertations/Theses (040) EDRS Price – MF01/PC04 Plus Postage. Descriptors-Action Research, Grade 1, Grade 3, Parent Participation, Primary Education, Writing Achievement, Writing Attitudes, *Writing Improvement, *Writing Instruction, Writing Processes, Writing Research, *Writing Skills This action research describes a program for improving writing skills. The targeted population consisted of first and third graders in two middle class communities in the southern suburbs of Chicago. The need for improvement in writing skills was documented through observation checklists, writing samples, and surveys. Data revealed a need for implementation of writing interventions. Analysis of probable cause data revealed that faculty observed difficulties in writing due to the lack of a formal writing program, the amount of classroom time spent on writing due to curriculum demands, and a lack of teacher training in this area. The professional literature suggests the following as reasons why students were poor writers: (1) they were not exposed to writing at an early age; (2) there is a lack of real meaning in their writing experiences; (3) reading and writing remain separate entities; and (4) the curricular focus is on reading and math. The over-emphasis placed on grammar, mechanics, and spelling are also causes for concern. Solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of the following intervention strategies: parent involvement through newsletters and articles, the use of writing centers, the use of e-mail, letter writing, free choice of topics, the use of literature to teach writing, Author's Chair, interactive journals/notebooks, allowing inventive spelling, cross-curricular writing, and encouraging at-home writing. Post-intervention data indicated an increase in the targeted students' writing abilities, a positive attitude toward the writing process, an increased confidence in the editing and revising of student work, and increased parental involve
ED 452 555 CS 217 521 Miller, A. Christine Cross, Lorraine Moving from I to Us: The Power of Action Re search To Improve Students' Writing Perfor mance. Pub Date--2001-04-00 Note—27p.; Paper presented at the Annual Meet ing of the American Educational Research Association (82nd, Seattle, WA, April 10-14, 2001). This study was conducted at A. D. Henderson School through a Professional Development School Partnership between Florida Atlantic University/A.D. Henderson University School and the School Districts of Martin, Palm Beach, and St. Lucie Counties, Florida. Pub Type-- Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price – MF01/PC02 Plus Postage. Descriptors-Action Research, Elementary Edu cation, *Instructional Effectiveness, Middle Schools, Program Descriptions, *Writing Across the Curriculum, *Writing Improvement, *Writing Instruction, Writing Research Project WATCH! (Writing Across the Curriculum Hawks!) was the 1999-2000 schoolwide action research project at the A.D. Henderson University School grades K-8. The study question, "How can teachers build schoolwide capacity to support improved student writing across the curriculum?", examined whole-school collaboration where all
teachers understand and are able to support the writing curriculum. The study was conducted through several phases: (1) the overall design of the project action plan; (2) implementation of three action research study groups who collaboratively supported the writing curriculum through actions and activities; (3) professional development to support teachers in changing instructional practices; (4) support data-driven decisions through the collection and analysis of data; and (5) coordinate the findings of the study and implement new actions to support schoolwide high-level writing performance. Data were gathered using four major evaluation measures: Pre/Post Pre/Post Writing Support Questions, Pre/Post Writing Assessment, Implementation logs recording FCAT Writes! Poster and Proofreading Marks Guide Use; teacher observations and reflections, the Florida Comprehension Assessment Test administered to fourth and eighth grade students, and observations and reflections by the FAU liaison and on-site coordinator. Teacher's findings indicate a general improvement in writing performance of students in kindergarten through eighth grade. Exemplary teaching practices included increased vocabulary development, use of the FCAT Writes! rubrics for modeling and/or grading, definitions of the types of writing, focus on the 5 paragraph essay format, ongoing review of literary devices, linking examples of quality literature to student writing, use of a student/teacher feedback format, use of peer conferencing, and the use of a NCS Staff Development/“Florida Writes!” CDROM program. The analysis of teacher reflections and observations, collected throughout the year, supported the accomplishment of one of the major goals of this study—to develop a collaborative learning organization. In conclusion, student writing was improved by implementing the schoolwide focus on improving writing performance. Contains 16 references and 6 unnumbered tables of data. (RS)
EDRS Price – MF01/PC01 Plus Postage. Descriptors—*English Departments, Futures (of Society), Higher Education, *Teacher Role, * Technical Writing, *Technology Integration Identifiers-Faculty Attitudes As the 21st century begins, the clicking of computer keyboards is increasingly interrupting the calm of literary classrooms. The sound of new technology now marks the world in which students grow up and will live, how they learn, and in essence who they are. How do educators cope and make it all work? On a typical day this could happen: the department chair determines there is not enough money in the budget for a needed software program; the computer staff cuts off the campus mail server without telling you, the instructor; and your students complain that others in class are more, or less, computer literate than they are. The following are some ways to negotiate through these kinds of situations: first--form political alliances with your colleagues, administrators, the computer staff, and your students; and second-demonstrate your program's “productivity.” Teaching technical writing is a continuous, and often frustrating, learning process. Despite its downsides, though, the technical writing teacher must be willing to "embrace” technology to be successful. (NKA)
man High School. Pub Date—2001-05-31 Note-45p. Pub Type-Guides - General (050) EDRS Price - MF01/PC02 Plus Postage. Descriptors--Educational Objectives, *English Curriculum, *English Instruction. High Schools, *Jews, *Language Arts, *Private Schools, Religious Education, *Writing In struction Identifiers—Jewish Day Schools, New York (Brooklyn) In compliance with the philosophy of the Yeshivah of Flatbush, the English department is committed to students mastering the secular discipline of English. Students will develop the language skills of reading, writing, and speaking, as well as a sophistication of style and a clarity of expression. Writing is to be developed for academic purposes across the curriculum as well as for the practical necessities of intelligently and cogently expressing opinions on political, ethical, and social concerns in today's world. In addition, the school aims to develop a humanistic and aesthetic appreciation of literature. The English department provides electives which further enhance the integration of secular studies with the philosophic tenets of the Yeshivah and which meets the interests of individual students. This curriculum guide is divided into the following sections: Philosophy; Aims of the English Curriculum; Overview of Purposes and Products for Writing Grades 9-10; Overview of Purposes and Products for Writing Grades 11-12; Writing for Freshen Fall and Spring Semesters; Writing; Literature for Freshmen; Literature for Sophomores; Literature for Juniors; Literature for Seniors; Advanced Placement English; Electives; Freshmen Vocabulary, Usage and Spelling; Sophomore Vocabulary, Usage and Spelling; Junior Vocabulary, Usage and Spelling; Senior Vocabulary, Usage and Spelling; Literary Vocabulary; Alternate Vocabulary Words; Four Year Grammar Curriculum; Allocation of Class Time per Term; and Administering Grades. (NKA)
ED 452 556 CS 217 523 Fleming, Michelle M. Reconfiguring the Role of the Research Paper: Collaborative Writing To Teach Basic Aca demic Research and Writing Strategies. Pub Date-2001-03-15 Note--13p.; Paper presented at the Annual Con ference on College Composition and Communication (52nd, Denver, CO, March 14-17, 2001). Pub Type-Reports - Descriptive (141) - Speech es/Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Descriptors—*Freshman Composition, Higher Education, *Research Papers (Students), *Research Skills, Student Attitudes, Student Re search, *Writing Processes, *Writing Strategies Identifiers—*Collaborative Writing, Student Co operation Each year that the author of this paper, an English instructor at Moorhead College (Minnesota), teaches the first-year "research paper,” one instructor turns more and more to collaborative writing work. And she admits that some of her motives in reshaping the research paper in collaborative ways can seem to be based in assisting herself as a teacher as often as they are based on her desire to help students come into their own. Her first impulse to move toward collaborative research papers came, in fact, out of a great deal of frustration at teaching the kind of "anything goes” research paper course most writing instructors are familiar with-the kind in which students choose their own topics-any topics. This paper takes readers through exactly what the instructor is trying to gain as she makes her research paper courses more collaborative. The paper then moves on to the various types of collaboration her students have used and the reasons that underlie different choices that have been made about different types of collaborative writing. Along the way, it addresses briefly some of the problems that inhere in collaborative work itself, so that these issues can begin to be considered. (NKA)
ED 452 558 CS 217 525 Blumner, Jacob S. Separating Siamese Twins: Can We Extricate WAC from Writing Centers? Pub Date—2000-11-00 Note-8p.; Paper presented at the Annual Meet ing of the National Writing Centers Association (5th, Baltimore, MD, November 2-4, 2000). Pub Type - Reports - Descriptive (141) - Reports Evaluative (142) – Speeches/Meeting Papers (150) EDRS Price – MF01/PC01 Plus Postage. Descriptors-Comparative Analysis, Higher Edu cation, Program Development, *Writing Across the Curriculum, *Writing Improvement, *Writ ing Laboratories Identifiers—Program Characteristics, Writing Contexts This paper addresses the culture of writing in higher education from a multicultural perspective of those within the “monolith.” The paper first notes that writing programs, more specifically writing across the curriculum (WAC), and writing centers work in similar ways by benefiting each other and sharing the broad mission of improving students' writing. It then points out the differences programs manifest in many ways, and each program has a more specific mission, explicitly stated or not. The paper does three primary things: first, it discusses the general missions of WAC programs and writing centers based on the goal of improving student writing; second, it discusses how the programs can and do coordinate; and third, it explores the structural implication of separating or combining the programs. (NKA)
ED 452 560 CS 217 527 Indiana's Academic Standards: 9th Grade En glish/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 528-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from--For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type — Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 9, Junior High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should be able to do in Grade 9 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and comes accompanied with a list of 10 things parents can do to help their child get a good education. It outlines the following seven standards for Grade 9 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development-Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension-Students read and understand gradelevel-appropriate material; they analyze the organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and AnalysisStudents read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students discuss ideas for writing with other writers; they write coherent and focused essays that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 9, students combine the rhetorical strategies of narration, exposition, per
ED 452 559 CS 217 526 Blaine, Suzanne English Department Curriculum and Course of Study. Yeshiva of Flatbush, Brooklyn, NY. Joel Braver
standards for Grade 11 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development-Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension—Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students write coherent and focused texts that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 11, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions—Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgments about oral communication; they deliver focused and coherent presentations that convey their clear perspectives and demonstrate solid reasoning. (NKA)
Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-120p. Available from-Full text at: http://idea- net.doe.state.in.us/standards/welcome.html. Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PC05 Plus Postage. Descriptors—* Academic Achievement, *Academ-ic Standards, Elementary Secondary Educa- tion, *English, *Language Arts, Parent Participation, Skill Development, *State Stan- dards, Teacher Expectations of Students, Teacher Role The state of Indiana has established new academic standards in English/Language Arts. These "world-class” standards outline what a student should know and be able to do in each subject, at each grade level. This Teacher's Edition of the academic standards—an exact reprint of the standards guides for parents and students-provides educators and administrators with a complete set of Indiana's K-12 academic standards for English/ Language Arts. The Teacher's Edition notes that while the standards set expectations for student learning, they do not prescribe how the standards should be taught. It is divided into the following sections: Kindergarten; 1st Grade; 2nd Grade; 3rd Grade; 4th Grade; 5th Grade; 6th Grade; 7th Grade; 8th Grade; 9th Grade; 10th Grade; 11th Grade; and 12th Grade. (NKA)
suasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions-Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications Students formulate thoughtful judgments about oral communication and deliver focused and coherent presentations of their own that convey clear perspectives and solid reasoning. (NKA) ED 452 561 CS 217 528 Indiana's Academic Standards: 10th Grade English/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date—2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from-For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Achievement, *Academ ic Standards, *English, *Grade 10, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 10 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven standards for Grade 10 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Language Development—Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis–Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students discuss ideas for writing with other writers; they write coherent and focused essays that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 10 students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions—Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgment about oral communication; they deliver focused and coherent presentations of their own that convey clear perspectives and solid reasoning. (NKA) ED 452 562 CS 217 529 Indiana's Academic Standards: 11th Grade English/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date—2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from-For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type — Guides - Classroom - Learner (051) Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 11, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 11 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven
ED 452 563 CS 217 530 Indiana's Academic Standards: 12th Grade English Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-52930. Adopted by the Indiana State Board of Education, Summer 2000. Available from For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type - Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 12, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 12 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides parents with a list of 10 things they can do to help their child get a good education. It outlines the following seven standards for Grade 12 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development—Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process-Students write coherent and focused texts that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 12, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description to produce reflective compositions, historical investigation reports, and job applications and resume; and to deliver multimedia presentations; (6) Writing: Written English Language Conventions-Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgments about oral communication; they deliver focused and coherent presentations that convey clear perspectives and demonstrate solid reasoning. (NKA) ED 452 564 CS 217 531 Indiana's Academic Standards: Teacher's Edi tion. English/Language Arts.
ED 452 565 CS 217 533 Greene, Beth G. A Summary Report of the Instructional Effec tiveness of the “Steck Vaughn Phonics Program”: Level A—Units 3 and 4 & Level BUnits 2 and 3. Technical Report Number 105. Educational Research Inst. of America, Bloom ington, IN. Pub Date-2001-06-01 Note—9p. Available from-Educational Research Institute of America, PO Box 5875, Bloomington, IN 47408-5875. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Instructional Effectiveness, *Phon ics, Pilot Projects, Pretests Posttests, Primary Education, *Program Evaluation, *Reading Identifiers-California, Florida, Illinois, Sub tests, Test Trials This report describes a pilot study conducted to evaluate the instructional effectiveness of the Steck-Vaughn Phonics Program: Level A-Units 3 and 4 and Level B-Units 2 and 3. The Educational Research Institute of America (ERIA) identified volunteer teachers to participate, designed the assessments, and analyzed the collected data. Because the focus was on the program's primary levels, it was limited to Grades 1 and 2; Level AUnits 3 and 4 were used in first grade, while Level B-Units 2 and 3 were used in second grade. These units, selected by the teachers to best fit their schools' reading objectives at the time, included the teaching of eight initial consonants, six final consonants, short vowels, long vowels, and vowel diagraphs. A quasi-experimental pretest posttest design was used; 18 first and second grade teachers in California, Illinois, and Florida volunteered to participate. Approximately 400 students were included. Teachers administered the phonics tests developed by ERIA as pretests, taught the designated units from the Steck-Vaughn program, and administered the posttests after completing instruction. All assessments were scored by hand at ERIA. Results indicated that: (1) after about three weeks of instruction, two groups of first and second graders increased pretest scores to posttest scores a statistically significant amount on 5 out of 6 subtests and on total test scores for both the first and second grade assessments; (2) an analysis of students who scored lowest on the pretest indicated much greater improvement than was shown for the entire groupmore than twice as great; (3) on the single subtest (second grade) where there was not a statistically significant improvement, there was evidence of a "ceiling" effect; and (4) all the teachers reported Page 9Page 10
The Past Is Last Week; History as Exploration; What Parents Can Do; Helping Danny Become a Good Reader; and Activities for Fun and Learning. To help understand history better, parents and children can: (1) make a time capsule of family artifacts; (2) make a family tree; (3) look at old photographs of family members together; (4) share books; (5) sing songs; (6) visit a police or fire station; (7) create a school scrapbook; (8) learn about folk medicine; (9) visit a cemetery; (10) visit museums; (11) do a family history project interviewing family members; (12) read an almanac; and (12) read about and try making pioneer and colonial crafts. Contains 35 references. (EF)
student questionnaire data, and associated professional development opportunities have had a major impact on improving instruction, particularly in English language arts (ELA). In 1997 the legislature approved the Maine Learning Results-standards in eight content areas which form the framework for curriculum in Maine. Now that the MEA has been aligned with “Learning Results,” the resulting data on student achievement can be used more comprehensively to plan classroom, school, and district improvement strategies. Students in grades 4, 8, and 11 in all public schools in the state participate in the MEA. The ELA section consists of a reading, writing, and a reading/writing segment, in which students respond to multiple choice, short answer, and constructed response questions related to reading passages. They also complete a writing sample based on a common prompt. Teachers score the writing prompt and evaluate the writing samples. State consultants provide regional workshops to review what was received and how to read the information. Includes sample data. (NKA)
www.ceap.wcu.edu/Broughton/Poetryunit.html. Pub Type- Creative Works (030) – Guides Classroom - Teacher (052) EDRS Price – MF01/PC03 Plus Postage. Descriptors—Class Activities, *Creative Writing, Elementary Secondary Education, Interdiscipli nary Approach, Learning Activities, *Poetry Identifiers-Poetic Forms This collection of ideas for poetry is intended to provide teachers with tips for ways in which poetry could be integrated into the daily classroom curriculum. Noting that talking about poetry is an important step in helping students see poetry as a viable outlet for their voices, the collection states that poetry should also offer students connections to their real lives. It recommends including classical as well as contemporary poetry for students' reading enjoyment. The collection is divided into the following sections: (1) “A Prayer for Children" by Ina Hughes; (2) Forward; (3) Intentions; (4) Beginning; (5) Poetry Ideas (contains 44 ideas); (6) Reading Poetry Aloud; (7) Assessment and Evaluation; and (8) Concluding Thoughts. (NKA)
ED 452 539 CS 217 399 Motivating Your Child To Learn. Parents and Children Together Series. ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.; Family Learning Association, Bloomington, IN. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Report No.-ISBN-1-883790-85-9 Pub Date-2001-00-00 Contract-ED-99-CO-0028 Note-57p.; Accompanying audiotape not avail able from ERIC. For other books in the series, see CS 217 390-398. Available from-ERIC Clearinghouse on Read ing, English, and Communication, Indiana University, 2805 E. 10th Street, Suite 140, Bloomington, IN 47408-2698. Web site: http:// eric.indiana.edu/. Family Learning Association, 3925 Hagan St., Suite 101, Bloomington, IN 47401. Pub Type - Creative Works (030) — Guides - Non Classroom (055) — ERIC Publications (071) EDRS Price - MF01/PC03 Plus Postage. Descriptors—Elementary Education, *Learning Motivation, *Parent Student Relationship, *Reading Aloud to Others, *Reading Habits, Reading Instruction, Student Motivation, Writing (Composition) This book, one of a series, shows how to help motivate children to learn. The message of the series urges parents and children to spend time together, talk about stories, and learn together. The first part of each book presents stories appropriate for varying grade levels, both younger children and those in grades three and four, and each book presents stories on a particular theme. The Read-along Stories in this book are: “Jellybean Adventures" (Lou Hamilton); “Mr. McMuddle's Troubles” (Juanita Barrett Friedrichs); and “The Cobbler and the Elves” (as retold by Jerry D. Burchard). On an accompanying audiotaps, the stories are performed as radio dramas, allowing children to read along. The second half of each book provides ideas and guidelines for parents, as well as activities and books for additional reading. Sections in this book are: Guidelines for Parents; How to Motivate Your Child; Questions about Motivation; Activities for Reading and Writing; Suggestions from a Teacher; and Books for Parents and Children. (RS)
Pub Date-2000-00-00 Note-12p. Available from National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096. Tel: 1-800-369-6283 (Toll Free); Web site: http://www.ncte.org/positions/com mon.html. Pub Type- Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Censorship, Elementary Second ary Education, *Intellectual Freedom, *Public Schools, *Student Rights Identifiers—First Amendment, *International Reading Association, *National Council of Teachers of English, United Nations All students in public school classrooms have the right to materials and educational experiences that promote open inquiry, critical thinking, diversity in thought and expression, and respect for others. Denial or restriction of this right is an infringement of intellectual freedom. Because of their almost exactly similar positions against censorship, the International Reading Association and the National Council of Teachers of English have formed a joint task force on intellectual freedom. This position paper of these organizations aims to heighten sensitivity about censorship concerns and provide a resource for communities facing challenges to intellectual freedom. The paper first cites the First Amendment and Article 19 of the United Nations Declaration of Human Rights to reinforce its position. It then provides an action plan and strategies to adopt before a challenge arises and after a challenge has been made. It considers tactics both at the local level and at the state/provincial level, as well as at the national and international level. The paper offers a list of groups interested in fighting censorship and an extensive bibliography of resources. It also cites some situations that might affect teachers and censorship. (NKA)
ED 452 543 CS 217 456 Condon, Mark W. E. McGuffee, Michael Real ePublishing, Really Publishing! How To Create Digital Books by and for All Ages. Report No.-ISBN-0-325-00320-3 Pub Date-2001-00-00 Note-100p. Available from-Heinemann, 88 Post Road West, P.O. Box 5007, Westport, CT 06881 ($15). Tel: 800-793-2154 (Toll Free); Web site: http:// www.heinemann.com. Pub Type-Guides - Classroom - Teacher (052) Document Not Available from EDRS. Descriptors—*Childrens Writing, Class Activi ties, Classroom Environment, *Electronic Publishing, Elementary Education, Learning Activities, Technology Integration, *Writing for Publication Identifiers-Digital Photography, *Electronic Books This book aims to help teachers turn their classrooms into their very own publishing companies. All that is needed is a computer, a word processor, a digital camera, a color printer, and access to the Internet. The book explains that a new genre of publication, Webbes, are simple nonfiction picture books, and that, matching meaningful text with digital photography, these e-publications are natural means for celebrating and documenting the activities of any curricular unit. It points out that these compositions, in any language or even in two languages, invite writers from every ethnicity, social class, and language group in a school to see publication as a natural part of literacy learning and its complement to developing content concepts. Chapters in the book are: (1) Really Publishing?; (2) Voila! Instant Webbes!; (3) Authoring: Where Readers and Writers Meet; (4) Seeing What You Mean: Digital Cameras and Photography; (5) Production and Editorial: Putting It All Together; (6) Printing and Binding: Hey! It's a Book!; (7) Distribution and Promotion: Getting out the Word...and the Picture; (8) Your Emergent Publishing Company; and (9) Web Books for Everyone. Appendixes contain: Webbe step-by-step procedures; a 13-item annotated bibliography of books on writing and composition instruction; and a Webbe printing template. (NKA) ED 452 544 CS 217 506 Corso, Gail S. Practices, Principles, and Essences: How a WPA at a Small Liberal Arts College Func tions within Her Community and Its Values. Pub Date - 2001-03-00 Note-20p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Guides - Non-Classroom (055) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO Plus Postage. Descriptors—* Administrator Role, *Faculty Workload, Higher Education, *Institutional Cooperation, *Program Administration, *Writing
ED 452 540 CS 217 422 Rumery, Karen Using Data To Inform Instruction Stories from Five States. “Maine,” the Way Life Should Be. Pub Date—2000-11-00 Note-21p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (90th, Milwaukee, WI, November 16-21, 2000). Pub Type - Reports - Descriptive (141) — Speech es/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, *Curricu lum Development, Elementary Secondary Education, *Instructional Improvement, *Language Arts, State Standards Identifiers—* Data Based Instruction, Education al Information, *Maine Educational Assessment, State Role The Maine Educational Assessment (MEA) has provided data to inform curriculum and instruction in Maine's schools for 16 years. The test results,
ED 452 542 CS 217 430 Broughton, Merry G. Poetry Covers It All! Integrating Poetry in All Curriculum Areas. Pub Date—1998-09-00 Note—71p. Available from-For full text: http://
teacher counted the number of words written as well as how many words were spelled correctly. The results indicated that encouragement of invented spelling does not impact students' abilities to spell more words correctly. Yet, it does appear to allow students to express themselves more freely by using more words in their writing. Contains 25 references. A conventional spelling lesson plan and an invented spelling lesson plan are attached. (Author/ RS)
through the University's Interdisciplinary Program, a required course sequence intended to address the theme of understanding the human condition-students and faculty in this core curriculum are considered co-learners who value discussion, in-depth analysis, questioning, and critical thinking. It explains that central to these courses are writing assignments that serve the purposes of using writing as a tool for learning as well as helping students learn to write. According to the paper, however, almost 20% of students believe they cannot meet assignment requirements and be true to their own spirituality. The paper reports that writing center faculty notice that conflicts arise when students who do not follow Christian traditions must write about Christian topics and when some traditional students feel they must reveal too much of their souls, as in "too personal" writing. If the writing center is to meet students' needs brought about by the University's expectations of requiring spiritually based courses which emphasize writing, the center must reposition its approach to tutoring: it must move from a traditional format, which focuses on external assignments, to a non-traditional format, which emphasizes the process of learning how to convey internal spirituality to an external audience. It suggests using the "enneagram” (an aid for self-knowledge) as a tutor training strategy for strengthening the tutor/student conference experience through promoting tutor self-knowledge and empathy toward others. (NKA)
(Composition), Writing Instruction, *Writing Teachers The writing program administrator (WPA) at a small, Catholic liberal arts college has many roles in fulfilling her job responsibilities and upholding institutional values, which include collaboration, dialogue, and application of knowledge to benefit others and the environment. Some of these roles include: teaching four courses, engaging in committee work, curriculum planning, participating in service learning and community outreach, developing a writing resources Web site, and advising students and student organizations. Even while on sabbatical, the WPA acts as a consultant for the college. The WPA participates collaboratively in designing various workshops for faculty development and exchange of ideas, and she also participates in the field. Finally, the WPA utilizes the institution's mission statement and policy in administering the writing program and in being part of a dialogue for change. (Contains 10 references. An annotated 10-item list of works cited in the paper and the presentation is attached.) (EF) ED 452 545 CS 217 509 Costanzo, William V. Friendly Alternatives to the Argumentative Es say. Pub Date—2000-11-00 Note-8p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (90th, Milwaukee, WI, November 16-21, 2000). Pub Type— Guides - Non-Classroom (055) Speeches/Meeting Papers (150) EDRS Price – MF01/PC01 Plus Postage. Descriptors—*Conflict Resolution, Higher Edu cation, *Persuasive Discourse, *Writing Assignments, *Writing Exercises, *Writing Instruction Many teachers would like to counter what Deborah Tannen calls “The Argument Culture.” They recognize that teaching students traditional principles of argument may perpetuate the kind of adversarial thinking that erupts all too often: in aggressive newspaper headlines, on confrontational television shows, in court rooms, and in school yards across the country. An alternative is to teach the skills of conflict resolution. This paper presents a sequence of six classroom exercises leading to a writing assignment in which students are asked to mediate in the resolution of a conflict instead of arguing “persuasively” for one side. (EF) ED 452 546 CS 217 510 Brasacchio, Tiffany Kuhn, Bonnie Martin, Stephanie How Does Encouragement of Invented Spell ing Influence Conventional Spelling Develop ment? Pub Date—2001-04-26 Note-37p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Childrens Writing, Comparative Analysis, Grade 1, Instructional Effectiveness, *Invented Spelling, Primary Education, *Spelling Instruction A study determined the impact encouragement of invented spelling has on a child's writing through a comparison of writing samples produced by children encouraged to use invented spelling with writing samples by children encouraged to use conventional spelling. Three first grade classes participated in this study, two of which are located in suburban school districts and one in a rural school district. Class sizes ranged from 15 to 25 students, and the children were all between the ages of 6 and 7. In each of the three classrooms, the teacher implemented the same scripted lesson which encouraged the use of invented spelling. The teachers then implemented a second lesson that required a similar writing task; however, during this lesson the children were strongly encouraged to spell words correctly (conventional spelling). During these lessons the teachers observed the children's spelling techniques and asked some children to talk about the strategies they used to spell the words. Upon collecting all the writing samples, each
ED 452 547 CS 217 512 Klompien, Kathleen The Writer and the Text: Basic Writers, Re search Papers and Plagiarism. Pub Date--2001-03-00 Note-13p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Discourse, Higher Edu cation, Plagiarism, *Research Papers (Students), Student Needs, *Student Writing ) Models, *Writing Evaluation, Writing Re search, *Writing Strategies Identifiers—-*Author Text Relationship, Califor nia State University Los Angeles, Developmental Students, Summer Bridge Program While research papers may hold unique challenges for all writers, they are especially daunting for “less experienced” writers because these students often come to college without ever having written a research paper. A study examined several research papers written by students who took part in the Summer Bridge program at California State University at Los Angeles which is designed to help students who are conditionally admitted to the university. A subset of 25 portfolios was selected randomly from among all that year's Summer Bridge portfolios, but with about the same numbers of portfolios from males and females and the university's ethnic composition reflected in the selection. Of the 25 read initially, 5 were chosen to analyze in depth. This paper discusses in detail two of those five, finding that some form of "patchwriting" was used in all five of the research papers studied. The paper explains that "patchwriting" is considered by some scholars as a stage of writing development in which students are exploring different ideas but have not absorbed them thoroughly enough to put them into their own words. It notes that it is helpful for many students to use this technique as they start writing at the college level in order to try to understand what the authors of their texts believe and to begin to take on the language of the discourse community. The paper concludes that students need their instructors' help to learn how to respond in ways that keep them from being susceptible to accusations of plagiarism. (NKA) ED 452 548 CS 217 513 Johnson, Peggy Mutschelknaus, Mike Disembodied Spirituality: Conflicts in the Writing Center. Pub Date-2001-03-00 Note-13p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Higher Education, Interdisciplinary Approach, *Spirituality, *Student Needs, *Writing Assignments, *Writing Laboratories Identifiers-Enneagrams, Personal Writing, *Saint Marys University of Minnesota, Tutor Role, Tutor Training Noting that at Saint Mary's University (where the authors teach) the issue of spirituality is in the forefront of education and is seamlessly woven into required courses throughout four years of college in an attempt to "enhance students' spiritual and personal lives,” this paper positions writing centers as a place for student inquiries about their spirituality. The paper states that one avenue of spiritual study is
ED 452 549 CS 217 514 Thomas, Charles J. The Impact of Performance Assessment through NCATE on Literary Studies in the Nation: Shakespeare, Thoreau, and Other Classic Authors Continue To Be Included. Pub Date—2001-11-00 Note-6p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (91st, Baltimore, MD, November 15-20, 2001). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*English Teachers, Guidelines, Higher Education, *Language Arts, *Literature, Position Papers, Standards, Teacher Edu cation Identifiers-Matrix Language, *National Council for Accreditation of Teacher Educ, *National Council of Teachers of English This paper comes from an educator who worked on the National Council of Teachers of English (NCTE) Guidelines for the Preparation of Teachers of English Language Arts in 1996. The paper states that the work offered the educator/author the opportunity to discuss the many dimensions of English language arts preparation programs for undergraduate and graduate school candidates in the participating colleges and universities. It also states that since 1996 he has followed the implementation of the Guidelines through various matrix outlines that the National Council for the Accreditation of Teacher Education (NCATE) and NCTE program evaluators have developed based on the Guidelines. The main part of the paper deals with his observations about the field of literary studies. It voices some concerns about the existing Guidelines and the related Matrix used as part of the NCATE project. Thee was concern that the inclusive approach taken while writing the Guidelines resulted in a posture toward literary studies that avoided the prescriptive stance of earlier editions. Earlier editions of the Guidelines required candidates to study the history of literature in courses designated as American, British, and world literature surveys. The earlier editions favored the broader and more inclusive requirement that candidates be exposed to "literatures of human cultures” or an “exhaustive body of literature and literary genres in English and in translation." The paper explains why dropping these designations will have a loosening effect upon curricula accepted under the new NCATE standards, and offers some examples. (NKA)
Research Standards; (6) Beyond Literature Standards; (7) Beyond Assessment Standards; and (8) Beyond Teaching Standards. (Cites 34 works.) (NKA)
ED 452 550 CS 217 515 Tancredo, Dana E. The Effects of Breakthrough to Literacy on Oral Language Development at the Kinder garten Level. Pub Date—2001-04-20 Note-56p. Pub Type-Reports - Research (143) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Computer Software Evaluation, In structional Effectiveness, Kindergarten, *Language Acquisition, *Oral Language, Primary Education, *Reading Attitudes, Reading Readiness, Student Attitudes The software “Breakthrough to Literacy” was introduced in kindergarten classrooms in a suburban school district in 1999 and focuses on oral language development. Through observations, the author studied the effects the software had on individual children's oral language and pre-reading readiness skills. Along with reading skill development, oral language and thinking skill development were also observed. The purpose of this study was to observe the effects of the software on both the reading and oral language development at the kindergarten level. The population involved three children selected at random. Results indicated that the software provided the children with a strong reading base. Results also showed that oral language development and reading skills had continued to grow and develop. When the study was completed, the three children were interviewed separately. Each child spoke positively about the software and was excited to be reading. (Contains 13 references and 5 tables of data. Appendixes contain 3 additional tables of data.) (Author/RS)
ED 452 554 CS 217 520 Britsch, Susan J. Riddle Me This, Riddle Me That: Email Dia logues with Third-Grade Writers. Pub Date-2001-04-00 Note-12p.; Paper presented at the Annual Meet ing of the American Educational Research As sociation (Seattle, WA, April 10-14, 2001). Pub Type- Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Descriptors--*Childrens Writing, *Communica tion Skills, *Electronic Mail, Grade 3, *Literacy, Primary Education, Student Reaction, Writing Research Identifiers--California (North), *Dialogic Com munication, Purdue University IN, *Riddles For a project, a university researcher and a group of education graduate students in literacy and language education at Purdue University exchanged email with 32 third graders in two classes at a northern California elementary school. The overall aim of the project was to build the children's literacy and communication skills by involving them in scaffolded written discussions with a more capable writer. An additional pedagogical aim was to help the children explore the content knowledge they were acquiring in their classroom, thus extending their ability to write about this official curriculum through collaborative discussions with adult writers. During the first year of the project the primary research questions were: (1) What is the nature of written response for these children? and (2) What sorts of patterns emerge in the types of questions that the children originate for the researchers? Although the researchers tried to explore the curricular topics, children in one group began to preface their letters with riddles, and riddling extended to two of the writing groups. The riddlers also began to structure dialogues in which they designated both a topic and a method of exchange that would assure a return for their riddles. It could be said that riddling dealt with child-centered topics in which the children maintained interest because the riddles were: (1) fun; (2) child-initiated; (3) interesting to the children; or (4) generally part of children's culture. However, such a reductive analysis would give short shrift to something that the children maintained for 4 months. They opposed another discourse--the curricular discourse the researchers had initiated—by controlling it. (Contains 3 tables and 25 references.) (NKA)
ment in the area of writing. (Contains 37 references, and 8 tables and 14 figures of data. Appendixes contain a student writing checklist; a rubric; teacher, parent, and student survey instruments; and permission letters.) (RS) ED 452 552 CS 217 517 Creating Publications: Write To Fight Crime. Youth in Action Bulletin, Number 16. Department of Justice, Washington, DC. Office of Justice Programs.; National Crime Prevention Council, Washington, DC. Report No. ---NCJ-179000 Pub Date--2000-04-00 Note--10p. Pub Type-Guides - Non-Classroom (055) EDRS Price – MF01/PC01 Plus Postage. Descriptors-*Crime Prevention, Instructional Materials, *Publications, *Writing for Publica tion, *Writing Processes Identifiers—-*Publisher Role Publications, which can be anything from a onepage flier to a brochure to a poster or a book, can be relatively easy to create but very effective for helping to fight crime. This bulletin considers how publications can contribute to crime prevention; what it takes to start a publication; what are some of the challenges in creating a publication; how to evaluate your publication; and what some of the rewards are. The bulletin walks an individual through the publication process from researching a subject to distributing the final product. It pinpoints the following steps to keep the publication process moving forward: (1) research your subject; (2) outline your document; (3) write, edit, and rewrite your document; (4) design your publication; (5) go to press; and (6) distribute your product. (NKA) ED 452 553 CS 217 519 Jago, Carol Beyond Standards: Excellence in the High School English Classroom. Report No.--ISBN-0-86709-503-2 Pub Date-2001-00-00 Note-128p.; Foreword by Sheridan Blau. Available from-Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($15). Tel: 603431-7894; Web site: http://www.heine mann.com. Pub Type— Books (010) -- Guides - Classroom Teacher (052) Document Not Available from EDRS. Descriptors—*Academic Achievement, *Academ ic Standards, *Classroom Environment, *English Instruction, High School Students, High Schools, Reading Material Selection, *Student Motivation Each student is capable of achieving excellence, but it requires a nurturing, vigorous classroom environment. To help current and future high school English teachers create and maintain this kind of environment, this book offers concrete ways to reconceive what it means to foster excellent performance in the classroom and vivid examples of student work that was motivated by the pursuit of excellence rather than by test scores. Filled with detailed classroom anecdotes, the book explores the many ways teachers can select books, design lessons, and inspire discussions that can lead all their students to extraordinary achievements, both in the study of literature and in their writing assignments. Included in the book are practical tips on everything from helping students self edit their writing to “tricking” them into reading a lot more poetry. The book may be seen as a set of stories-or “ethnographic studies”-on how to make the work of the high school English class important to students so that they may engage in literate activity with the same kind of attention and effort as “real” writers. It contends that under such conditions students will learn more and produce more useful and impressive products than any standards document could possibly anticipate. After a foreword by Sheridan Blau, the book is divided into the following chapters: Introduction: Standards versus Excellence; (1) Engaging Reluctant Scholars; (2) Creating the Culture of Excellence; (3) Beyond Reading Standards; (4) Beyond Writing Standards; (5) Beyond
ED 452 551 CS 217 516 Bassett, Diane DeVine, Denise Perry, Nancy Rueth, Catherine Keys to Improving Writing in the Primary Grades. Pub Date—2001-05-00 Note-100p.; Master of Arts Action Research Project, Saint Xavier University and IRI/Sky Light Professional Development. Pub Type - Dissertations/Theses (040) EDRS Price – MF01/PC04 Plus Postage. Descriptors-Action Research, Grade 1, Grade 3, Parent Participation, Primary Education, Writing Achievement, Writing Attitudes, *Writing Improvement, *Writing Instruction, Writing Processes, Writing Research, *Writing Skills This action research describes a program for improving writing skills. The targeted population consisted of first and third graders in two middle class communities in the southern suburbs of Chicago. The need for improvement in writing skills was documented through observation checklists, writing samples, and surveys. Data revealed a need for implementation of writing interventions. Analysis of probable cause data revealed that faculty observed difficulties in writing due to the lack of a formal writing program, the amount of classroom time spent on writing due to curriculum demands, and a lack of teacher training in this area. The professional literature suggests the following as reasons why students were poor writers: (1) they were not exposed to writing at an early age; (2) there is a lack of real meaning in their writing experiences; (3) reading and writing remain separate entities; and (4) the curricular focus is on reading and math. The over-emphasis placed on grammar, mechanics, and spelling are also causes for concern. Solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of the following intervention strategies: parent involvement through newsletters and articles, the use of writing centers, the use of e-mail, letter writing, free choice of topics, the use of literature to teach writing, Author's Chair, interactive journals/notebooks, allowing inventive spelling, cross-curricular writing, and encouraging at-home writing. Post-intervention data indicated an increase in the targeted students' writing abilities, a positive attitude toward the writing process, an increased confidence in the editing and revising of student work, and increased parental involve
ED 452 555 CS 217 521 Miller, A. Christine Cross, Lorraine Moving from I to Us: The Power of Action Re search To Improve Students' Writing Perfor mance. Pub Date--2001-04-00 Note—27p.; Paper presented at the Annual Meet ing of the American Educational Research Association (82nd, Seattle, WA, April 10-14, 2001). This study was conducted at A. D. Henderson School through a Professional Development School Partnership between Florida Atlantic University/A.D. Henderson University School and the School Districts of Martin, Palm Beach, and St. Lucie Counties, Florida. Pub Type-- Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price – MF01/PC02 Plus Postage. Descriptors-Action Research, Elementary Edu cation, *Instructional Effectiveness, Middle Schools, Program Descriptions, *Writing Across the Curriculum, *Writing Improvement, *Writing Instruction, Writing Research Project WATCH! (Writing Across the Curriculum Hawks!) was the 1999-2000 schoolwide action research project at the A.D. Henderson University School grades K-8. The study question, "How can teachers build schoolwide capacity to support improved student writing across the curriculum?", examined whole-school collaboration where all
teachers understand and are able to support the writing curriculum. The study was conducted through several phases: (1) the overall design of the project action plan; (2) implementation of three action research study groups who collaboratively supported the writing curriculum through actions and activities; (3) professional development to support teachers in changing instructional practices; (4) support data-driven decisions through the collection and analysis of data; and (5) coordinate the findings of the study and implement new actions to support schoolwide high-level writing performance. Data were gathered using four major evaluation measures: Pre/Post Pre/Post Writing Support Questions, Pre/Post Writing Assessment, Implementation logs recording FCAT Writes! Poster and Proofreading Marks Guide Use; teacher observations and reflections, the Florida Comprehension Assessment Test administered to fourth and eighth grade students, and observations and reflections by the FAU liaison and on-site coordinator. Teacher's findings indicate a general improvement in writing performance of students in kindergarten through eighth grade. Exemplary teaching practices included increased vocabulary development, use of the FCAT Writes! rubrics for modeling and/or grading, definitions of the types of writing, focus on the 5 paragraph essay format, ongoing review of literary devices, linking examples of quality literature to student writing, use of a student/teacher feedback format, use of peer conferencing, and the use of a NCS Staff Development/“Florida Writes!” CDROM program. The analysis of teacher reflections and observations, collected throughout the year, supported the accomplishment of one of the major goals of this study—to develop a collaborative learning organization. In conclusion, student writing was improved by implementing the schoolwide focus on improving writing performance. Contains 16 references and 6 unnumbered tables of data. (RS)
EDRS Price – MF01/PC01 Plus Postage. Descriptors—*English Departments, Futures (of Society), Higher Education, *Teacher Role, * Technical Writing, *Technology Integration Identifiers-Faculty Attitudes As the 21st century begins, the clicking of computer keyboards is increasingly interrupting the calm of literary classrooms. The sound of new technology now marks the world in which students grow up and will live, how they learn, and in essence who they are. How do educators cope and make it all work? On a typical day this could happen: the department chair determines there is not enough money in the budget for a needed software program; the computer staff cuts off the campus mail server without telling you, the instructor; and your students complain that others in class are more, or less, computer literate than they are. The following are some ways to negotiate through these kinds of situations: first--form political alliances with your colleagues, administrators, the computer staff, and your students; and second-demonstrate your program's “productivity.” Teaching technical writing is a continuous, and often frustrating, learning process. Despite its downsides, though, the technical writing teacher must be willing to "embrace” technology to be successful. (NKA)
man High School. Pub Date—2001-05-31 Note-45p. Pub Type-Guides - General (050) EDRS Price - MF01/PC02 Plus Postage. Descriptors--Educational Objectives, *English Curriculum, *English Instruction. High Schools, *Jews, *Language Arts, *Private Schools, Religious Education, *Writing In struction Identifiers—Jewish Day Schools, New York (Brooklyn) In compliance with the philosophy of the Yeshivah of Flatbush, the English department is committed to students mastering the secular discipline of English. Students will develop the language skills of reading, writing, and speaking, as well as a sophistication of style and a clarity of expression. Writing is to be developed for academic purposes across the curriculum as well as for the practical necessities of intelligently and cogently expressing opinions on political, ethical, and social concerns in today's world. In addition, the school aims to develop a humanistic and aesthetic appreciation of literature. The English department provides electives which further enhance the integration of secular studies with the philosophic tenets of the Yeshivah and which meets the interests of individual students. This curriculum guide is divided into the following sections: Philosophy; Aims of the English Curriculum; Overview of Purposes and Products for Writing Grades 9-10; Overview of Purposes and Products for Writing Grades 11-12; Writing for Freshen Fall and Spring Semesters; Writing; Literature for Freshmen; Literature for Sophomores; Literature for Juniors; Literature for Seniors; Advanced Placement English; Electives; Freshmen Vocabulary, Usage and Spelling; Sophomore Vocabulary, Usage and Spelling; Junior Vocabulary, Usage and Spelling; Senior Vocabulary, Usage and Spelling; Literary Vocabulary; Alternate Vocabulary Words; Four Year Grammar Curriculum; Allocation of Class Time per Term; and Administering Grades. (NKA)
ED 452 556 CS 217 523 Fleming, Michelle M. Reconfiguring the Role of the Research Paper: Collaborative Writing To Teach Basic Aca demic Research and Writing Strategies. Pub Date-2001-03-15 Note--13p.; Paper presented at the Annual Con ference on College Composition and Communication (52nd, Denver, CO, March 14-17, 2001). Pub Type-Reports - Descriptive (141) - Speech es/Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Descriptors—*Freshman Composition, Higher Education, *Research Papers (Students), *Research Skills, Student Attitudes, Student Re search, *Writing Processes, *Writing Strategies Identifiers—*Collaborative Writing, Student Co operation Each year that the author of this paper, an English instructor at Moorhead College (Minnesota), teaches the first-year "research paper,” one instructor turns more and more to collaborative writing work. And she admits that some of her motives in reshaping the research paper in collaborative ways can seem to be based in assisting herself as a teacher as often as they are based on her desire to help students come into their own. Her first impulse to move toward collaborative research papers came, in fact, out of a great deal of frustration at teaching the kind of "anything goes” research paper course most writing instructors are familiar with-the kind in which students choose their own topics-any topics. This paper takes readers through exactly what the instructor is trying to gain as she makes her research paper courses more collaborative. The paper then moves on to the various types of collaboration her students have used and the reasons that underlie different choices that have been made about different types of collaborative writing. Along the way, it addresses briefly some of the problems that inhere in collaborative work itself, so that these issues can begin to be considered. (NKA)
ED 452 558 CS 217 525 Blumner, Jacob S. Separating Siamese Twins: Can We Extricate WAC from Writing Centers? Pub Date—2000-11-00 Note-8p.; Paper presented at the Annual Meet ing of the National Writing Centers Association (5th, Baltimore, MD, November 2-4, 2000). Pub Type - Reports - Descriptive (141) - Reports Evaluative (142) – Speeches/Meeting Papers (150) EDRS Price – MF01/PC01 Plus Postage. Descriptors-Comparative Analysis, Higher Edu cation, Program Development, *Writing Across the Curriculum, *Writing Improvement, *Writ ing Laboratories Identifiers—Program Characteristics, Writing Contexts This paper addresses the culture of writing in higher education from a multicultural perspective of those within the “monolith.” The paper first notes that writing programs, more specifically writing across the curriculum (WAC), and writing centers work in similar ways by benefiting each other and sharing the broad mission of improving students' writing. It then points out the differences programs manifest in many ways, and each program has a more specific mission, explicitly stated or not. The paper does three primary things: first, it discusses the general missions of WAC programs and writing centers based on the goal of improving student writing; second, it discusses how the programs can and do coordinate; and third, it explores the structural implication of separating or combining the programs. (NKA)
ED 452 560 CS 217 527 Indiana's Academic Standards: 9th Grade En glish/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 528-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from--For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type — Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 9, Junior High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should be able to do in Grade 9 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and comes accompanied with a list of 10 things parents can do to help their child get a good education. It outlines the following seven standards for Grade 9 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development-Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension-Students read and understand gradelevel-appropriate material; they analyze the organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and AnalysisStudents read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students discuss ideas for writing with other writers; they write coherent and focused essays that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 9, students combine the rhetorical strategies of narration, exposition, per
ED 452 559 CS 217 526 Blaine, Suzanne English Department Curriculum and Course of Study. Yeshiva of Flatbush, Brooklyn, NY. Joel Braver
standards for Grade 11 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development-Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension—Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students write coherent and focused texts that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 11, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions—Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgments about oral communication; they deliver focused and coherent presentations that convey their clear perspectives and demonstrate solid reasoning. (NKA)
Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-120p. Available from-Full text at: http://idea- net.doe.state.in.us/standards/welcome.html. Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PC05 Plus Postage. Descriptors—* Academic Achievement, *Academ-ic Standards, Elementary Secondary Educa- tion, *English, *Language Arts, Parent Participation, Skill Development, *State Stan- dards, Teacher Expectations of Students, Teacher Role The state of Indiana has established new academic standards in English/Language Arts. These "world-class” standards outline what a student should know and be able to do in each subject, at each grade level. This Teacher's Edition of the academic standards—an exact reprint of the standards guides for parents and students-provides educators and administrators with a complete set of Indiana's K-12 academic standards for English/ Language Arts. The Teacher's Edition notes that while the standards set expectations for student learning, they do not prescribe how the standards should be taught. It is divided into the following sections: Kindergarten; 1st Grade; 2nd Grade; 3rd Grade; 4th Grade; 5th Grade; 6th Grade; 7th Grade; 8th Grade; 9th Grade; 10th Grade; 11th Grade; and 12th Grade. (NKA)
suasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions-Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications Students formulate thoughtful judgments about oral communication and deliver focused and coherent presentations of their own that convey clear perspectives and solid reasoning. (NKA) ED 452 561 CS 217 528 Indiana's Academic Standards: 10th Grade English/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date—2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from-For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Achievement, *Academ ic Standards, *English, *Grade 10, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 10 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven standards for Grade 10 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Language Development—Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis–Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students discuss ideas for writing with other writers; they write coherent and focused essays that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 10 students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions—Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgment about oral communication; they deliver focused and coherent presentations of their own that convey clear perspectives and solid reasoning. (NKA) ED 452 562 CS 217 529 Indiana's Academic Standards: 11th Grade English/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date—2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from-For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type — Guides - Classroom - Learner (051) Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 11, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 11 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven
ED 452 563 CS 217 530 Indiana's Academic Standards: 12th Grade English Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-52930. Adopted by the Indiana State Board of Education, Summer 2000. Available from For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type - Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 12, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 12 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides parents with a list of 10 things they can do to help their child get a good education. It outlines the following seven standards for Grade 12 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development—Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process-Students write coherent and focused texts that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 12, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description to produce reflective compositions, historical investigation reports, and job applications and resume; and to deliver multimedia presentations; (6) Writing: Written English Language Conventions-Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgments about oral communication; they deliver focused and coherent presentations that convey clear perspectives and demonstrate solid reasoning. (NKA) ED 452 564 CS 217 531 Indiana's Academic Standards: Teacher's Edi tion. English/Language Arts.
ED 452 565 CS 217 533 Greene, Beth G. A Summary Report of the Instructional Effec tiveness of the “Steck Vaughn Phonics Program”: Level A—Units 3 and 4 & Level BUnits 2 and 3. Technical Report Number 105. Educational Research Inst. of America, Bloom ington, IN. Pub Date-2001-06-01 Note—9p. Available from-Educational Research Institute of America, PO Box 5875, Bloomington, IN 47408-5875. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Instructional Effectiveness, *Phon ics, Pilot Projects, Pretests Posttests, Primary Education, *Program Evaluation, *Reading Identifiers-California, Florida, Illinois, Sub tests, Test Trials This report describes a pilot study conducted to evaluate the instructional effectiveness of the Steck-Vaughn Phonics Program: Level A-Units 3 and 4 and Level B-Units 2 and 3. The Educational Research Institute of America (ERIA) identified volunteer teachers to participate, designed the assessments, and analyzed the collected data. Because the focus was on the program's primary levels, it was limited to Grades 1 and 2; Level AUnits 3 and 4 were used in first grade, while Level B-Units 2 and 3 were used in second grade. These units, selected by the teachers to best fit their schools' reading objectives at the time, included the teaching of eight initial consonants, six final consonants, short vowels, long vowels, and vowel diagraphs. A quasi-experimental pretest posttest design was used; 18 first and second grade teachers in California, Illinois, and Florida volunteered to participate. Approximately 400 students were included. Teachers administered the phonics tests developed by ERIA as pretests, taught the designated units from the Steck-Vaughn program, and administered the posttests after completing instruction. All assessments were scored by hand at ERIA. Results indicated that: (1) after about three weeks of instruction, two groups of first and second graders increased pretest scores to posttest scores a statistically significant amount on 5 out of 6 subtests and on total test scores for both the first and second grade assessments; (2) an analysis of students who scored lowest on the pretest indicated much greater improvement than was shown for the entire groupmore than twice as great; (3) on the single subtest (second grade) where there was not a statistically significant improvement, there was evidence of a "ceiling" effect; and (4) all the teachers reported Page 11Page 12
The Past Is Last Week; History as Exploration; What Parents Can Do; Helping Danny Become a Good Reader; and Activities for Fun and Learning. To help understand history better, parents and children can: (1) make a time capsule of family artifacts; (2) make a family tree; (3) look at old photographs of family members together; (4) share books; (5) sing songs; (6) visit a police or fire station; (7) create a school scrapbook; (8) learn about folk medicine; (9) visit a cemetery; (10) visit museums; (11) do a family history project interviewing family members; (12) read an almanac; and (12) read about and try making pioneer and colonial crafts. Contains 35 references. (EF)
student questionnaire data, and associated professional development opportunities have had a major impact on improving instruction, particularly in English language arts (ELA). In 1997 the legislature approved the Maine Learning Results-standards in eight content areas which form the framework for curriculum in Maine. Now that the MEA has been aligned with “Learning Results,” the resulting data on student achievement can be used more comprehensively to plan classroom, school, and district improvement strategies. Students in grades 4, 8, and 11 in all public schools in the state participate in the MEA. The ELA section consists of a reading, writing, and a reading/writing segment, in which students respond to multiple choice, short answer, and constructed response questions related to reading passages. They also complete a writing sample based on a common prompt. Teachers score the writing prompt and evaluate the writing samples. State consultants provide regional workshops to review what was received and how to read the information. Includes sample data. (NKA)
www.ceap.wcu.edu/Broughton/Poetryunit.html. Pub Type- Creative Works (030) – Guides Classroom - Teacher (052) EDRS Price – MF01/PC03 Plus Postage. Descriptors—Class Activities, *Creative Writing, Elementary Secondary Education, Interdiscipli nary Approach, Learning Activities, *Poetry Identifiers-Poetic Forms This collection of ideas for poetry is intended to provide teachers with tips for ways in which poetry could be integrated into the daily classroom curriculum. Noting that talking about poetry is an important step in helping students see poetry as a viable outlet for their voices, the collection states that poetry should also offer students connections to their real lives. It recommends including classical as well as contemporary poetry for students' reading enjoyment. The collection is divided into the following sections: (1) “A Prayer for Children" by Ina Hughes; (2) Forward; (3) Intentions; (4) Beginning; (5) Poetry Ideas (contains 44 ideas); (6) Reading Poetry Aloud; (7) Assessment and Evaluation; and (8) Concluding Thoughts. (NKA)
ED 452 539 CS 217 399 Motivating Your Child To Learn. Parents and Children Together Series. ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.; Family Learning Association, Bloomington, IN. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Report No.-ISBN-1-883790-85-9 Pub Date-2001-00-00 Contract-ED-99-CO-0028 Note-57p.; Accompanying audiotape not avail able from ERIC. For other books in the series, see CS 217 390-398. Available from-ERIC Clearinghouse on Read ing, English, and Communication, Indiana University, 2805 E. 10th Street, Suite 140, Bloomington, IN 47408-2698. Web site: http:// eric.indiana.edu/. Family Learning Association, 3925 Hagan St., Suite 101, Bloomington, IN 47401. Pub Type - Creative Works (030) — Guides - Non Classroom (055) — ERIC Publications (071) EDRS Price - MF01/PC03 Plus Postage. Descriptors—Elementary Education, *Learning Motivation, *Parent Student Relationship, *Reading Aloud to Others, *Reading Habits, Reading Instruction, Student Motivation, Writing (Composition) This book, one of a series, shows how to help motivate children to learn. The message of the series urges parents and children to spend time together, talk about stories, and learn together. The first part of each book presents stories appropriate for varying grade levels, both younger children and those in grades three and four, and each book presents stories on a particular theme. The Read-along Stories in this book are: “Jellybean Adventures" (Lou Hamilton); “Mr. McMuddle's Troubles” (Juanita Barrett Friedrichs); and “The Cobbler and the Elves” (as retold by Jerry D. Burchard). On an accompanying audiotaps, the stories are performed as radio dramas, allowing children to read along. The second half of each book provides ideas and guidelines for parents, as well as activities and books for additional reading. Sections in this book are: Guidelines for Parents; How to Motivate Your Child; Questions about Motivation; Activities for Reading and Writing; Suggestions from a Teacher; and Books for Parents and Children. (RS)
Pub Date-2000-00-00 Note-12p. Available from National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096. Tel: 1-800-369-6283 (Toll Free); Web site: http://www.ncte.org/positions/com mon.html. Pub Type- Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Censorship, Elementary Second ary Education, *Intellectual Freedom, *Public Schools, *Student Rights Identifiers—First Amendment, *International Reading Association, *National Council of Teachers of English, United Nations All students in public school classrooms have the right to materials and educational experiences that promote open inquiry, critical thinking, diversity in thought and expression, and respect for others. Denial or restriction of this right is an infringement of intellectual freedom. Because of their almost exactly similar positions against censorship, the International Reading Association and the National Council of Teachers of English have formed a joint task force on intellectual freedom. This position paper of these organizations aims to heighten sensitivity about censorship concerns and provide a resource for communities facing challenges to intellectual freedom. The paper first cites the First Amendment and Article 19 of the United Nations Declaration of Human Rights to reinforce its position. It then provides an action plan and strategies to adopt before a challenge arises and after a challenge has been made. It considers tactics both at the local level and at the state/provincial level, as well as at the national and international level. The paper offers a list of groups interested in fighting censorship and an extensive bibliography of resources. It also cites some situations that might affect teachers and censorship. (NKA)
ED 452 543 CS 217 456 Condon, Mark W. E. McGuffee, Michael Real ePublishing, Really Publishing! How To Create Digital Books by and for All Ages. Report No.-ISBN-0-325-00320-3 Pub Date-2001-00-00 Note-100p. Available from-Heinemann, 88 Post Road West, P.O. Box 5007, Westport, CT 06881 ($15). Tel: 800-793-2154 (Toll Free); Web site: http:// www.heinemann.com. Pub Type-Guides - Classroom - Teacher (052) Document Not Available from EDRS. Descriptors—*Childrens Writing, Class Activi ties, Classroom Environment, *Electronic Publishing, Elementary Education, Learning Activities, Technology Integration, *Writing for Publication Identifiers-Digital Photography, *Electronic Books This book aims to help teachers turn their classrooms into their very own publishing companies. All that is needed is a computer, a word processor, a digital camera, a color printer, and access to the Internet. The book explains that a new genre of publication, Webbes, are simple nonfiction picture books, and that, matching meaningful text with digital photography, these e-publications are natural means for celebrating and documenting the activities of any curricular unit. It points out that these compositions, in any language or even in two languages, invite writers from every ethnicity, social class, and language group in a school to see publication as a natural part of literacy learning and its complement to developing content concepts. Chapters in the book are: (1) Really Publishing?; (2) Voila! Instant Webbes!; (3) Authoring: Where Readers and Writers Meet; (4) Seeing What You Mean: Digital Cameras and Photography; (5) Production and Editorial: Putting It All Together; (6) Printing and Binding: Hey! It's a Book!; (7) Distribution and Promotion: Getting out the Word...and the Picture; (8) Your Emergent Publishing Company; and (9) Web Books for Everyone. Appendixes contain: Webbe step-by-step procedures; a 13-item annotated bibliography of books on writing and composition instruction; and a Webbe printing template. (NKA) ED 452 544 CS 217 506 Corso, Gail S. Practices, Principles, and Essences: How a WPA at a Small Liberal Arts College Func tions within Her Community and Its Values. Pub Date - 2001-03-00 Note-20p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Guides - Non-Classroom (055) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO Plus Postage. Descriptors—* Administrator Role, *Faculty Workload, Higher Education, *Institutional Cooperation, *Program Administration, *Writing
ED 452 540 CS 217 422 Rumery, Karen Using Data To Inform Instruction Stories from Five States. “Maine,” the Way Life Should Be. Pub Date—2000-11-00 Note-21p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (90th, Milwaukee, WI, November 16-21, 2000). Pub Type - Reports - Descriptive (141) — Speech es/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, *Curricu lum Development, Elementary Secondary Education, *Instructional Improvement, *Language Arts, State Standards Identifiers—* Data Based Instruction, Education al Information, *Maine Educational Assessment, State Role The Maine Educational Assessment (MEA) has provided data to inform curriculum and instruction in Maine's schools for 16 years. The test results,
ED 452 542 CS 217 430 Broughton, Merry G. Poetry Covers It All! Integrating Poetry in All Curriculum Areas. Pub Date—1998-09-00 Note—71p. Available from-For full text: http://
teacher counted the number of words written as well as how many words were spelled correctly. The results indicated that encouragement of invented spelling does not impact students' abilities to spell more words correctly. Yet, it does appear to allow students to express themselves more freely by using more words in their writing. Contains 25 references. A conventional spelling lesson plan and an invented spelling lesson plan are attached. (Author/ RS)
through the University's Interdisciplinary Program, a required course sequence intended to address the theme of understanding the human condition-students and faculty in this core curriculum are considered co-learners who value discussion, in-depth analysis, questioning, and critical thinking. It explains that central to these courses are writing assignments that serve the purposes of using writing as a tool for learning as well as helping students learn to write. According to the paper, however, almost 20% of students believe they cannot meet assignment requirements and be true to their own spirituality. The paper reports that writing center faculty notice that conflicts arise when students who do not follow Christian traditions must write about Christian topics and when some traditional students feel they must reveal too much of their souls, as in "too personal" writing. If the writing center is to meet students' needs brought about by the University's expectations of requiring spiritually based courses which emphasize writing, the center must reposition its approach to tutoring: it must move from a traditional format, which focuses on external assignments, to a non-traditional format, which emphasizes the process of learning how to convey internal spirituality to an external audience. It suggests using the "enneagram” (an aid for self-knowledge) as a tutor training strategy for strengthening the tutor/student conference experience through promoting tutor self-knowledge and empathy toward others. (NKA)
(Composition), Writing Instruction, *Writing Teachers The writing program administrator (WPA) at a small, Catholic liberal arts college has many roles in fulfilling her job responsibilities and upholding institutional values, which include collaboration, dialogue, and application of knowledge to benefit others and the environment. Some of these roles include: teaching four courses, engaging in committee work, curriculum planning, participating in service learning and community outreach, developing a writing resources Web site, and advising students and student organizations. Even while on sabbatical, the WPA acts as a consultant for the college. The WPA participates collaboratively in designing various workshops for faculty development and exchange of ideas, and she also participates in the field. Finally, the WPA utilizes the institution's mission statement and policy in administering the writing program and in being part of a dialogue for change. (Contains 10 references. An annotated 10-item list of works cited in the paper and the presentation is attached.) (EF) ED 452 545 CS 217 509 Costanzo, William V. Friendly Alternatives to the Argumentative Es say. Pub Date—2000-11-00 Note-8p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (90th, Milwaukee, WI, November 16-21, 2000). Pub Type— Guides - Non-Classroom (055) Speeches/Meeting Papers (150) EDRS Price – MF01/PC01 Plus Postage. Descriptors—*Conflict Resolution, Higher Edu cation, *Persuasive Discourse, *Writing Assignments, *Writing Exercises, *Writing Instruction Many teachers would like to counter what Deborah Tannen calls “The Argument Culture.” They recognize that teaching students traditional principles of argument may perpetuate the kind of adversarial thinking that erupts all too often: in aggressive newspaper headlines, on confrontational television shows, in court rooms, and in school yards across the country. An alternative is to teach the skills of conflict resolution. This paper presents a sequence of six classroom exercises leading to a writing assignment in which students are asked to mediate in the resolution of a conflict instead of arguing “persuasively” for one side. (EF) ED 452 546 CS 217 510 Brasacchio, Tiffany Kuhn, Bonnie Martin, Stephanie How Does Encouragement of Invented Spell ing Influence Conventional Spelling Develop ment? Pub Date—2001-04-26 Note-37p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Childrens Writing, Comparative Analysis, Grade 1, Instructional Effectiveness, *Invented Spelling, Primary Education, *Spelling Instruction A study determined the impact encouragement of invented spelling has on a child's writing through a comparison of writing samples produced by children encouraged to use invented spelling with writing samples by children encouraged to use conventional spelling. Three first grade classes participated in this study, two of which are located in suburban school districts and one in a rural school district. Class sizes ranged from 15 to 25 students, and the children were all between the ages of 6 and 7. In each of the three classrooms, the teacher implemented the same scripted lesson which encouraged the use of invented spelling. The teachers then implemented a second lesson that required a similar writing task; however, during this lesson the children were strongly encouraged to spell words correctly (conventional spelling). During these lessons the teachers observed the children's spelling techniques and asked some children to talk about the strategies they used to spell the words. Upon collecting all the writing samples, each
ED 452 547 CS 217 512 Klompien, Kathleen The Writer and the Text: Basic Writers, Re search Papers and Plagiarism. Pub Date--2001-03-00 Note-13p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Discourse, Higher Edu cation, Plagiarism, *Research Papers (Students), Student Needs, *Student Writing ) Models, *Writing Evaluation, Writing Re search, *Writing Strategies Identifiers—-*Author Text Relationship, Califor nia State University Los Angeles, Developmental Students, Summer Bridge Program While research papers may hold unique challenges for all writers, they are especially daunting for “less experienced” writers because these students often come to college without ever having written a research paper. A study examined several research papers written by students who took part in the Summer Bridge program at California State University at Los Angeles which is designed to help students who are conditionally admitted to the university. A subset of 25 portfolios was selected randomly from among all that year's Summer Bridge portfolios, but with about the same numbers of portfolios from males and females and the university's ethnic composition reflected in the selection. Of the 25 read initially, 5 were chosen to analyze in depth. This paper discusses in detail two of those five, finding that some form of "patchwriting" was used in all five of the research papers studied. The paper explains that "patchwriting" is considered by some scholars as a stage of writing development in which students are exploring different ideas but have not absorbed them thoroughly enough to put them into their own words. It notes that it is helpful for many students to use this technique as they start writing at the college level in order to try to understand what the authors of their texts believe and to begin to take on the language of the discourse community. The paper concludes that students need their instructors' help to learn how to respond in ways that keep them from being susceptible to accusations of plagiarism. (NKA) ED 452 548 CS 217 513 Johnson, Peggy Mutschelknaus, Mike Disembodied Spirituality: Conflicts in the Writing Center. Pub Date-2001-03-00 Note-13p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Higher Education, Interdisciplinary Approach, *Spirituality, *Student Needs, *Writing Assignments, *Writing Laboratories Identifiers-Enneagrams, Personal Writing, *Saint Marys University of Minnesota, Tutor Role, Tutor Training Noting that at Saint Mary's University (where the authors teach) the issue of spirituality is in the forefront of education and is seamlessly woven into required courses throughout four years of college in an attempt to "enhance students' spiritual and personal lives,” this paper positions writing centers as a place for student inquiries about their spirituality. The paper states that one avenue of spiritual study is
ED 452 549 CS 217 514 Thomas, Charles J. The Impact of Performance Assessment through NCATE on Literary Studies in the Nation: Shakespeare, Thoreau, and Other Classic Authors Continue To Be Included. Pub Date—2001-11-00 Note-6p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (91st, Baltimore, MD, November 15-20, 2001). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*English Teachers, Guidelines, Higher Education, *Language Arts, *Literature, Position Papers, Standards, Teacher Edu cation Identifiers-Matrix Language, *National Council for Accreditation of Teacher Educ, *National Council of Teachers of English This paper comes from an educator who worked on the National Council of Teachers of English (NCTE) Guidelines for the Preparation of Teachers of English Language Arts in 1996. The paper states that the work offered the educator/author the opportunity to discuss the many dimensions of English language arts preparation programs for undergraduate and graduate school candidates in the participating colleges and universities. It also states that since 1996 he has followed the implementation of the Guidelines through various matrix outlines that the National Council for the Accreditation of Teacher Education (NCATE) and NCTE program evaluators have developed based on the Guidelines. The main part of the paper deals with his observations about the field of literary studies. It voices some concerns about the existing Guidelines and the related Matrix used as part of the NCATE project. Thee was concern that the inclusive approach taken while writing the Guidelines resulted in a posture toward literary studies that avoided the prescriptive stance of earlier editions. Earlier editions of the Guidelines required candidates to study the history of literature in courses designated as American, British, and world literature surveys. The earlier editions favored the broader and more inclusive requirement that candidates be exposed to "literatures of human cultures” or an “exhaustive body of literature and literary genres in English and in translation." The paper explains why dropping these designations will have a loosening effect upon curricula accepted under the new NCATE standards, and offers some examples. (NKA)
Research Standards; (6) Beyond Literature Standards; (7) Beyond Assessment Standards; and (8) Beyond Teaching Standards. (Cites 34 works.) (NKA)
ED 452 550 CS 217 515 Tancredo, Dana E. The Effects of Breakthrough to Literacy on Oral Language Development at the Kinder garten Level. Pub Date—2001-04-20 Note-56p. Pub Type-Reports - Research (143) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Computer Software Evaluation, In structional Effectiveness, Kindergarten, *Language Acquisition, *Oral Language, Primary Education, *Reading Attitudes, Reading Readiness, Student Attitudes The software “Breakthrough to Literacy” was introduced in kindergarten classrooms in a suburban school district in 1999 and focuses on oral language development. Through observations, the author studied the effects the software had on individual children's oral language and pre-reading readiness skills. Along with reading skill development, oral language and thinking skill development were also observed. The purpose of this study was to observe the effects of the software on both the reading and oral language development at the kindergarten level. The population involved three children selected at random. Results indicated that the software provided the children with a strong reading base. Results also showed that oral language development and reading skills had continued to grow and develop. When the study was completed, the three children were interviewed separately. Each child spoke positively about the software and was excited to be reading. (Contains 13 references and 5 tables of data. Appendixes contain 3 additional tables of data.) (Author/RS)
ED 452 554 CS 217 520 Britsch, Susan J. Riddle Me This, Riddle Me That: Email Dia logues with Third-Grade Writers. Pub Date-2001-04-00 Note-12p.; Paper presented at the Annual Meet ing of the American Educational Research As sociation (Seattle, WA, April 10-14, 2001). Pub Type- Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Descriptors--*Childrens Writing, *Communica tion Skills, *Electronic Mail, Grade 3, *Literacy, Primary Education, Student Reaction, Writing Research Identifiers--California (North), *Dialogic Com munication, Purdue University IN, *Riddles For a project, a university researcher and a group of education graduate students in literacy and language education at Purdue University exchanged email with 32 third graders in two classes at a northern California elementary school. The overall aim of the project was to build the children's literacy and communication skills by involving them in scaffolded written discussions with a more capable writer. An additional pedagogical aim was to help the children explore the content knowledge they were acquiring in their classroom, thus extending their ability to write about this official curriculum through collaborative discussions with adult writers. During the first year of the project the primary research questions were: (1) What is the nature of written response for these children? and (2) What sorts of patterns emerge in the types of questions that the children originate for the researchers? Although the researchers tried to explore the curricular topics, children in one group began to preface their letters with riddles, and riddling extended to two of the writing groups. The riddlers also began to structure dialogues in which they designated both a topic and a method of exchange that would assure a return for their riddles. It could be said that riddling dealt with child-centered topics in which the children maintained interest because the riddles were: (1) fun; (2) child-initiated; (3) interesting to the children; or (4) generally part of children's culture. However, such a reductive analysis would give short shrift to something that the children maintained for 4 months. They opposed another discourse--the curricular discourse the researchers had initiated—by controlling it. (Contains 3 tables and 25 references.) (NKA)
ment in the area of writing. (Contains 37 references, and 8 tables and 14 figures of data. Appendixes contain a student writing checklist; a rubric; teacher, parent, and student survey instruments; and permission letters.) (RS) ED 452 552 CS 217 517 Creating Publications: Write To Fight Crime. Youth in Action Bulletin, Number 16. Department of Justice, Washington, DC. Office of Justice Programs.; National Crime Prevention Council, Washington, DC. Report No. ---NCJ-179000 Pub Date--2000-04-00 Note--10p. Pub Type-Guides - Non-Classroom (055) EDRS Price – MF01/PC01 Plus Postage. Descriptors-*Crime Prevention, Instructional Materials, *Publications, *Writing for Publica tion, *Writing Processes Identifiers—-*Publisher Role Publications, which can be anything from a onepage flier to a brochure to a poster or a book, can be relatively easy to create but very effective for helping to fight crime. This bulletin considers how publications can contribute to crime prevention; what it takes to start a publication; what are some of the challenges in creating a publication; how to evaluate your publication; and what some of the rewards are. The bulletin walks an individual through the publication process from researching a subject to distributing the final product. It pinpoints the following steps to keep the publication process moving forward: (1) research your subject; (2) outline your document; (3) write, edit, and rewrite your document; (4) design your publication; (5) go to press; and (6) distribute your product. (NKA) ED 452 553 CS 217 519 Jago, Carol Beyond Standards: Excellence in the High School English Classroom. Report No.--ISBN-0-86709-503-2 Pub Date-2001-00-00 Note-128p.; Foreword by Sheridan Blau. Available from-Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($15). Tel: 603431-7894; Web site: http://www.heine mann.com. Pub Type— Books (010) -- Guides - Classroom Teacher (052) Document Not Available from EDRS. Descriptors—*Academic Achievement, *Academ ic Standards, *Classroom Environment, *English Instruction, High School Students, High Schools, Reading Material Selection, *Student Motivation Each student is capable of achieving excellence, but it requires a nurturing, vigorous classroom environment. To help current and future high school English teachers create and maintain this kind of environment, this book offers concrete ways to reconceive what it means to foster excellent performance in the classroom and vivid examples of student work that was motivated by the pursuit of excellence rather than by test scores. Filled with detailed classroom anecdotes, the book explores the many ways teachers can select books, design lessons, and inspire discussions that can lead all their students to extraordinary achievements, both in the study of literature and in their writing assignments. Included in the book are practical tips on everything from helping students self edit their writing to “tricking” them into reading a lot more poetry. The book may be seen as a set of stories-or “ethnographic studies”-on how to make the work of the high school English class important to students so that they may engage in literate activity with the same kind of attention and effort as “real” writers. It contends that under such conditions students will learn more and produce more useful and impressive products than any standards document could possibly anticipate. After a foreword by Sheridan Blau, the book is divided into the following chapters: Introduction: Standards versus Excellence; (1) Engaging Reluctant Scholars; (2) Creating the Culture of Excellence; (3) Beyond Reading Standards; (4) Beyond Writing Standards; (5) Beyond
ED 452 551 CS 217 516 Bassett, Diane DeVine, Denise Perry, Nancy Rueth, Catherine Keys to Improving Writing in the Primary Grades. Pub Date—2001-05-00 Note-100p.; Master of Arts Action Research Project, Saint Xavier University and IRI/Sky Light Professional Development. Pub Type - Dissertations/Theses (040) EDRS Price – MF01/PC04 Plus Postage. Descriptors-Action Research, Grade 1, Grade 3, Parent Participation, Primary Education, Writing Achievement, Writing Attitudes, *Writing Improvement, *Writing Instruction, Writing Processes, Writing Research, *Writing Skills This action research describes a program for improving writing skills. The targeted population consisted of first and third graders in two middle class communities in the southern suburbs of Chicago. The need for improvement in writing skills was documented through observation checklists, writing samples, and surveys. Data revealed a need for implementation of writing interventions. Analysis of probable cause data revealed that faculty observed difficulties in writing due to the lack of a formal writing program, the amount of classroom time spent on writing due to curriculum demands, and a lack of teacher training in this area. The professional literature suggests the following as reasons why students were poor writers: (1) they were not exposed to writing at an early age; (2) there is a lack of real meaning in their writing experiences; (3) reading and writing remain separate entities; and (4) the curricular focus is on reading and math. The over-emphasis placed on grammar, mechanics, and spelling are also causes for concern. Solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of the following intervention strategies: parent involvement through newsletters and articles, the use of writing centers, the use of e-mail, letter writing, free choice of topics, the use of literature to teach writing, Author's Chair, interactive journals/notebooks, allowing inventive spelling, cross-curricular writing, and encouraging at-home writing. Post-intervention data indicated an increase in the targeted students' writing abilities, a positive attitude toward the writing process, an increased confidence in the editing and revising of student work, and increased parental involve
ED 452 555 CS 217 521 Miller, A. Christine Cross, Lorraine Moving from I to Us: The Power of Action Re search To Improve Students' Writing Perfor mance. Pub Date--2001-04-00 Note—27p.; Paper presented at the Annual Meet ing of the American Educational Research Association (82nd, Seattle, WA, April 10-14, 2001). This study was conducted at A. D. Henderson School through a Professional Development School Partnership between Florida Atlantic University/A.D. Henderson University School and the School Districts of Martin, Palm Beach, and St. Lucie Counties, Florida. Pub Type-- Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price – MF01/PC02 Plus Postage. Descriptors-Action Research, Elementary Edu cation, *Instructional Effectiveness, Middle Schools, Program Descriptions, *Writing Across the Curriculum, *Writing Improvement, *Writing Instruction, Writing Research Project WATCH! (Writing Across the Curriculum Hawks!) was the 1999-2000 schoolwide action research project at the A.D. Henderson University School grades K-8. The study question, "How can teachers build schoolwide capacity to support improved student writing across the curriculum?", examined whole-school collaboration where all
teachers understand and are able to support the writing curriculum. The study was conducted through several phases: (1) the overall design of the project action plan; (2) implementation of three action research study groups who collaboratively supported the writing curriculum through actions and activities; (3) professional development to support teachers in changing instructional practices; (4) support data-driven decisions through the collection and analysis of data; and (5) coordinate the findings of the study and implement new actions to support schoolwide high-level writing performance. Data were gathered using four major evaluation measures: Pre/Post Pre/Post Writing Support Questions, Pre/Post Writing Assessment, Implementation logs recording FCAT Writes! Poster and Proofreading Marks Guide Use; teacher observations and reflections, the Florida Comprehension Assessment Test administered to fourth and eighth grade students, and observations and reflections by the FAU liaison and on-site coordinator. Teacher's findings indicate a general improvement in writing performance of students in kindergarten through eighth grade. Exemplary teaching practices included increased vocabulary development, use of the FCAT Writes! rubrics for modeling and/or grading, definitions of the types of writing, focus on the 5 paragraph essay format, ongoing review of literary devices, linking examples of quality literature to student writing, use of a student/teacher feedback format, use of peer conferencing, and the use of a NCS Staff Development/“Florida Writes!” CDROM program. The analysis of teacher reflections and observations, collected throughout the year, supported the accomplishment of one of the major goals of this study—to develop a collaborative learning organization. In conclusion, student writing was improved by implementing the schoolwide focus on improving writing performance. Contains 16 references and 6 unnumbered tables of data. (RS)
EDRS Price – MF01/PC01 Plus Postage. Descriptors—*English Departments, Futures (of Society), Higher Education, *Teacher Role, * Technical Writing, *Technology Integration Identifiers-Faculty Attitudes As the 21st century begins, the clicking of computer keyboards is increasingly interrupting the calm of literary classrooms. The sound of new technology now marks the world in which students grow up and will live, how they learn, and in essence who they are. How do educators cope and make it all work? On a typical day this could happen: the department chair determines there is not enough money in the budget for a needed software program; the computer staff cuts off the campus mail server without telling you, the instructor; and your students complain that others in class are more, or less, computer literate than they are. The following are some ways to negotiate through these kinds of situations: first--form political alliances with your colleagues, administrators, the computer staff, and your students; and second-demonstrate your program's “productivity.” Teaching technical writing is a continuous, and often frustrating, learning process. Despite its downsides, though, the technical writing teacher must be willing to "embrace” technology to be successful. (NKA)
man High School. Pub Date—2001-05-31 Note-45p. Pub Type-Guides - General (050) EDRS Price - MF01/PC02 Plus Postage. Descriptors--Educational Objectives, *English Curriculum, *English Instruction. High Schools, *Jews, *Language Arts, *Private Schools, Religious Education, *Writing In struction Identifiers—Jewish Day Schools, New York (Brooklyn) In compliance with the philosophy of the Yeshivah of Flatbush, the English department is committed to students mastering the secular discipline of English. Students will develop the language skills of reading, writing, and speaking, as well as a sophistication of style and a clarity of expression. Writing is to be developed for academic purposes across the curriculum as well as for the practical necessities of intelligently and cogently expressing opinions on political, ethical, and social concerns in today's world. In addition, the school aims to develop a humanistic and aesthetic appreciation of literature. The English department provides electives which further enhance the integration of secular studies with the philosophic tenets of the Yeshivah and which meets the interests of individual students. This curriculum guide is divided into the following sections: Philosophy; Aims of the English Curriculum; Overview of Purposes and Products for Writing Grades 9-10; Overview of Purposes and Products for Writing Grades 11-12; Writing for Freshen Fall and Spring Semesters; Writing; Literature for Freshmen; Literature for Sophomores; Literature for Juniors; Literature for Seniors; Advanced Placement English; Electives; Freshmen Vocabulary, Usage and Spelling; Sophomore Vocabulary, Usage and Spelling; Junior Vocabulary, Usage and Spelling; Senior Vocabulary, Usage and Spelling; Literary Vocabulary; Alternate Vocabulary Words; Four Year Grammar Curriculum; Allocation of Class Time per Term; and Administering Grades. (NKA)
ED 452 556 CS 217 523 Fleming, Michelle M. Reconfiguring the Role of the Research Paper: Collaborative Writing To Teach Basic Aca demic Research and Writing Strategies. Pub Date-2001-03-15 Note--13p.; Paper presented at the Annual Con ference on College Composition and Communication (52nd, Denver, CO, March 14-17, 2001). Pub Type-Reports - Descriptive (141) - Speech es/Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Descriptors—*Freshman Composition, Higher Education, *Research Papers (Students), *Research Skills, Student Attitudes, Student Re search, *Writing Processes, *Writing Strategies Identifiers—*Collaborative Writing, Student Co operation Each year that the author of this paper, an English instructor at Moorhead College (Minnesota), teaches the first-year "research paper,” one instructor turns more and more to collaborative writing work. And she admits that some of her motives in reshaping the research paper in collaborative ways can seem to be based in assisting herself as a teacher as often as they are based on her desire to help students come into their own. Her first impulse to move toward collaborative research papers came, in fact, out of a great deal of frustration at teaching the kind of "anything goes” research paper course most writing instructors are familiar with-the kind in which students choose their own topics-any topics. This paper takes readers through exactly what the instructor is trying to gain as she makes her research paper courses more collaborative. The paper then moves on to the various types of collaboration her students have used and the reasons that underlie different choices that have been made about different types of collaborative writing. Along the way, it addresses briefly some of the problems that inhere in collaborative work itself, so that these issues can begin to be considered. (NKA)
ED 452 558 CS 217 525 Blumner, Jacob S. Separating Siamese Twins: Can We Extricate WAC from Writing Centers? Pub Date—2000-11-00 Note-8p.; Paper presented at the Annual Meet ing of the National Writing Centers Association (5th, Baltimore, MD, November 2-4, 2000). Pub Type - Reports - Descriptive (141) - Reports Evaluative (142) – Speeches/Meeting Papers (150) EDRS Price – MF01/PC01 Plus Postage. Descriptors-Comparative Analysis, Higher Edu cation, Program Development, *Writing Across the Curriculum, *Writing Improvement, *Writ ing Laboratories Identifiers—Program Characteristics, Writing Contexts This paper addresses the culture of writing in higher education from a multicultural perspective of those within the “monolith.” The paper first notes that writing programs, more specifically writing across the curriculum (WAC), and writing centers work in similar ways by benefiting each other and sharing the broad mission of improving students' writing. It then points out the differences programs manifest in many ways, and each program has a more specific mission, explicitly stated or not. The paper does three primary things: first, it discusses the general missions of WAC programs and writing centers based on the goal of improving student writing; second, it discusses how the programs can and do coordinate; and third, it explores the structural implication of separating or combining the programs. (NKA)
ED 452 560 CS 217 527 Indiana's Academic Standards: 9th Grade En glish/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 528-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from--For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type — Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 9, Junior High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should be able to do in Grade 9 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and comes accompanied with a list of 10 things parents can do to help their child get a good education. It outlines the following seven standards for Grade 9 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development-Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension-Students read and understand gradelevel-appropriate material; they analyze the organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and AnalysisStudents read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students discuss ideas for writing with other writers; they write coherent and focused essays that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 9, students combine the rhetorical strategies of narration, exposition, per
ED 452 559 CS 217 526 Blaine, Suzanne English Department Curriculum and Course of Study. Yeshiva of Flatbush, Brooklyn, NY. Joel Braver
standards for Grade 11 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development-Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension—Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students write coherent and focused texts that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 11, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions—Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgments about oral communication; they deliver focused and coherent presentations that convey their clear perspectives and demonstrate solid reasoning. (NKA)
Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-120p. Available from-Full text at: http://idea- net.doe.state.in.us/standards/welcome.html. Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PC05 Plus Postage. Descriptors—* Academic Achievement, *Academ-ic Standards, Elementary Secondary Educa- tion, *English, *Language Arts, Parent Participation, Skill Development, *State Stan- dards, Teacher Expectations of Students, Teacher Role The state of Indiana has established new academic standards in English/Language Arts. These "world-class” standards outline what a student should know and be able to do in each subject, at each grade level. This Teacher's Edition of the academic standards—an exact reprint of the standards guides for parents and students-provides educators and administrators with a complete set of Indiana's K-12 academic standards for English/ Language Arts. The Teacher's Edition notes that while the standards set expectations for student learning, they do not prescribe how the standards should be taught. It is divided into the following sections: Kindergarten; 1st Grade; 2nd Grade; 3rd Grade; 4th Grade; 5th Grade; 6th Grade; 7th Grade; 8th Grade; 9th Grade; 10th Grade; 11th Grade; and 12th Grade. (NKA)
suasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions-Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications Students formulate thoughtful judgments about oral communication and deliver focused and coherent presentations of their own that convey clear perspectives and solid reasoning. (NKA) ED 452 561 CS 217 528 Indiana's Academic Standards: 10th Grade English/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date—2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from-For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Achievement, *Academ ic Standards, *English, *Grade 10, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 10 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven standards for Grade 10 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Language Development—Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis–Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students discuss ideas for writing with other writers; they write coherent and focused essays that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 10 students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions—Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgment about oral communication; they deliver focused and coherent presentations of their own that convey clear perspectives and solid reasoning. (NKA) ED 452 562 CS 217 529 Indiana's Academic Standards: 11th Grade English/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date—2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from-For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type — Guides - Classroom - Learner (051) Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 11, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 11 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven
ED 452 563 CS 217 530 Indiana's Academic Standards: 12th Grade English Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-52930. Adopted by the Indiana State Board of Education, Summer 2000. Available from For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type - Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 12, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 12 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides parents with a list of 10 things they can do to help their child get a good education. It outlines the following seven standards for Grade 12 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development—Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process-Students write coherent and focused texts that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 12, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description to produce reflective compositions, historical investigation reports, and job applications and resume; and to deliver multimedia presentations; (6) Writing: Written English Language Conventions-Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgments about oral communication; they deliver focused and coherent presentations that convey clear perspectives and demonstrate solid reasoning. (NKA) ED 452 564 CS 217 531 Indiana's Academic Standards: Teacher's Edi tion. English/Language Arts.
ED 452 565 CS 217 533 Greene, Beth G. A Summary Report of the Instructional Effec tiveness of the “Steck Vaughn Phonics Program”: Level A—Units 3 and 4 & Level BUnits 2 and 3. Technical Report Number 105. Educational Research Inst. of America, Bloom ington, IN. Pub Date-2001-06-01 Note—9p. Available from-Educational Research Institute of America, PO Box 5875, Bloomington, IN 47408-5875. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Instructional Effectiveness, *Phon ics, Pilot Projects, Pretests Posttests, Primary Education, *Program Evaluation, *Reading Identifiers-California, Florida, Illinois, Sub tests, Test Trials This report describes a pilot study conducted to evaluate the instructional effectiveness of the Steck-Vaughn Phonics Program: Level A-Units 3 and 4 and Level B-Units 2 and 3. The Educational Research Institute of America (ERIA) identified volunteer teachers to participate, designed the assessments, and analyzed the collected data. Because the focus was on the program's primary levels, it was limited to Grades 1 and 2; Level AUnits 3 and 4 were used in first grade, while Level B-Units 2 and 3 were used in second grade. These units, selected by the teachers to best fit their schools' reading objectives at the time, included the teaching of eight initial consonants, six final consonants, short vowels, long vowels, and vowel diagraphs. A quasi-experimental pretest posttest design was used; 18 first and second grade teachers in California, Illinois, and Florida volunteered to participate. Approximately 400 students were included. Teachers administered the phonics tests developed by ERIA as pretests, taught the designated units from the Steck-Vaughn program, and administered the posttests after completing instruction. All assessments were scored by hand at ERIA. Results indicated that: (1) after about three weeks of instruction, two groups of first and second graders increased pretest scores to posttest scores a statistically significant amount on 5 out of 6 subtests and on total test scores for both the first and second grade assessments; (2) an analysis of students who scored lowest on the pretest indicated much greater improvement than was shown for the entire groupmore than twice as great; (3) on the single subtest (second grade) where there was not a statistically significant improvement, there was evidence of a "ceiling" effect; and (4) all the teachers reported Page 13Page 14
The Past Is Last Week; History as Exploration; What Parents Can Do; Helping Danny Become a Good Reader; and Activities for Fun and Learning. To help understand history better, parents and children can: (1) make a time capsule of family artifacts; (2) make a family tree; (3) look at old photographs of family members together; (4) share books; (5) sing songs; (6) visit a police or fire station; (7) create a school scrapbook; (8) learn about folk medicine; (9) visit a cemetery; (10) visit museums; (11) do a family history project interviewing family members; (12) read an almanac; and (12) read about and try making pioneer and colonial crafts. Contains 35 references. (EF)
student questionnaire data, and associated professional development opportunities have had a major impact on improving instruction, particularly in English language arts (ELA). In 1997 the legislature approved the Maine Learning Results-standards in eight content areas which form the framework for curriculum in Maine. Now that the MEA has been aligned with “Learning Results,” the resulting data on student achievement can be used more comprehensively to plan classroom, school, and district improvement strategies. Students in grades 4, 8, and 11 in all public schools in the state participate in the MEA. The ELA section consists of a reading, writing, and a reading/writing segment, in which students respond to multiple choice, short answer, and constructed response questions related to reading passages. They also complete a writing sample based on a common prompt. Teachers score the writing prompt and evaluate the writing samples. State consultants provide regional workshops to review what was received and how to read the information. Includes sample data. (NKA)
www.ceap.wcu.edu/Broughton/Poetryunit.html. Pub Type- Creative Works (030) – Guides Classroom - Teacher (052) EDRS Price – MF01/PC03 Plus Postage. Descriptors—Class Activities, *Creative Writing, Elementary Secondary Education, Interdiscipli nary Approach, Learning Activities, *Poetry Identifiers-Poetic Forms This collection of ideas for poetry is intended to provide teachers with tips for ways in which poetry could be integrated into the daily classroom curriculum. Noting that talking about poetry is an important step in helping students see poetry as a viable outlet for their voices, the collection states that poetry should also offer students connections to their real lives. It recommends including classical as well as contemporary poetry for students' reading enjoyment. The collection is divided into the following sections: (1) “A Prayer for Children" by Ina Hughes; (2) Forward; (3) Intentions; (4) Beginning; (5) Poetry Ideas (contains 44 ideas); (6) Reading Poetry Aloud; (7) Assessment and Evaluation; and (8) Concluding Thoughts. (NKA)
ED 452 539 CS 217 399 Motivating Your Child To Learn. Parents and Children Together Series. ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.; Family Learning Association, Bloomington, IN. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Report No.-ISBN-1-883790-85-9 Pub Date-2001-00-00 Contract-ED-99-CO-0028 Note-57p.; Accompanying audiotape not avail able from ERIC. For other books in the series, see CS 217 390-398. Available from-ERIC Clearinghouse on Read ing, English, and Communication, Indiana University, 2805 E. 10th Street, Suite 140, Bloomington, IN 47408-2698. Web site: http:// eric.indiana.edu/. Family Learning Association, 3925 Hagan St., Suite 101, Bloomington, IN 47401. Pub Type - Creative Works (030) — Guides - Non Classroom (055) — ERIC Publications (071) EDRS Price - MF01/PC03 Plus Postage. Descriptors—Elementary Education, *Learning Motivation, *Parent Student Relationship, *Reading Aloud to Others, *Reading Habits, Reading Instruction, Student Motivation, Writing (Composition) This book, one of a series, shows how to help motivate children to learn. The message of the series urges parents and children to spend time together, talk about stories, and learn together. The first part of each book presents stories appropriate for varying grade levels, both younger children and those in grades three and four, and each book presents stories on a particular theme. The Read-along Stories in this book are: “Jellybean Adventures" (Lou Hamilton); “Mr. McMuddle's Troubles” (Juanita Barrett Friedrichs); and “The Cobbler and the Elves” (as retold by Jerry D. Burchard). On an accompanying audiotaps, the stories are performed as radio dramas, allowing children to read along. The second half of each book provides ideas and guidelines for parents, as well as activities and books for additional reading. Sections in this book are: Guidelines for Parents; How to Motivate Your Child; Questions about Motivation; Activities for Reading and Writing; Suggestions from a Teacher; and Books for Parents and Children. (RS)
Pub Date-2000-00-00 Note-12p. Available from National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096. Tel: 1-800-369-6283 (Toll Free); Web site: http://www.ncte.org/positions/com mon.html. Pub Type- Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Censorship, Elementary Second ary Education, *Intellectual Freedom, *Public Schools, *Student Rights Identifiers—First Amendment, *International Reading Association, *National Council of Teachers of English, United Nations All students in public school classrooms have the right to materials and educational experiences that promote open inquiry, critical thinking, diversity in thought and expression, and respect for others. Denial or restriction of this right is an infringement of intellectual freedom. Because of their almost exactly similar positions against censorship, the International Reading Association and the National Council of Teachers of English have formed a joint task force on intellectual freedom. This position paper of these organizations aims to heighten sensitivity about censorship concerns and provide a resource for communities facing challenges to intellectual freedom. The paper first cites the First Amendment and Article 19 of the United Nations Declaration of Human Rights to reinforce its position. It then provides an action plan and strategies to adopt before a challenge arises and after a challenge has been made. It considers tactics both at the local level and at the state/provincial level, as well as at the national and international level. The paper offers a list of groups interested in fighting censorship and an extensive bibliography of resources. It also cites some situations that might affect teachers and censorship. (NKA)
ED 452 543 CS 217 456 Condon, Mark W. E. McGuffee, Michael Real ePublishing, Really Publishing! How To Create Digital Books by and for All Ages. Report No.-ISBN-0-325-00320-3 Pub Date-2001-00-00 Note-100p. Available from-Heinemann, 88 Post Road West, P.O. Box 5007, Westport, CT 06881 ($15). Tel: 800-793-2154 (Toll Free); Web site: http:// www.heinemann.com. Pub Type-Guides - Classroom - Teacher (052) Document Not Available from EDRS. Descriptors—*Childrens Writing, Class Activi ties, Classroom Environment, *Electronic Publishing, Elementary Education, Learning Activities, Technology Integration, *Writing for Publication Identifiers-Digital Photography, *Electronic Books This book aims to help teachers turn their classrooms into their very own publishing companies. All that is needed is a computer, a word processor, a digital camera, a color printer, and access to the Internet. The book explains that a new genre of publication, Webbes, are simple nonfiction picture books, and that, matching meaningful text with digital photography, these e-publications are natural means for celebrating and documenting the activities of any curricular unit. It points out that these compositions, in any language or even in two languages, invite writers from every ethnicity, social class, and language group in a school to see publication as a natural part of literacy learning and its complement to developing content concepts. Chapters in the book are: (1) Really Publishing?; (2) Voila! Instant Webbes!; (3) Authoring: Where Readers and Writers Meet; (4) Seeing What You Mean: Digital Cameras and Photography; (5) Production and Editorial: Putting It All Together; (6) Printing and Binding: Hey! It's a Book!; (7) Distribution and Promotion: Getting out the Word...and the Picture; (8) Your Emergent Publishing Company; and (9) Web Books for Everyone. Appendixes contain: Webbe step-by-step procedures; a 13-item annotated bibliography of books on writing and composition instruction; and a Webbe printing template. (NKA) ED 452 544 CS 217 506 Corso, Gail S. Practices, Principles, and Essences: How a WPA at a Small Liberal Arts College Func tions within Her Community and Its Values. Pub Date - 2001-03-00 Note-20p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Guides - Non-Classroom (055) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO Plus Postage. Descriptors—* Administrator Role, *Faculty Workload, Higher Education, *Institutional Cooperation, *Program Administration, *Writing
ED 452 540 CS 217 422 Rumery, Karen Using Data To Inform Instruction Stories from Five States. “Maine,” the Way Life Should Be. Pub Date—2000-11-00 Note-21p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (90th, Milwaukee, WI, November 16-21, 2000). Pub Type - Reports - Descriptive (141) — Speech es/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, *Curricu lum Development, Elementary Secondary Education, *Instructional Improvement, *Language Arts, State Standards Identifiers—* Data Based Instruction, Education al Information, *Maine Educational Assessment, State Role The Maine Educational Assessment (MEA) has provided data to inform curriculum and instruction in Maine's schools for 16 years. The test results,
ED 452 542 CS 217 430 Broughton, Merry G. Poetry Covers It All! Integrating Poetry in All Curriculum Areas. Pub Date—1998-09-00 Note—71p. Available from-For full text: http://
teacher counted the number of words written as well as how many words were spelled correctly. The results indicated that encouragement of invented spelling does not impact students' abilities to spell more words correctly. Yet, it does appear to allow students to express themselves more freely by using more words in their writing. Contains 25 references. A conventional spelling lesson plan and an invented spelling lesson plan are attached. (Author/ RS)
through the University's Interdisciplinary Program, a required course sequence intended to address the theme of understanding the human condition-students and faculty in this core curriculum are considered co-learners who value discussion, in-depth analysis, questioning, and critical thinking. It explains that central to these courses are writing assignments that serve the purposes of using writing as a tool for learning as well as helping students learn to write. According to the paper, however, almost 20% of students believe they cannot meet assignment requirements and be true to their own spirituality. The paper reports that writing center faculty notice that conflicts arise when students who do not follow Christian traditions must write about Christian topics and when some traditional students feel they must reveal too much of their souls, as in "too personal" writing. If the writing center is to meet students' needs brought about by the University's expectations of requiring spiritually based courses which emphasize writing, the center must reposition its approach to tutoring: it must move from a traditional format, which focuses on external assignments, to a non-traditional format, which emphasizes the process of learning how to convey internal spirituality to an external audience. It suggests using the "enneagram” (an aid for self-knowledge) as a tutor training strategy for strengthening the tutor/student conference experience through promoting tutor self-knowledge and empathy toward others. (NKA)
(Composition), Writing Instruction, *Writing Teachers The writing program administrator (WPA) at a small, Catholic liberal arts college has many roles in fulfilling her job responsibilities and upholding institutional values, which include collaboration, dialogue, and application of knowledge to benefit others and the environment. Some of these roles include: teaching four courses, engaging in committee work, curriculum planning, participating in service learning and community outreach, developing a writing resources Web site, and advising students and student organizations. Even while on sabbatical, the WPA acts as a consultant for the college. The WPA participates collaboratively in designing various workshops for faculty development and exchange of ideas, and she also participates in the field. Finally, the WPA utilizes the institution's mission statement and policy in administering the writing program and in being part of a dialogue for change. (Contains 10 references. An annotated 10-item list of works cited in the paper and the presentation is attached.) (EF) ED 452 545 CS 217 509 Costanzo, William V. Friendly Alternatives to the Argumentative Es say. Pub Date—2000-11-00 Note-8p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (90th, Milwaukee, WI, November 16-21, 2000). Pub Type— Guides - Non-Classroom (055) Speeches/Meeting Papers (150) EDRS Price – MF01/PC01 Plus Postage. Descriptors—*Conflict Resolution, Higher Edu cation, *Persuasive Discourse, *Writing Assignments, *Writing Exercises, *Writing Instruction Many teachers would like to counter what Deborah Tannen calls “The Argument Culture.” They recognize that teaching students traditional principles of argument may perpetuate the kind of adversarial thinking that erupts all too often: in aggressive newspaper headlines, on confrontational television shows, in court rooms, and in school yards across the country. An alternative is to teach the skills of conflict resolution. This paper presents a sequence of six classroom exercises leading to a writing assignment in which students are asked to mediate in the resolution of a conflict instead of arguing “persuasively” for one side. (EF) ED 452 546 CS 217 510 Brasacchio, Tiffany Kuhn, Bonnie Martin, Stephanie How Does Encouragement of Invented Spell ing Influence Conventional Spelling Develop ment? Pub Date—2001-04-26 Note-37p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Childrens Writing, Comparative Analysis, Grade 1, Instructional Effectiveness, *Invented Spelling, Primary Education, *Spelling Instruction A study determined the impact encouragement of invented spelling has on a child's writing through a comparison of writing samples produced by children encouraged to use invented spelling with writing samples by children encouraged to use conventional spelling. Three first grade classes participated in this study, two of which are located in suburban school districts and one in a rural school district. Class sizes ranged from 15 to 25 students, and the children were all between the ages of 6 and 7. In each of the three classrooms, the teacher implemented the same scripted lesson which encouraged the use of invented spelling. The teachers then implemented a second lesson that required a similar writing task; however, during this lesson the children were strongly encouraged to spell words correctly (conventional spelling). During these lessons the teachers observed the children's spelling techniques and asked some children to talk about the strategies they used to spell the words. Upon collecting all the writing samples, each
ED 452 547 CS 217 512 Klompien, Kathleen The Writer and the Text: Basic Writers, Re search Papers and Plagiarism. Pub Date--2001-03-00 Note-13p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Discourse, Higher Edu cation, Plagiarism, *Research Papers (Students), Student Needs, *Student Writing ) Models, *Writing Evaluation, Writing Re search, *Writing Strategies Identifiers—-*Author Text Relationship, Califor nia State University Los Angeles, Developmental Students, Summer Bridge Program While research papers may hold unique challenges for all writers, they are especially daunting for “less experienced” writers because these students often come to college without ever having written a research paper. A study examined several research papers written by students who took part in the Summer Bridge program at California State University at Los Angeles which is designed to help students who are conditionally admitted to the university. A subset of 25 portfolios was selected randomly from among all that year's Summer Bridge portfolios, but with about the same numbers of portfolios from males and females and the university's ethnic composition reflected in the selection. Of the 25 read initially, 5 were chosen to analyze in depth. This paper discusses in detail two of those five, finding that some form of "patchwriting" was used in all five of the research papers studied. The paper explains that "patchwriting" is considered by some scholars as a stage of writing development in which students are exploring different ideas but have not absorbed them thoroughly enough to put them into their own words. It notes that it is helpful for many students to use this technique as they start writing at the college level in order to try to understand what the authors of their texts believe and to begin to take on the language of the discourse community. The paper concludes that students need their instructors' help to learn how to respond in ways that keep them from being susceptible to accusations of plagiarism. (NKA) ED 452 548 CS 217 513 Johnson, Peggy Mutschelknaus, Mike Disembodied Spirituality: Conflicts in the Writing Center. Pub Date-2001-03-00 Note-13p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Higher Education, Interdisciplinary Approach, *Spirituality, *Student Needs, *Writing Assignments, *Writing Laboratories Identifiers-Enneagrams, Personal Writing, *Saint Marys University of Minnesota, Tutor Role, Tutor Training Noting that at Saint Mary's University (where the authors teach) the issue of spirituality is in the forefront of education and is seamlessly woven into required courses throughout four years of college in an attempt to "enhance students' spiritual and personal lives,” this paper positions writing centers as a place for student inquiries about their spirituality. The paper states that one avenue of spiritual study is
ED 452 549 CS 217 514 Thomas, Charles J. The Impact of Performance Assessment through NCATE on Literary Studies in the Nation: Shakespeare, Thoreau, and Other Classic Authors Continue To Be Included. Pub Date—2001-11-00 Note-6p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (91st, Baltimore, MD, November 15-20, 2001). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*English Teachers, Guidelines, Higher Education, *Language Arts, *Literature, Position Papers, Standards, Teacher Edu cation Identifiers-Matrix Language, *National Council for Accreditation of Teacher Educ, *National Council of Teachers of English This paper comes from an educator who worked on the National Council of Teachers of English (NCTE) Guidelines for the Preparation of Teachers of English Language Arts in 1996. The paper states that the work offered the educator/author the opportunity to discuss the many dimensions of English language arts preparation programs for undergraduate and graduate school candidates in the participating colleges and universities. It also states that since 1996 he has followed the implementation of the Guidelines through various matrix outlines that the National Council for the Accreditation of Teacher Education (NCATE) and NCTE program evaluators have developed based on the Guidelines. The main part of the paper deals with his observations about the field of literary studies. It voices some concerns about the existing Guidelines and the related Matrix used as part of the NCATE project. Thee was concern that the inclusive approach taken while writing the Guidelines resulted in a posture toward literary studies that avoided the prescriptive stance of earlier editions. Earlier editions of the Guidelines required candidates to study the history of literature in courses designated as American, British, and world literature surveys. The earlier editions favored the broader and more inclusive requirement that candidates be exposed to "literatures of human cultures” or an “exhaustive body of literature and literary genres in English and in translation." The paper explains why dropping these designations will have a loosening effect upon curricula accepted under the new NCATE standards, and offers some examples. (NKA)
Research Standards; (6) Beyond Literature Standards; (7) Beyond Assessment Standards; and (8) Beyond Teaching Standards. (Cites 34 works.) (NKA)
ED 452 550 CS 217 515 Tancredo, Dana E. The Effects of Breakthrough to Literacy on Oral Language Development at the Kinder garten Level. Pub Date—2001-04-20 Note-56p. Pub Type-Reports - Research (143) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Computer Software Evaluation, In structional Effectiveness, Kindergarten, *Language Acquisition, *Oral Language, Primary Education, *Reading Attitudes, Reading Readiness, Student Attitudes The software “Breakthrough to Literacy” was introduced in kindergarten classrooms in a suburban school district in 1999 and focuses on oral language development. Through observations, the author studied the effects the software had on individual children's oral language and pre-reading readiness skills. Along with reading skill development, oral language and thinking skill development were also observed. The purpose of this study was to observe the effects of the software on both the reading and oral language development at the kindergarten level. The population involved three children selected at random. Results indicated that the software provided the children with a strong reading base. Results also showed that oral language development and reading skills had continued to grow and develop. When the study was completed, the three children were interviewed separately. Each child spoke positively about the software and was excited to be reading. (Contains 13 references and 5 tables of data. Appendixes contain 3 additional tables of data.) (Author/RS)
ED 452 554 CS 217 520 Britsch, Susan J. Riddle Me This, Riddle Me That: Email Dia logues with Third-Grade Writers. Pub Date-2001-04-00 Note-12p.; Paper presented at the Annual Meet ing of the American Educational Research As sociation (Seattle, WA, April 10-14, 2001). Pub Type- Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Descriptors--*Childrens Writing, *Communica tion Skills, *Electronic Mail, Grade 3, *Literacy, Primary Education, Student Reaction, Writing Research Identifiers--California (North), *Dialogic Com munication, Purdue University IN, *Riddles For a project, a university researcher and a group of education graduate students in literacy and language education at Purdue University exchanged email with 32 third graders in two classes at a northern California elementary school. The overall aim of the project was to build the children's literacy and communication skills by involving them in scaffolded written discussions with a more capable writer. An additional pedagogical aim was to help the children explore the content knowledge they were acquiring in their classroom, thus extending their ability to write about this official curriculum through collaborative discussions with adult writers. During the first year of the project the primary research questions were: (1) What is the nature of written response for these children? and (2) What sorts of patterns emerge in the types of questions that the children originate for the researchers? Although the researchers tried to explore the curricular topics, children in one group began to preface their letters with riddles, and riddling extended to two of the writing groups. The riddlers also began to structure dialogues in which they designated both a topic and a method of exchange that would assure a return for their riddles. It could be said that riddling dealt with child-centered topics in which the children maintained interest because the riddles were: (1) fun; (2) child-initiated; (3) interesting to the children; or (4) generally part of children's culture. However, such a reductive analysis would give short shrift to something that the children maintained for 4 months. They opposed another discourse--the curricular discourse the researchers had initiated—by controlling it. (Contains 3 tables and 25 references.) (NKA)
ment in the area of writing. (Contains 37 references, and 8 tables and 14 figures of data. Appendixes contain a student writing checklist; a rubric; teacher, parent, and student survey instruments; and permission letters.) (RS) ED 452 552 CS 217 517 Creating Publications: Write To Fight Crime. Youth in Action Bulletin, Number 16. Department of Justice, Washington, DC. Office of Justice Programs.; National Crime Prevention Council, Washington, DC. Report No. ---NCJ-179000 Pub Date--2000-04-00 Note--10p. Pub Type-Guides - Non-Classroom (055) EDRS Price – MF01/PC01 Plus Postage. Descriptors-*Crime Prevention, Instructional Materials, *Publications, *Writing for Publica tion, *Writing Processes Identifiers—-*Publisher Role Publications, which can be anything from a onepage flier to a brochure to a poster or a book, can be relatively easy to create but very effective for helping to fight crime. This bulletin considers how publications can contribute to crime prevention; what it takes to start a publication; what are some of the challenges in creating a publication; how to evaluate your publication; and what some of the rewards are. The bulletin walks an individual through the publication process from researching a subject to distributing the final product. It pinpoints the following steps to keep the publication process moving forward: (1) research your subject; (2) outline your document; (3) write, edit, and rewrite your document; (4) design your publication; (5) go to press; and (6) distribute your product. (NKA) ED 452 553 CS 217 519 Jago, Carol Beyond Standards: Excellence in the High School English Classroom. Report No.--ISBN-0-86709-503-2 Pub Date-2001-00-00 Note-128p.; Foreword by Sheridan Blau. Available from-Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($15). Tel: 603431-7894; Web site: http://www.heine mann.com. Pub Type— Books (010) -- Guides - Classroom Teacher (052) Document Not Available from EDRS. Descriptors—*Academic Achievement, *Academ ic Standards, *Classroom Environment, *English Instruction, High School Students, High Schools, Reading Material Selection, *Student Motivation Each student is capable of achieving excellence, but it requires a nurturing, vigorous classroom environment. To help current and future high school English teachers create and maintain this kind of environment, this book offers concrete ways to reconceive what it means to foster excellent performance in the classroom and vivid examples of student work that was motivated by the pursuit of excellence rather than by test scores. Filled with detailed classroom anecdotes, the book explores the many ways teachers can select books, design lessons, and inspire discussions that can lead all their students to extraordinary achievements, both in the study of literature and in their writing assignments. Included in the book are practical tips on everything from helping students self edit their writing to “tricking” them into reading a lot more poetry. The book may be seen as a set of stories-or “ethnographic studies”-on how to make the work of the high school English class important to students so that they may engage in literate activity with the same kind of attention and effort as “real” writers. It contends that under such conditions students will learn more and produce more useful and impressive products than any standards document could possibly anticipate. After a foreword by Sheridan Blau, the book is divided into the following chapters: Introduction: Standards versus Excellence; (1) Engaging Reluctant Scholars; (2) Creating the Culture of Excellence; (3) Beyond Reading Standards; (4) Beyond Writing Standards; (5) Beyond
ED 452 551 CS 217 516 Bassett, Diane DeVine, Denise Perry, Nancy Rueth, Catherine Keys to Improving Writing in the Primary Grades. Pub Date—2001-05-00 Note-100p.; Master of Arts Action Research Project, Saint Xavier University and IRI/Sky Light Professional Development. Pub Type - Dissertations/Theses (040) EDRS Price – MF01/PC04 Plus Postage. Descriptors-Action Research, Grade 1, Grade 3, Parent Participation, Primary Education, Writing Achievement, Writing Attitudes, *Writing Improvement, *Writing Instruction, Writing Processes, Writing Research, *Writing Skills This action research describes a program for improving writing skills. The targeted population consisted of first and third graders in two middle class communities in the southern suburbs of Chicago. The need for improvement in writing skills was documented through observation checklists, writing samples, and surveys. Data revealed a need for implementation of writing interventions. Analysis of probable cause data revealed that faculty observed difficulties in writing due to the lack of a formal writing program, the amount of classroom time spent on writing due to curriculum demands, and a lack of teacher training in this area. The professional literature suggests the following as reasons why students were poor writers: (1) they were not exposed to writing at an early age; (2) there is a lack of real meaning in their writing experiences; (3) reading and writing remain separate entities; and (4) the curricular focus is on reading and math. The over-emphasis placed on grammar, mechanics, and spelling are also causes for concern. Solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of the following intervention strategies: parent involvement through newsletters and articles, the use of writing centers, the use of e-mail, letter writing, free choice of topics, the use of literature to teach writing, Author's Chair, interactive journals/notebooks, allowing inventive spelling, cross-curricular writing, and encouraging at-home writing. Post-intervention data indicated an increase in the targeted students' writing abilities, a positive attitude toward the writing process, an increased confidence in the editing and revising of student work, and increased parental involve
ED 452 555 CS 217 521 Miller, A. Christine Cross, Lorraine Moving from I to Us: The Power of Action Re search To Improve Students' Writing Perfor mance. Pub Date--2001-04-00 Note—27p.; Paper presented at the Annual Meet ing of the American Educational Research Association (82nd, Seattle, WA, April 10-14, 2001). This study was conducted at A. D. Henderson School through a Professional Development School Partnership between Florida Atlantic University/A.D. Henderson University School and the School Districts of Martin, Palm Beach, and St. Lucie Counties, Florida. Pub Type-- Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price – MF01/PC02 Plus Postage. Descriptors-Action Research, Elementary Edu cation, *Instructional Effectiveness, Middle Schools, Program Descriptions, *Writing Across the Curriculum, *Writing Improvement, *Writing Instruction, Writing Research Project WATCH! (Writing Across the Curriculum Hawks!) was the 1999-2000 schoolwide action research project at the A.D. Henderson University School grades K-8. The study question, "How can teachers build schoolwide capacity to support improved student writing across the curriculum?", examined whole-school collaboration where all
teachers understand and are able to support the writing curriculum. The study was conducted through several phases: (1) the overall design of the project action plan; (2) implementation of three action research study groups who collaboratively supported the writing curriculum through actions and activities; (3) professional development to support teachers in changing instructional practices; (4) support data-driven decisions through the collection and analysis of data; and (5) coordinate the findings of the study and implement new actions to support schoolwide high-level writing performance. Data were gathered using four major evaluation measures: Pre/Post Pre/Post Writing Support Questions, Pre/Post Writing Assessment, Implementation logs recording FCAT Writes! Poster and Proofreading Marks Guide Use; teacher observations and reflections, the Florida Comprehension Assessment Test administered to fourth and eighth grade students, and observations and reflections by the FAU liaison and on-site coordinator. Teacher's findings indicate a general improvement in writing performance of students in kindergarten through eighth grade. Exemplary teaching practices included increased vocabulary development, use of the FCAT Writes! rubrics for modeling and/or grading, definitions of the types of writing, focus on the 5 paragraph essay format, ongoing review of literary devices, linking examples of quality literature to student writing, use of a student/teacher feedback format, use of peer conferencing, and the use of a NCS Staff Development/“Florida Writes!” CDROM program. The analysis of teacher reflections and observations, collected throughout the year, supported the accomplishment of one of the major goals of this study—to develop a collaborative learning organization. In conclusion, student writing was improved by implementing the schoolwide focus on improving writing performance. Contains 16 references and 6 unnumbered tables of data. (RS)
EDRS Price – MF01/PC01 Plus Postage. Descriptors—*English Departments, Futures (of Society), Higher Education, *Teacher Role, * Technical Writing, *Technology Integration Identifiers-Faculty Attitudes As the 21st century begins, the clicking of computer keyboards is increasingly interrupting the calm of literary classrooms. The sound of new technology now marks the world in which students grow up and will live, how they learn, and in essence who they are. How do educators cope and make it all work? On a typical day this could happen: the department chair determines there is not enough money in the budget for a needed software program; the computer staff cuts off the campus mail server without telling you, the instructor; and your students complain that others in class are more, or less, computer literate than they are. The following are some ways to negotiate through these kinds of situations: first--form political alliances with your colleagues, administrators, the computer staff, and your students; and second-demonstrate your program's “productivity.” Teaching technical writing is a continuous, and often frustrating, learning process. Despite its downsides, though, the technical writing teacher must be willing to "embrace” technology to be successful. (NKA)
man High School. Pub Date—2001-05-31 Note-45p. Pub Type-Guides - General (050) EDRS Price - MF01/PC02 Plus Postage. Descriptors--Educational Objectives, *English Curriculum, *English Instruction. High Schools, *Jews, *Language Arts, *Private Schools, Religious Education, *Writing In struction Identifiers—Jewish Day Schools, New York (Brooklyn) In compliance with the philosophy of the Yeshivah of Flatbush, the English department is committed to students mastering the secular discipline of English. Students will develop the language skills of reading, writing, and speaking, as well as a sophistication of style and a clarity of expression. Writing is to be developed for academic purposes across the curriculum as well as for the practical necessities of intelligently and cogently expressing opinions on political, ethical, and social concerns in today's world. In addition, the school aims to develop a humanistic and aesthetic appreciation of literature. The English department provides electives which further enhance the integration of secular studies with the philosophic tenets of the Yeshivah and which meets the interests of individual students. This curriculum guide is divided into the following sections: Philosophy; Aims of the English Curriculum; Overview of Purposes and Products for Writing Grades 9-10; Overview of Purposes and Products for Writing Grades 11-12; Writing for Freshen Fall and Spring Semesters; Writing; Literature for Freshmen; Literature for Sophomores; Literature for Juniors; Literature for Seniors; Advanced Placement English; Electives; Freshmen Vocabulary, Usage and Spelling; Sophomore Vocabulary, Usage and Spelling; Junior Vocabulary, Usage and Spelling; Senior Vocabulary, Usage and Spelling; Literary Vocabulary; Alternate Vocabulary Words; Four Year Grammar Curriculum; Allocation of Class Time per Term; and Administering Grades. (NKA)
ED 452 556 CS 217 523 Fleming, Michelle M. Reconfiguring the Role of the Research Paper: Collaborative Writing To Teach Basic Aca demic Research and Writing Strategies. Pub Date-2001-03-15 Note--13p.; Paper presented at the Annual Con ference on College Composition and Communication (52nd, Denver, CO, March 14-17, 2001). Pub Type-Reports - Descriptive (141) - Speech es/Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Descriptors—*Freshman Composition, Higher Education, *Research Papers (Students), *Research Skills, Student Attitudes, Student Re search, *Writing Processes, *Writing Strategies Identifiers—*Collaborative Writing, Student Co operation Each year that the author of this paper, an English instructor at Moorhead College (Minnesota), teaches the first-year "research paper,” one instructor turns more and more to collaborative writing work. And she admits that some of her motives in reshaping the research paper in collaborative ways can seem to be based in assisting herself as a teacher as often as they are based on her desire to help students come into their own. Her first impulse to move toward collaborative research papers came, in fact, out of a great deal of frustration at teaching the kind of "anything goes” research paper course most writing instructors are familiar with-the kind in which students choose their own topics-any topics. This paper takes readers through exactly what the instructor is trying to gain as she makes her research paper courses more collaborative. The paper then moves on to the various types of collaboration her students have used and the reasons that underlie different choices that have been made about different types of collaborative writing. Along the way, it addresses briefly some of the problems that inhere in collaborative work itself, so that these issues can begin to be considered. (NKA)
ED 452 558 CS 217 525 Blumner, Jacob S. Separating Siamese Twins: Can We Extricate WAC from Writing Centers? Pub Date—2000-11-00 Note-8p.; Paper presented at the Annual Meet ing of the National Writing Centers Association (5th, Baltimore, MD, November 2-4, 2000). Pub Type - Reports - Descriptive (141) - Reports Evaluative (142) – Speeches/Meeting Papers (150) EDRS Price – MF01/PC01 Plus Postage. Descriptors-Comparative Analysis, Higher Edu cation, Program Development, *Writing Across the Curriculum, *Writing Improvement, *Writ ing Laboratories Identifiers—Program Characteristics, Writing Contexts This paper addresses the culture of writing in higher education from a multicultural perspective of those within the “monolith.” The paper first notes that writing programs, more specifically writing across the curriculum (WAC), and writing centers work in similar ways by benefiting each other and sharing the broad mission of improving students' writing. It then points out the differences programs manifest in many ways, and each program has a more specific mission, explicitly stated or not. The paper does three primary things: first, it discusses the general missions of WAC programs and writing centers based on the goal of improving student writing; second, it discusses how the programs can and do coordinate; and third, it explores the structural implication of separating or combining the programs. (NKA)
ED 452 560 CS 217 527 Indiana's Academic Standards: 9th Grade En glish/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 528-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from--For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type — Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 9, Junior High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should be able to do in Grade 9 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and comes accompanied with a list of 10 things parents can do to help their child get a good education. It outlines the following seven standards for Grade 9 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development-Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension-Students read and understand gradelevel-appropriate material; they analyze the organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and AnalysisStudents read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students discuss ideas for writing with other writers; they write coherent and focused essays that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 9, students combine the rhetorical strategies of narration, exposition, per
ED 452 559 CS 217 526 Blaine, Suzanne English Department Curriculum and Course of Study. Yeshiva of Flatbush, Brooklyn, NY. Joel Braver
standards for Grade 11 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development-Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension—Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students write coherent and focused texts that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 11, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions—Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgments about oral communication; they deliver focused and coherent presentations that convey their clear perspectives and demonstrate solid reasoning. (NKA)
Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-120p. Available from-Full text at: http://idea- net.doe.state.in.us/standards/welcome.html. Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PC05 Plus Postage. Descriptors—* Academic Achievement, *Academ-ic Standards, Elementary Secondary Educa- tion, *English, *Language Arts, Parent Participation, Skill Development, *State Stan- dards, Teacher Expectations of Students, Teacher Role The state of Indiana has established new academic standards in English/Language Arts. These "world-class” standards outline what a student should know and be able to do in each subject, at each grade level. This Teacher's Edition of the academic standards—an exact reprint of the standards guides for parents and students-provides educators and administrators with a complete set of Indiana's K-12 academic standards for English/ Language Arts. The Teacher's Edition notes that while the standards set expectations for student learning, they do not prescribe how the standards should be taught. It is divided into the following sections: Kindergarten; 1st Grade; 2nd Grade; 3rd Grade; 4th Grade; 5th Grade; 6th Grade; 7th Grade; 8th Grade; 9th Grade; 10th Grade; 11th Grade; and 12th Grade. (NKA)
suasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions-Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications Students formulate thoughtful judgments about oral communication and deliver focused and coherent presentations of their own that convey clear perspectives and solid reasoning. (NKA) ED 452 561 CS 217 528 Indiana's Academic Standards: 10th Grade English/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date—2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from-For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Achievement, *Academ ic Standards, *English, *Grade 10, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 10 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven standards for Grade 10 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Language Development—Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis–Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students discuss ideas for writing with other writers; they write coherent and focused essays that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 10 students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions—Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgment about oral communication; they deliver focused and coherent presentations of their own that convey clear perspectives and solid reasoning. (NKA) ED 452 562 CS 217 529 Indiana's Academic Standards: 11th Grade English/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date—2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from-For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type — Guides - Classroom - Learner (051) Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 11, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 11 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven
ED 452 563 CS 217 530 Indiana's Academic Standards: 12th Grade English Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-52930. Adopted by the Indiana State Board of Education, Summer 2000. Available from For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type - Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 12, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 12 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides parents with a list of 10 things they can do to help their child get a good education. It outlines the following seven standards for Grade 12 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development—Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process-Students write coherent and focused texts that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 12, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description to produce reflective compositions, historical investigation reports, and job applications and resume; and to deliver multimedia presentations; (6) Writing: Written English Language Conventions-Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgments about oral communication; they deliver focused and coherent presentations that convey clear perspectives and demonstrate solid reasoning. (NKA) ED 452 564 CS 217 531 Indiana's Academic Standards: Teacher's Edi tion. English/Language Arts.
ED 452 565 CS 217 533 Greene, Beth G. A Summary Report of the Instructional Effec tiveness of the “Steck Vaughn Phonics Program”: Level A—Units 3 and 4 & Level BUnits 2 and 3. Technical Report Number 105. Educational Research Inst. of America, Bloom ington, IN. Pub Date-2001-06-01 Note—9p. Available from-Educational Research Institute of America, PO Box 5875, Bloomington, IN 47408-5875. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Instructional Effectiveness, *Phon ics, Pilot Projects, Pretests Posttests, Primary Education, *Program Evaluation, *Reading Identifiers-California, Florida, Illinois, Sub tests, Test Trials This report describes a pilot study conducted to evaluate the instructional effectiveness of the Steck-Vaughn Phonics Program: Level A-Units 3 and 4 and Level B-Units 2 and 3. The Educational Research Institute of America (ERIA) identified volunteer teachers to participate, designed the assessments, and analyzed the collected data. Because the focus was on the program's primary levels, it was limited to Grades 1 and 2; Level AUnits 3 and 4 were used in first grade, while Level B-Units 2 and 3 were used in second grade. These units, selected by the teachers to best fit their schools' reading objectives at the time, included the teaching of eight initial consonants, six final consonants, short vowels, long vowels, and vowel diagraphs. A quasi-experimental pretest posttest design was used; 18 first and second grade teachers in California, Illinois, and Florida volunteered to participate. Approximately 400 students were included. Teachers administered the phonics tests developed by ERIA as pretests, taught the designated units from the Steck-Vaughn program, and administered the posttests after completing instruction. All assessments were scored by hand at ERIA. Results indicated that: (1) after about three weeks of instruction, two groups of first and second graders increased pretest scores to posttest scores a statistically significant amount on 5 out of 6 subtests and on total test scores for both the first and second grade assessments; (2) an analysis of students who scored lowest on the pretest indicated much greater improvement than was shown for the entire groupmore than twice as great; (3) on the single subtest (second grade) where there was not a statistically significant improvement, there was evidence of a "ceiling" effect; and (4) all the teachers reported Page 15Page 16
The Past Is Last Week; History as Exploration; What Parents Can Do; Helping Danny Become a Good Reader; and Activities for Fun and Learning. To help understand history better, parents and children can: (1) make a time capsule of family artifacts; (2) make a family tree; (3) look at old photographs of family members together; (4) share books; (5) sing songs; (6) visit a police or fire station; (7) create a school scrapbook; (8) learn about folk medicine; (9) visit a cemetery; (10) visit museums; (11) do a family history project interviewing family members; (12) read an almanac; and (12) read about and try making pioneer and colonial crafts. Contains 35 references. (EF)
student questionnaire data, and associated professional development opportunities have had a major impact on improving instruction, particularly in English language arts (ELA). In 1997 the legislature approved the Maine Learning Results-standards in eight content areas which form the framework for curriculum in Maine. Now that the MEA has been aligned with “Learning Results,” the resulting data on student achievement can be used more comprehensively to plan classroom, school, and district improvement strategies. Students in grades 4, 8, and 11 in all public schools in the state participate in the MEA. The ELA section consists of a reading, writing, and a reading/writing segment, in which students respond to multiple choice, short answer, and constructed response questions related to reading passages. They also complete a writing sample based on a common prompt. Teachers score the writing prompt and evaluate the writing samples. State consultants provide regional workshops to review what was received and how to read the information. Includes sample data. (NKA)
www.ceap.wcu.edu/Broughton/Poetryunit.html. Pub Type- Creative Works (030) – Guides Classroom - Teacher (052) EDRS Price – MF01/PC03 Plus Postage. Descriptors—Class Activities, *Creative Writing, Elementary Secondary Education, Interdiscipli nary Approach, Learning Activities, *Poetry Identifiers-Poetic Forms This collection of ideas for poetry is intended to provide teachers with tips for ways in which poetry could be integrated into the daily classroom curriculum. Noting that talking about poetry is an important step in helping students see poetry as a viable outlet for their voices, the collection states that poetry should also offer students connections to their real lives. It recommends including classical as well as contemporary poetry for students' reading enjoyment. The collection is divided into the following sections: (1) “A Prayer for Children" by Ina Hughes; (2) Forward; (3) Intentions; (4) Beginning; (5) Poetry Ideas (contains 44 ideas); (6) Reading Poetry Aloud; (7) Assessment and Evaluation; and (8) Concluding Thoughts. (NKA)
ED 452 539 CS 217 399 Motivating Your Child To Learn. Parents and Children Together Series. ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.; Family Learning Association, Bloomington, IN. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Report No.-ISBN-1-883790-85-9 Pub Date-2001-00-00 Contract-ED-99-CO-0028 Note-57p.; Accompanying audiotape not avail able from ERIC. For other books in the series, see CS 217 390-398. Available from-ERIC Clearinghouse on Read ing, English, and Communication, Indiana University, 2805 E. 10th Street, Suite 140, Bloomington, IN 47408-2698. Web site: http:// eric.indiana.edu/. Family Learning Association, 3925 Hagan St., Suite 101, Bloomington, IN 47401. Pub Type - Creative Works (030) — Guides - Non Classroom (055) — ERIC Publications (071) EDRS Price - MF01/PC03 Plus Postage. Descriptors—Elementary Education, *Learning Motivation, *Parent Student Relationship, *Reading Aloud to Others, *Reading Habits, Reading Instruction, Student Motivation, Writing (Composition) This book, one of a series, shows how to help motivate children to learn. The message of the series urges parents and children to spend time together, talk about stories, and learn together. The first part of each book presents stories appropriate for varying grade levels, both younger children and those in grades three and four, and each book presents stories on a particular theme. The Read-along Stories in this book are: “Jellybean Adventures" (Lou Hamilton); “Mr. McMuddle's Troubles” (Juanita Barrett Friedrichs); and “The Cobbler and the Elves” (as retold by Jerry D. Burchard). On an accompanying audiotaps, the stories are performed as radio dramas, allowing children to read along. The second half of each book provides ideas and guidelines for parents, as well as activities and books for additional reading. Sections in this book are: Guidelines for Parents; How to Motivate Your Child; Questions about Motivation; Activities for Reading and Writing; Suggestions from a Teacher; and Books for Parents and Children. (RS)
Pub Date-2000-00-00 Note-12p. Available from National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096. Tel: 1-800-369-6283 (Toll Free); Web site: http://www.ncte.org/positions/com mon.html. Pub Type- Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Censorship, Elementary Second ary Education, *Intellectual Freedom, *Public Schools, *Student Rights Identifiers—First Amendment, *International Reading Association, *National Council of Teachers of English, United Nations All students in public school classrooms have the right to materials and educational experiences that promote open inquiry, critical thinking, diversity in thought and expression, and respect for others. Denial or restriction of this right is an infringement of intellectual freedom. Because of their almost exactly similar positions against censorship, the International Reading Association and the National Council of Teachers of English have formed a joint task force on intellectual freedom. This position paper of these organizations aims to heighten sensitivity about censorship concerns and provide a resource for communities facing challenges to intellectual freedom. The paper first cites the First Amendment and Article 19 of the United Nations Declaration of Human Rights to reinforce its position. It then provides an action plan and strategies to adopt before a challenge arises and after a challenge has been made. It considers tactics both at the local level and at the state/provincial level, as well as at the national and international level. The paper offers a list of groups interested in fighting censorship and an extensive bibliography of resources. It also cites some situations that might affect teachers and censorship. (NKA)
ED 452 543 CS 217 456 Condon, Mark W. E. McGuffee, Michael Real ePublishing, Really Publishing! How To Create Digital Books by and for All Ages. Report No.-ISBN-0-325-00320-3 Pub Date-2001-00-00 Note-100p. Available from-Heinemann, 88 Post Road West, P.O. Box 5007, Westport, CT 06881 ($15). Tel: 800-793-2154 (Toll Free); Web site: http:// www.heinemann.com. Pub Type-Guides - Classroom - Teacher (052) Document Not Available from EDRS. Descriptors—*Childrens Writing, Class Activi ties, Classroom Environment, *Electronic Publishing, Elementary Education, Learning Activities, Technology Integration, *Writing for Publication Identifiers-Digital Photography, *Electronic Books This book aims to help teachers turn their classrooms into their very own publishing companies. All that is needed is a computer, a word processor, a digital camera, a color printer, and access to the Internet. The book explains that a new genre of publication, Webbes, are simple nonfiction picture books, and that, matching meaningful text with digital photography, these e-publications are natural means for celebrating and documenting the activities of any curricular unit. It points out that these compositions, in any language or even in two languages, invite writers from every ethnicity, social class, and language group in a school to see publication as a natural part of literacy learning and its complement to developing content concepts. Chapters in the book are: (1) Really Publishing?; (2) Voila! Instant Webbes!; (3) Authoring: Where Readers and Writers Meet; (4) Seeing What You Mean: Digital Cameras and Photography; (5) Production and Editorial: Putting It All Together; (6) Printing and Binding: Hey! It's a Book!; (7) Distribution and Promotion: Getting out the Word...and the Picture; (8) Your Emergent Publishing Company; and (9) Web Books for Everyone. Appendixes contain: Webbe step-by-step procedures; a 13-item annotated bibliography of books on writing and composition instruction; and a Webbe printing template. (NKA) ED 452 544 CS 217 506 Corso, Gail S. Practices, Principles, and Essences: How a WPA at a Small Liberal Arts College Func tions within Her Community and Its Values. Pub Date - 2001-03-00 Note-20p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Guides - Non-Classroom (055) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO Plus Postage. Descriptors—* Administrator Role, *Faculty Workload, Higher Education, *Institutional Cooperation, *Program Administration, *Writing
ED 452 540 CS 217 422 Rumery, Karen Using Data To Inform Instruction Stories from Five States. “Maine,” the Way Life Should Be. Pub Date—2000-11-00 Note-21p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (90th, Milwaukee, WI, November 16-21, 2000). Pub Type - Reports - Descriptive (141) — Speech es/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, *Curricu lum Development, Elementary Secondary Education, *Instructional Improvement, *Language Arts, State Standards Identifiers—* Data Based Instruction, Education al Information, *Maine Educational Assessment, State Role The Maine Educational Assessment (MEA) has provided data to inform curriculum and instruction in Maine's schools for 16 years. The test results,
ED 452 542 CS 217 430 Broughton, Merry G. Poetry Covers It All! Integrating Poetry in All Curriculum Areas. Pub Date—1998-09-00 Note—71p. Available from-For full text: http://
teacher counted the number of words written as well as how many words were spelled correctly. The results indicated that encouragement of invented spelling does not impact students' abilities to spell more words correctly. Yet, it does appear to allow students to express themselves more freely by using more words in their writing. Contains 25 references. A conventional spelling lesson plan and an invented spelling lesson plan are attached. (Author/ RS)
through the University's Interdisciplinary Program, a required course sequence intended to address the theme of understanding the human condition-students and faculty in this core curriculum are considered co-learners who value discussion, in-depth analysis, questioning, and critical thinking. It explains that central to these courses are writing assignments that serve the purposes of using writing as a tool for learning as well as helping students learn to write. According to the paper, however, almost 20% of students believe they cannot meet assignment requirements and be true to their own spirituality. The paper reports that writing center faculty notice that conflicts arise when students who do not follow Christian traditions must write about Christian topics and when some traditional students feel they must reveal too much of their souls, as in "too personal" writing. If the writing center is to meet students' needs brought about by the University's expectations of requiring spiritually based courses which emphasize writing, the center must reposition its approach to tutoring: it must move from a traditional format, which focuses on external assignments, to a non-traditional format, which emphasizes the process of learning how to convey internal spirituality to an external audience. It suggests using the "enneagram” (an aid for self-knowledge) as a tutor training strategy for strengthening the tutor/student conference experience through promoting tutor self-knowledge and empathy toward others. (NKA)
(Composition), Writing Instruction, *Writing Teachers The writing program administrator (WPA) at a small, Catholic liberal arts college has many roles in fulfilling her job responsibilities and upholding institutional values, which include collaboration, dialogue, and application of knowledge to benefit others and the environment. Some of these roles include: teaching four courses, engaging in committee work, curriculum planning, participating in service learning and community outreach, developing a writing resources Web site, and advising students and student organizations. Even while on sabbatical, the WPA acts as a consultant for the college. The WPA participates collaboratively in designing various workshops for faculty development and exchange of ideas, and she also participates in the field. Finally, the WPA utilizes the institution's mission statement and policy in administering the writing program and in being part of a dialogue for change. (Contains 10 references. An annotated 10-item list of works cited in the paper and the presentation is attached.) (EF) ED 452 545 CS 217 509 Costanzo, William V. Friendly Alternatives to the Argumentative Es say. Pub Date—2000-11-00 Note-8p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (90th, Milwaukee, WI, November 16-21, 2000). Pub Type— Guides - Non-Classroom (055) Speeches/Meeting Papers (150) EDRS Price – MF01/PC01 Plus Postage. Descriptors—*Conflict Resolution, Higher Edu cation, *Persuasive Discourse, *Writing Assignments, *Writing Exercises, *Writing Instruction Many teachers would like to counter what Deborah Tannen calls “The Argument Culture.” They recognize that teaching students traditional principles of argument may perpetuate the kind of adversarial thinking that erupts all too often: in aggressive newspaper headlines, on confrontational television shows, in court rooms, and in school yards across the country. An alternative is to teach the skills of conflict resolution. This paper presents a sequence of six classroom exercises leading to a writing assignment in which students are asked to mediate in the resolution of a conflict instead of arguing “persuasively” for one side. (EF) ED 452 546 CS 217 510 Brasacchio, Tiffany Kuhn, Bonnie Martin, Stephanie How Does Encouragement of Invented Spell ing Influence Conventional Spelling Develop ment? Pub Date—2001-04-26 Note-37p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Childrens Writing, Comparative Analysis, Grade 1, Instructional Effectiveness, *Invented Spelling, Primary Education, *Spelling Instruction A study determined the impact encouragement of invented spelling has on a child's writing through a comparison of writing samples produced by children encouraged to use invented spelling with writing samples by children encouraged to use conventional spelling. Three first grade classes participated in this study, two of which are located in suburban school districts and one in a rural school district. Class sizes ranged from 15 to 25 students, and the children were all between the ages of 6 and 7. In each of the three classrooms, the teacher implemented the same scripted lesson which encouraged the use of invented spelling. The teachers then implemented a second lesson that required a similar writing task; however, during this lesson the children were strongly encouraged to spell words correctly (conventional spelling). During these lessons the teachers observed the children's spelling techniques and asked some children to talk about the strategies they used to spell the words. Upon collecting all the writing samples, each
ED 452 547 CS 217 512 Klompien, Kathleen The Writer and the Text: Basic Writers, Re search Papers and Plagiarism. Pub Date--2001-03-00 Note-13p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Discourse, Higher Edu cation, Plagiarism, *Research Papers (Students), Student Needs, *Student Writing ) Models, *Writing Evaluation, Writing Re search, *Writing Strategies Identifiers—-*Author Text Relationship, Califor nia State University Los Angeles, Developmental Students, Summer Bridge Program While research papers may hold unique challenges for all writers, they are especially daunting for “less experienced” writers because these students often come to college without ever having written a research paper. A study examined several research papers written by students who took part in the Summer Bridge program at California State University at Los Angeles which is designed to help students who are conditionally admitted to the university. A subset of 25 portfolios was selected randomly from among all that year's Summer Bridge portfolios, but with about the same numbers of portfolios from males and females and the university's ethnic composition reflected in the selection. Of the 25 read initially, 5 were chosen to analyze in depth. This paper discusses in detail two of those five, finding that some form of "patchwriting" was used in all five of the research papers studied. The paper explains that "patchwriting" is considered by some scholars as a stage of writing development in which students are exploring different ideas but have not absorbed them thoroughly enough to put them into their own words. It notes that it is helpful for many students to use this technique as they start writing at the college level in order to try to understand what the authors of their texts believe and to begin to take on the language of the discourse community. The paper concludes that students need their instructors' help to learn how to respond in ways that keep them from being susceptible to accusations of plagiarism. (NKA) ED 452 548 CS 217 513 Johnson, Peggy Mutschelknaus, Mike Disembodied Spirituality: Conflicts in the Writing Center. Pub Date-2001-03-00 Note-13p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Higher Education, Interdisciplinary Approach, *Spirituality, *Student Needs, *Writing Assignments, *Writing Laboratories Identifiers-Enneagrams, Personal Writing, *Saint Marys University of Minnesota, Tutor Role, Tutor Training Noting that at Saint Mary's University (where the authors teach) the issue of spirituality is in the forefront of education and is seamlessly woven into required courses throughout four years of college in an attempt to "enhance students' spiritual and personal lives,” this paper positions writing centers as a place for student inquiries about their spirituality. The paper states that one avenue of spiritual study is
ED 452 549 CS 217 514 Thomas, Charles J. The Impact of Performance Assessment through NCATE on Literary Studies in the Nation: Shakespeare, Thoreau, and Other Classic Authors Continue To Be Included. Pub Date—2001-11-00 Note-6p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (91st, Baltimore, MD, November 15-20, 2001). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*English Teachers, Guidelines, Higher Education, *Language Arts, *Literature, Position Papers, Standards, Teacher Edu cation Identifiers-Matrix Language, *National Council for Accreditation of Teacher Educ, *National Council of Teachers of English This paper comes from an educator who worked on the National Council of Teachers of English (NCTE) Guidelines for the Preparation of Teachers of English Language Arts in 1996. The paper states that the work offered the educator/author the opportunity to discuss the many dimensions of English language arts preparation programs for undergraduate and graduate school candidates in the participating colleges and universities. It also states that since 1996 he has followed the implementation of the Guidelines through various matrix outlines that the National Council for the Accreditation of Teacher Education (NCATE) and NCTE program evaluators have developed based on the Guidelines. The main part of the paper deals with his observations about the field of literary studies. It voices some concerns about the existing Guidelines and the related Matrix used as part of the NCATE project. Thee was concern that the inclusive approach taken while writing the Guidelines resulted in a posture toward literary studies that avoided the prescriptive stance of earlier editions. Earlier editions of the Guidelines required candidates to study the history of literature in courses designated as American, British, and world literature surveys. The earlier editions favored the broader and more inclusive requirement that candidates be exposed to "literatures of human cultures” or an “exhaustive body of literature and literary genres in English and in translation." The paper explains why dropping these designations will have a loosening effect upon curricula accepted under the new NCATE standards, and offers some examples. (NKA)
Research Standards; (6) Beyond Literature Standards; (7) Beyond Assessment Standards; and (8) Beyond Teaching Standards. (Cites 34 works.) (NKA)
ED 452 550 CS 217 515 Tancredo, Dana E. The Effects of Breakthrough to Literacy on Oral Language Development at the Kinder garten Level. Pub Date—2001-04-20 Note-56p. Pub Type-Reports - Research (143) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Computer Software Evaluation, In structional Effectiveness, Kindergarten, *Language Acquisition, *Oral Language, Primary Education, *Reading Attitudes, Reading Readiness, Student Attitudes The software “Breakthrough to Literacy” was introduced in kindergarten classrooms in a suburban school district in 1999 and focuses on oral language development. Through observations, the author studied the effects the software had on individual children's oral language and pre-reading readiness skills. Along with reading skill development, oral language and thinking skill development were also observed. The purpose of this study was to observe the effects of the software on both the reading and oral language development at the kindergarten level. The population involved three children selected at random. Results indicated that the software provided the children with a strong reading base. Results also showed that oral language development and reading skills had continued to grow and develop. When the study was completed, the three children were interviewed separately. Each child spoke positively about the software and was excited to be reading. (Contains 13 references and 5 tables of data. Appendixes contain 3 additional tables of data.) (Author/RS)
ED 452 554 CS 217 520 Britsch, Susan J. Riddle Me This, Riddle Me That: Email Dia logues with Third-Grade Writers. Pub Date-2001-04-00 Note-12p.; Paper presented at the Annual Meet ing of the American Educational Research As sociation (Seattle, WA, April 10-14, 2001). Pub Type- Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Descriptors--*Childrens Writing, *Communica tion Skills, *Electronic Mail, Grade 3, *Literacy, Primary Education, Student Reaction, Writing Research Identifiers--California (North), *Dialogic Com munication, Purdue University IN, *Riddles For a project, a university researcher and a group of education graduate students in literacy and language education at Purdue University exchanged email with 32 third graders in two classes at a northern California elementary school. The overall aim of the project was to build the children's literacy and communication skills by involving them in scaffolded written discussions with a more capable writer. An additional pedagogical aim was to help the children explore the content knowledge they were acquiring in their classroom, thus extending their ability to write about this official curriculum through collaborative discussions with adult writers. During the first year of the project the primary research questions were: (1) What is the nature of written response for these children? and (2) What sorts of patterns emerge in the types of questions that the children originate for the researchers? Although the researchers tried to explore the curricular topics, children in one group began to preface their letters with riddles, and riddling extended to two of the writing groups. The riddlers also began to structure dialogues in which they designated both a topic and a method of exchange that would assure a return for their riddles. It could be said that riddling dealt with child-centered topics in which the children maintained interest because the riddles were: (1) fun; (2) child-initiated; (3) interesting to the children; or (4) generally part of children's culture. However, such a reductive analysis would give short shrift to something that the children maintained for 4 months. They opposed another discourse--the curricular discourse the researchers had initiated—by controlling it. (Contains 3 tables and 25 references.) (NKA)
ment in the area of writing. (Contains 37 references, and 8 tables and 14 figures of data. Appendixes contain a student writing checklist; a rubric; teacher, parent, and student survey instruments; and permission letters.) (RS) ED 452 552 CS 217 517 Creating Publications: Write To Fight Crime. Youth in Action Bulletin, Number 16. Department of Justice, Washington, DC. Office of Justice Programs.; National Crime Prevention Council, Washington, DC. Report No. ---NCJ-179000 Pub Date--2000-04-00 Note--10p. Pub Type-Guides - Non-Classroom (055) EDRS Price – MF01/PC01 Plus Postage. Descriptors-*Crime Prevention, Instructional Materials, *Publications, *Writing for Publica tion, *Writing Processes Identifiers—-*Publisher Role Publications, which can be anything from a onepage flier to a brochure to a poster or a book, can be relatively easy to create but very effective for helping to fight crime. This bulletin considers how publications can contribute to crime prevention; what it takes to start a publication; what are some of the challenges in creating a publication; how to evaluate your publication; and what some of the rewards are. The bulletin walks an individual through the publication process from researching a subject to distributing the final product. It pinpoints the following steps to keep the publication process moving forward: (1) research your subject; (2) outline your document; (3) write, edit, and rewrite your document; (4) design your publication; (5) go to press; and (6) distribute your product. (NKA) ED 452 553 CS 217 519 Jago, Carol Beyond Standards: Excellence in the High School English Classroom. Report No.--ISBN-0-86709-503-2 Pub Date-2001-00-00 Note-128p.; Foreword by Sheridan Blau. Available from-Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($15). Tel: 603431-7894; Web site: http://www.heine mann.com. Pub Type— Books (010) -- Guides - Classroom Teacher (052) Document Not Available from EDRS. Descriptors—*Academic Achievement, *Academ ic Standards, *Classroom Environment, *English Instruction, High School Students, High Schools, Reading Material Selection, *Student Motivation Each student is capable of achieving excellence, but it requires a nurturing, vigorous classroom environment. To help current and future high school English teachers create and maintain this kind of environment, this book offers concrete ways to reconceive what it means to foster excellent performance in the classroom and vivid examples of student work that was motivated by the pursuit of excellence rather than by test scores. Filled with detailed classroom anecdotes, the book explores the many ways teachers can select books, design lessons, and inspire discussions that can lead all their students to extraordinary achievements, both in the study of literature and in their writing assignments. Included in the book are practical tips on everything from helping students self edit their writing to “tricking” them into reading a lot more poetry. The book may be seen as a set of stories-or “ethnographic studies”-on how to make the work of the high school English class important to students so that they may engage in literate activity with the same kind of attention and effort as “real” writers. It contends that under such conditions students will learn more and produce more useful and impressive products than any standards document could possibly anticipate. After a foreword by Sheridan Blau, the book is divided into the following chapters: Introduction: Standards versus Excellence; (1) Engaging Reluctant Scholars; (2) Creating the Culture of Excellence; (3) Beyond Reading Standards; (4) Beyond Writing Standards; (5) Beyond
ED 452 551 CS 217 516 Bassett, Diane DeVine, Denise Perry, Nancy Rueth, Catherine Keys to Improving Writing in the Primary Grades. Pub Date—2001-05-00 Note-100p.; Master of Arts Action Research Project, Saint Xavier University and IRI/Sky Light Professional Development. Pub Type - Dissertations/Theses (040) EDRS Price – MF01/PC04 Plus Postage. Descriptors-Action Research, Grade 1, Grade 3, Parent Participation, Primary Education, Writing Achievement, Writing Attitudes, *Writing Improvement, *Writing Instruction, Writing Processes, Writing Research, *Writing Skills This action research describes a program for improving writing skills. The targeted population consisted of first and third graders in two middle class communities in the southern suburbs of Chicago. The need for improvement in writing skills was documented through observation checklists, writing samples, and surveys. Data revealed a need for implementation of writing interventions. Analysis of probable cause data revealed that faculty observed difficulties in writing due to the lack of a formal writing program, the amount of classroom time spent on writing due to curriculum demands, and a lack of teacher training in this area. The professional literature suggests the following as reasons why students were poor writers: (1) they were not exposed to writing at an early age; (2) there is a lack of real meaning in their writing experiences; (3) reading and writing remain separate entities; and (4) the curricular focus is on reading and math. The over-emphasis placed on grammar, mechanics, and spelling are also causes for concern. Solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of the following intervention strategies: parent involvement through newsletters and articles, the use of writing centers, the use of e-mail, letter writing, free choice of topics, the use of literature to teach writing, Author's Chair, interactive journals/notebooks, allowing inventive spelling, cross-curricular writing, and encouraging at-home writing. Post-intervention data indicated an increase in the targeted students' writing abilities, a positive attitude toward the writing process, an increased confidence in the editing and revising of student work, and increased parental involve
ED 452 555 CS 217 521 Miller, A. Christine Cross, Lorraine Moving from I to Us: The Power of Action Re search To Improve Students' Writing Perfor mance. Pub Date--2001-04-00 Note—27p.; Paper presented at the Annual Meet ing of the American Educational Research Association (82nd, Seattle, WA, April 10-14, 2001). This study was conducted at A. D. Henderson School through a Professional Development School Partnership between Florida Atlantic University/A.D. Henderson University School and the School Districts of Martin, Palm Beach, and St. Lucie Counties, Florida. Pub Type-- Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price – MF01/PC02 Plus Postage. Descriptors-Action Research, Elementary Edu cation, *Instructional Effectiveness, Middle Schools, Program Descriptions, *Writing Across the Curriculum, *Writing Improvement, *Writing Instruction, Writing Research Project WATCH! (Writing Across the Curriculum Hawks!) was the 1999-2000 schoolwide action research project at the A.D. Henderson University School grades K-8. The study question, "How can teachers build schoolwide capacity to support improved student writing across the curriculum?", examined whole-school collaboration where all
teachers understand and are able to support the writing curriculum. The study was conducted through several phases: (1) the overall design of the project action plan; (2) implementation of three action research study groups who collaboratively supported the writing curriculum through actions and activities; (3) professional development to support teachers in changing instructional practices; (4) support data-driven decisions through the collection and analysis of data; and (5) coordinate the findings of the study and implement new actions to support schoolwide high-level writing performance. Data were gathered using four major evaluation measures: Pre/Post Pre/Post Writing Support Questions, Pre/Post Writing Assessment, Implementation logs recording FCAT Writes! Poster and Proofreading Marks Guide Use; teacher observations and reflections, the Florida Comprehension Assessment Test administered to fourth and eighth grade students, and observations and reflections by the FAU liaison and on-site coordinator. Teacher's findings indicate a general improvement in writing performance of students in kindergarten through eighth grade. Exemplary teaching practices included increased vocabulary development, use of the FCAT Writes! rubrics for modeling and/or grading, definitions of the types of writing, focus on the 5 paragraph essay format, ongoing review of literary devices, linking examples of quality literature to student writing, use of a student/teacher feedback format, use of peer conferencing, and the use of a NCS Staff Development/“Florida Writes!” CDROM program. The analysis of teacher reflections and observations, collected throughout the year, supported the accomplishment of one of the major goals of this study—to develop a collaborative learning organization. In conclusion, student writing was improved by implementing the schoolwide focus on improving writing performance. Contains 16 references and 6 unnumbered tables of data. (RS)
EDRS Price – MF01/PC01 Plus Postage. Descriptors—*English Departments, Futures (of Society), Higher Education, *Teacher Role, * Technical Writing, *Technology Integration Identifiers-Faculty Attitudes As the 21st century begins, the clicking of computer keyboards is increasingly interrupting the calm of literary classrooms. The sound of new technology now marks the world in which students grow up and will live, how they learn, and in essence who they are. How do educators cope and make it all work? On a typical day this could happen: the department chair determines there is not enough money in the budget for a needed software program; the computer staff cuts off the campus mail server without telling you, the instructor; and your students complain that others in class are more, or less, computer literate than they are. The following are some ways to negotiate through these kinds of situations: first--form political alliances with your colleagues, administrators, the computer staff, and your students; and second-demonstrate your program's “productivity.” Teaching technical writing is a continuous, and often frustrating, learning process. Despite its downsides, though, the technical writing teacher must be willing to "embrace” technology to be successful. (NKA)
man High School. Pub Date—2001-05-31 Note-45p. Pub Type-Guides - General (050) EDRS Price - MF01/PC02 Plus Postage. Descriptors--Educational Objectives, *English Curriculum, *English Instruction. High Schools, *Jews, *Language Arts, *Private Schools, Religious Education, *Writing In struction Identifiers—Jewish Day Schools, New York (Brooklyn) In compliance with the philosophy of the Yeshivah of Flatbush, the English department is committed to students mastering the secular discipline of English. Students will develop the language skills of reading, writing, and speaking, as well as a sophistication of style and a clarity of expression. Writing is to be developed for academic purposes across the curriculum as well as for the practical necessities of intelligently and cogently expressing opinions on political, ethical, and social concerns in today's world. In addition, the school aims to develop a humanistic and aesthetic appreciation of literature. The English department provides electives which further enhance the integration of secular studies with the philosophic tenets of the Yeshivah and which meets the interests of individual students. This curriculum guide is divided into the following sections: Philosophy; Aims of the English Curriculum; Overview of Purposes and Products for Writing Grades 9-10; Overview of Purposes and Products for Writing Grades 11-12; Writing for Freshen Fall and Spring Semesters; Writing; Literature for Freshmen; Literature for Sophomores; Literature for Juniors; Literature for Seniors; Advanced Placement English; Electives; Freshmen Vocabulary, Usage and Spelling; Sophomore Vocabulary, Usage and Spelling; Junior Vocabulary, Usage and Spelling; Senior Vocabulary, Usage and Spelling; Literary Vocabulary; Alternate Vocabulary Words; Four Year Grammar Curriculum; Allocation of Class Time per Term; and Administering Grades. (NKA)
ED 452 556 CS 217 523 Fleming, Michelle M. Reconfiguring the Role of the Research Paper: Collaborative Writing To Teach Basic Aca demic Research and Writing Strategies. Pub Date-2001-03-15 Note--13p.; Paper presented at the Annual Con ference on College Composition and Communication (52nd, Denver, CO, March 14-17, 2001). Pub Type-Reports - Descriptive (141) - Speech es/Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Descriptors—*Freshman Composition, Higher Education, *Research Papers (Students), *Research Skills, Student Attitudes, Student Re search, *Writing Processes, *Writing Strategies Identifiers—*Collaborative Writing, Student Co operation Each year that the author of this paper, an English instructor at Moorhead College (Minnesota), teaches the first-year "research paper,” one instructor turns more and more to collaborative writing work. And she admits that some of her motives in reshaping the research paper in collaborative ways can seem to be based in assisting herself as a teacher as often as they are based on her desire to help students come into their own. Her first impulse to move toward collaborative research papers came, in fact, out of a great deal of frustration at teaching the kind of "anything goes” research paper course most writing instructors are familiar with-the kind in which students choose their own topics-any topics. This paper takes readers through exactly what the instructor is trying to gain as she makes her research paper courses more collaborative. The paper then moves on to the various types of collaboration her students have used and the reasons that underlie different choices that have been made about different types of collaborative writing. Along the way, it addresses briefly some of the problems that inhere in collaborative work itself, so that these issues can begin to be considered. (NKA)
ED 452 558 CS 217 525 Blumner, Jacob S. Separating Siamese Twins: Can We Extricate WAC from Writing Centers? Pub Date—2000-11-00 Note-8p.; Paper presented at the Annual Meet ing of the National Writing Centers Association (5th, Baltimore, MD, November 2-4, 2000). Pub Type - Reports - Descriptive (141) - Reports Evaluative (142) – Speeches/Meeting Papers (150) EDRS Price – MF01/PC01 Plus Postage. Descriptors-Comparative Analysis, Higher Edu cation, Program Development, *Writing Across the Curriculum, *Writing Improvement, *Writ ing Laboratories Identifiers—Program Characteristics, Writing Contexts This paper addresses the culture of writing in higher education from a multicultural perspective of those within the “monolith.” The paper first notes that writing programs, more specifically writing across the curriculum (WAC), and writing centers work in similar ways by benefiting each other and sharing the broad mission of improving students' writing. It then points out the differences programs manifest in many ways, and each program has a more specific mission, explicitly stated or not. The paper does three primary things: first, it discusses the general missions of WAC programs and writing centers based on the goal of improving student writing; second, it discusses how the programs can and do coordinate; and third, it explores the structural implication of separating or combining the programs. (NKA)
ED 452 560 CS 217 527 Indiana's Academic Standards: 9th Grade En glish/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 528-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from--For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type — Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 9, Junior High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should be able to do in Grade 9 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and comes accompanied with a list of 10 things parents can do to help their child get a good education. It outlines the following seven standards for Grade 9 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development-Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension-Students read and understand gradelevel-appropriate material; they analyze the organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and AnalysisStudents read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students discuss ideas for writing with other writers; they write coherent and focused essays that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 9, students combine the rhetorical strategies of narration, exposition, per
ED 452 559 CS 217 526 Blaine, Suzanne English Department Curriculum and Course of Study. Yeshiva of Flatbush, Brooklyn, NY. Joel Braver
standards for Grade 11 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development-Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension—Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students write coherent and focused texts that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 11, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions—Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgments about oral communication; they deliver focused and coherent presentations that convey their clear perspectives and demonstrate solid reasoning. (NKA)
Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-120p. Available from-Full text at: http://idea- net.doe.state.in.us/standards/welcome.html. Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PC05 Plus Postage. Descriptors—* Academic Achievement, *Academ-ic Standards, Elementary Secondary Educa- tion, *English, *Language Arts, Parent Participation, Skill Development, *State Stan- dards, Teacher Expectations of Students, Teacher Role The state of Indiana has established new academic standards in English/Language Arts. These "world-class” standards outline what a student should know and be able to do in each subject, at each grade level. This Teacher's Edition of the academic standards—an exact reprint of the standards guides for parents and students-provides educators and administrators with a complete set of Indiana's K-12 academic standards for English/ Language Arts. The Teacher's Edition notes that while the standards set expectations for student learning, they do not prescribe how the standards should be taught. It is divided into the following sections: Kindergarten; 1st Grade; 2nd Grade; 3rd Grade; 4th Grade; 5th Grade; 6th Grade; 7th Grade; 8th Grade; 9th Grade; 10th Grade; 11th Grade; and 12th Grade. (NKA)
suasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions-Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications Students formulate thoughtful judgments about oral communication and deliver focused and coherent presentations of their own that convey clear perspectives and solid reasoning. (NKA) ED 452 561 CS 217 528 Indiana's Academic Standards: 10th Grade English/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date—2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from-For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Achievement, *Academ ic Standards, *English, *Grade 10, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 10 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven standards for Grade 10 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Language Development—Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis–Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students discuss ideas for writing with other writers; they write coherent and focused essays that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 10 students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions—Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgment about oral communication; they deliver focused and coherent presentations of their own that convey clear perspectives and solid reasoning. (NKA) ED 452 562 CS 217 529 Indiana's Academic Standards: 11th Grade English/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date—2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from-For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type — Guides - Classroom - Learner (051) Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 11, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 11 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven
ED 452 563 CS 217 530 Indiana's Academic Standards: 12th Grade English Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-52930. Adopted by the Indiana State Board of Education, Summer 2000. Available from For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type - Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 12, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 12 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides parents with a list of 10 things they can do to help their child get a good education. It outlines the following seven standards for Grade 12 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development—Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process-Students write coherent and focused texts that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 12, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description to produce reflective compositions, historical investigation reports, and job applications and resume; and to deliver multimedia presentations; (6) Writing: Written English Language Conventions-Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgments about oral communication; they deliver focused and coherent presentations that convey clear perspectives and demonstrate solid reasoning. (NKA) ED 452 564 CS 217 531 Indiana's Academic Standards: Teacher's Edi tion. English/Language Arts.
ED 452 565 CS 217 533 Greene, Beth G. A Summary Report of the Instructional Effec tiveness of the “Steck Vaughn Phonics Program”: Level A—Units 3 and 4 & Level BUnits 2 and 3. Technical Report Number 105. Educational Research Inst. of America, Bloom ington, IN. Pub Date-2001-06-01 Note—9p. Available from-Educational Research Institute of America, PO Box 5875, Bloomington, IN 47408-5875. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Instructional Effectiveness, *Phon ics, Pilot Projects, Pretests Posttests, Primary Education, *Program Evaluation, *Reading Identifiers-California, Florida, Illinois, Sub tests, Test Trials This report describes a pilot study conducted to evaluate the instructional effectiveness of the Steck-Vaughn Phonics Program: Level A-Units 3 and 4 and Level B-Units 2 and 3. The Educational Research Institute of America (ERIA) identified volunteer teachers to participate, designed the assessments, and analyzed the collected data. Because the focus was on the program's primary levels, it was limited to Grades 1 and 2; Level AUnits 3 and 4 were used in first grade, while Level B-Units 2 and 3 were used in second grade. These units, selected by the teachers to best fit their schools' reading objectives at the time, included the teaching of eight initial consonants, six final consonants, short vowels, long vowels, and vowel diagraphs. A quasi-experimental pretest posttest design was used; 18 first and second grade teachers in California, Illinois, and Florida volunteered to participate. Approximately 400 students were included. Teachers administered the phonics tests developed by ERIA as pretests, taught the designated units from the Steck-Vaughn program, and administered the posttests after completing instruction. All assessments were scored by hand at ERIA. Results indicated that: (1) after about three weeks of instruction, two groups of first and second graders increased pretest scores to posttest scores a statistically significant amount on 5 out of 6 subtests and on total test scores for both the first and second grade assessments; (2) an analysis of students who scored lowest on the pretest indicated much greater improvement than was shown for the entire groupmore than twice as great; (3) on the single subtest (second grade) where there was not a statistically significant improvement, there was evidence of a "ceiling" effect; and (4) all the teachers reported Page 17Page 18
The Past Is Last Week; History as Exploration; What Parents Can Do; Helping Danny Become a Good Reader; and Activities for Fun and Learning. To help understand history better, parents and children can: (1) make a time capsule of family artifacts; (2) make a family tree; (3) look at old photographs of family members together; (4) share books; (5) sing songs; (6) visit a police or fire station; (7) create a school scrapbook; (8) learn about folk medicine; (9) visit a cemetery; (10) visit museums; (11) do a family history project interviewing family members; (12) read an almanac; and (12) read about and try making pioneer and colonial crafts. Contains 35 references. (EF)
student questionnaire data, and associated professional development opportunities have had a major impact on improving instruction, particularly in English language arts (ELA). In 1997 the legislature approved the Maine Learning Results-standards in eight content areas which form the framework for curriculum in Maine. Now that the MEA has been aligned with “Learning Results,” the resulting data on student achievement can be used more comprehensively to plan classroom, school, and district improvement strategies. Students in grades 4, 8, and 11 in all public schools in the state participate in the MEA. The ELA section consists of a reading, writing, and a reading/writing segment, in which students respond to multiple choice, short answer, and constructed response questions related to reading passages. They also complete a writing sample based on a common prompt. Teachers score the writing prompt and evaluate the writing samples. State consultants provide regional workshops to review what was received and how to read the information. Includes sample data. (NKA)
www.ceap.wcu.edu/Broughton/Poetryunit.html. Pub Type- Creative Works (030) – Guides Classroom - Teacher (052) EDRS Price – MF01/PC03 Plus Postage. Descriptors—Class Activities, *Creative Writing, Elementary Secondary Education, Interdiscipli nary Approach, Learning Activities, *Poetry Identifiers-Poetic Forms This collection of ideas for poetry is intended to provide teachers with tips for ways in which poetry could be integrated into the daily classroom curriculum. Noting that talking about poetry is an important step in helping students see poetry as a viable outlet for their voices, the collection states that poetry should also offer students connections to their real lives. It recommends including classical as well as contemporary poetry for students' reading enjoyment. The collection is divided into the following sections: (1) “A Prayer for Children" by Ina Hughes; (2) Forward; (3) Intentions; (4) Beginning; (5) Poetry Ideas (contains 44 ideas); (6) Reading Poetry Aloud; (7) Assessment and Evaluation; and (8) Concluding Thoughts. (NKA)
ED 452 539 CS 217 399 Motivating Your Child To Learn. Parents and Children Together Series. ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.; Family Learning Association, Bloomington, IN. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Report No.-ISBN-1-883790-85-9 Pub Date-2001-00-00 Contract-ED-99-CO-0028 Note-57p.; Accompanying audiotape not avail able from ERIC. For other books in the series, see CS 217 390-398. Available from-ERIC Clearinghouse on Read ing, English, and Communication, Indiana University, 2805 E. 10th Street, Suite 140, Bloomington, IN 47408-2698. Web site: http:// eric.indiana.edu/. Family Learning Association, 3925 Hagan St., Suite 101, Bloomington, IN 47401. Pub Type - Creative Works (030) — Guides - Non Classroom (055) — ERIC Publications (071) EDRS Price - MF01/PC03 Plus Postage. Descriptors—Elementary Education, *Learning Motivation, *Parent Student Relationship, *Reading Aloud to Others, *Reading Habits, Reading Instruction, Student Motivation, Writing (Composition) This book, one of a series, shows how to help motivate children to learn. The message of the series urges parents and children to spend time together, talk about stories, and learn together. The first part of each book presents stories appropriate for varying grade levels, both younger children and those in grades three and four, and each book presents stories on a particular theme. The Read-along Stories in this book are: “Jellybean Adventures" (Lou Hamilton); “Mr. McMuddle's Troubles” (Juanita Barrett Friedrichs); and “The Cobbler and the Elves” (as retold by Jerry D. Burchard). On an accompanying audiotaps, the stories are performed as radio dramas, allowing children to read along. The second half of each book provides ideas and guidelines for parents, as well as activities and books for additional reading. Sections in this book are: Guidelines for Parents; How to Motivate Your Child; Questions about Motivation; Activities for Reading and Writing; Suggestions from a Teacher; and Books for Parents and Children. (RS)
Pub Date-2000-00-00 Note-12p. Available from National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096. Tel: 1-800-369-6283 (Toll Free); Web site: http://www.ncte.org/positions/com mon.html. Pub Type- Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Censorship, Elementary Second ary Education, *Intellectual Freedom, *Public Schools, *Student Rights Identifiers—First Amendment, *International Reading Association, *National Council of Teachers of English, United Nations All students in public school classrooms have the right to materials and educational experiences that promote open inquiry, critical thinking, diversity in thought and expression, and respect for others. Denial or restriction of this right is an infringement of intellectual freedom. Because of their almost exactly similar positions against censorship, the International Reading Association and the National Council of Teachers of English have formed a joint task force on intellectual freedom. This position paper of these organizations aims to heighten sensitivity about censorship concerns and provide a resource for communities facing challenges to intellectual freedom. The paper first cites the First Amendment and Article 19 of the United Nations Declaration of Human Rights to reinforce its position. It then provides an action plan and strategies to adopt before a challenge arises and after a challenge has been made. It considers tactics both at the local level and at the state/provincial level, as well as at the national and international level. The paper offers a list of groups interested in fighting censorship and an extensive bibliography of resources. It also cites some situations that might affect teachers and censorship. (NKA)
ED 452 543 CS 217 456 Condon, Mark W. E. McGuffee, Michael Real ePublishing, Really Publishing! How To Create Digital Books by and for All Ages. Report No.-ISBN-0-325-00320-3 Pub Date-2001-00-00 Note-100p. Available from-Heinemann, 88 Post Road West, P.O. Box 5007, Westport, CT 06881 ($15). Tel: 800-793-2154 (Toll Free); Web site: http:// www.heinemann.com. Pub Type-Guides - Classroom - Teacher (052) Document Not Available from EDRS. Descriptors—*Childrens Writing, Class Activi ties, Classroom Environment, *Electronic Publishing, Elementary Education, Learning Activities, Technology Integration, *Writing for Publication Identifiers-Digital Photography, *Electronic Books This book aims to help teachers turn their classrooms into their very own publishing companies. All that is needed is a computer, a word processor, a digital camera, a color printer, and access to the Internet. The book explains that a new genre of publication, Webbes, are simple nonfiction picture books, and that, matching meaningful text with digital photography, these e-publications are natural means for celebrating and documenting the activities of any curricular unit. It points out that these compositions, in any language or even in two languages, invite writers from every ethnicity, social class, and language group in a school to see publication as a natural part of literacy learning and its complement to developing content concepts. Chapters in the book are: (1) Really Publishing?; (2) Voila! Instant Webbes!; (3) Authoring: Where Readers and Writers Meet; (4) Seeing What You Mean: Digital Cameras and Photography; (5) Production and Editorial: Putting It All Together; (6) Printing and Binding: Hey! It's a Book!; (7) Distribution and Promotion: Getting out the Word...and the Picture; (8) Your Emergent Publishing Company; and (9) Web Books for Everyone. Appendixes contain: Webbe step-by-step procedures; a 13-item annotated bibliography of books on writing and composition instruction; and a Webbe printing template. (NKA) ED 452 544 CS 217 506 Corso, Gail S. Practices, Principles, and Essences: How a WPA at a Small Liberal Arts College Func tions within Her Community and Its Values. Pub Date - 2001-03-00 Note-20p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Guides - Non-Classroom (055) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO Plus Postage. Descriptors—* Administrator Role, *Faculty Workload, Higher Education, *Institutional Cooperation, *Program Administration, *Writing
ED 452 540 CS 217 422 Rumery, Karen Using Data To Inform Instruction Stories from Five States. “Maine,” the Way Life Should Be. Pub Date—2000-11-00 Note-21p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (90th, Milwaukee, WI, November 16-21, 2000). Pub Type - Reports - Descriptive (141) — Speech es/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, *Curricu lum Development, Elementary Secondary Education, *Instructional Improvement, *Language Arts, State Standards Identifiers—* Data Based Instruction, Education al Information, *Maine Educational Assessment, State Role The Maine Educational Assessment (MEA) has provided data to inform curriculum and instruction in Maine's schools for 16 years. The test results,
ED 452 542 CS 217 430 Broughton, Merry G. Poetry Covers It All! Integrating Poetry in All Curriculum Areas. Pub Date—1998-09-00 Note—71p. Available from-For full text: http://
teacher counted the number of words written as well as how many words were spelled correctly. The results indicated that encouragement of invented spelling does not impact students' abilities to spell more words correctly. Yet, it does appear to allow students to express themselves more freely by using more words in their writing. Contains 25 references. A conventional spelling lesson plan and an invented spelling lesson plan are attached. (Author/ RS)
through the University's Interdisciplinary Program, a required course sequence intended to address the theme of understanding the human condition-students and faculty in this core curriculum are considered co-learners who value discussion, in-depth analysis, questioning, and critical thinking. It explains that central to these courses are writing assignments that serve the purposes of using writing as a tool for learning as well as helping students learn to write. According to the paper, however, almost 20% of students believe they cannot meet assignment requirements and be true to their own spirituality. The paper reports that writing center faculty notice that conflicts arise when students who do not follow Christian traditions must write about Christian topics and when some traditional students feel they must reveal too much of their souls, as in "too personal" writing. If the writing center is to meet students' needs brought about by the University's expectations of requiring spiritually based courses which emphasize writing, the center must reposition its approach to tutoring: it must move from a traditional format, which focuses on external assignments, to a non-traditional format, which emphasizes the process of learning how to convey internal spirituality to an external audience. It suggests using the "enneagram” (an aid for self-knowledge) as a tutor training strategy for strengthening the tutor/student conference experience through promoting tutor self-knowledge and empathy toward others. (NKA)
(Composition), Writing Instruction, *Writing Teachers The writing program administrator (WPA) at a small, Catholic liberal arts college has many roles in fulfilling her job responsibilities and upholding institutional values, which include collaboration, dialogue, and application of knowledge to benefit others and the environment. Some of these roles include: teaching four courses, engaging in committee work, curriculum planning, participating in service learning and community outreach, developing a writing resources Web site, and advising students and student organizations. Even while on sabbatical, the WPA acts as a consultant for the college. The WPA participates collaboratively in designing various workshops for faculty development and exchange of ideas, and she also participates in the field. Finally, the WPA utilizes the institution's mission statement and policy in administering the writing program and in being part of a dialogue for change. (Contains 10 references. An annotated 10-item list of works cited in the paper and the presentation is attached.) (EF) ED 452 545 CS 217 509 Costanzo, William V. Friendly Alternatives to the Argumentative Es say. Pub Date—2000-11-00 Note-8p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (90th, Milwaukee, WI, November 16-21, 2000). Pub Type— Guides - Non-Classroom (055) Speeches/Meeting Papers (150) EDRS Price – MF01/PC01 Plus Postage. Descriptors—*Conflict Resolution, Higher Edu cation, *Persuasive Discourse, *Writing Assignments, *Writing Exercises, *Writing Instruction Many teachers would like to counter what Deborah Tannen calls “The Argument Culture.” They recognize that teaching students traditional principles of argument may perpetuate the kind of adversarial thinking that erupts all too often: in aggressive newspaper headlines, on confrontational television shows, in court rooms, and in school yards across the country. An alternative is to teach the skills of conflict resolution. This paper presents a sequence of six classroom exercises leading to a writing assignment in which students are asked to mediate in the resolution of a conflict instead of arguing “persuasively” for one side. (EF) ED 452 546 CS 217 510 Brasacchio, Tiffany Kuhn, Bonnie Martin, Stephanie How Does Encouragement of Invented Spell ing Influence Conventional Spelling Develop ment? Pub Date—2001-04-26 Note-37p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Childrens Writing, Comparative Analysis, Grade 1, Instructional Effectiveness, *Invented Spelling, Primary Education, *Spelling Instruction A study determined the impact encouragement of invented spelling has on a child's writing through a comparison of writing samples produced by children encouraged to use invented spelling with writing samples by children encouraged to use conventional spelling. Three first grade classes participated in this study, two of which are located in suburban school districts and one in a rural school district. Class sizes ranged from 15 to 25 students, and the children were all between the ages of 6 and 7. In each of the three classrooms, the teacher implemented the same scripted lesson which encouraged the use of invented spelling. The teachers then implemented a second lesson that required a similar writing task; however, during this lesson the children were strongly encouraged to spell words correctly (conventional spelling). During these lessons the teachers observed the children's spelling techniques and asked some children to talk about the strategies they used to spell the words. Upon collecting all the writing samples, each
ED 452 547 CS 217 512 Klompien, Kathleen The Writer and the Text: Basic Writers, Re search Papers and Plagiarism. Pub Date--2001-03-00 Note-13p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Discourse, Higher Edu cation, Plagiarism, *Research Papers (Students), Student Needs, *Student Writing ) Models, *Writing Evaluation, Writing Re search, *Writing Strategies Identifiers—-*Author Text Relationship, Califor nia State University Los Angeles, Developmental Students, Summer Bridge Program While research papers may hold unique challenges for all writers, they are especially daunting for “less experienced” writers because these students often come to college without ever having written a research paper. A study examined several research papers written by students who took part in the Summer Bridge program at California State University at Los Angeles which is designed to help students who are conditionally admitted to the university. A subset of 25 portfolios was selected randomly from among all that year's Summer Bridge portfolios, but with about the same numbers of portfolios from males and females and the university's ethnic composition reflected in the selection. Of the 25 read initially, 5 were chosen to analyze in depth. This paper discusses in detail two of those five, finding that some form of "patchwriting" was used in all five of the research papers studied. The paper explains that "patchwriting" is considered by some scholars as a stage of writing development in which students are exploring different ideas but have not absorbed them thoroughly enough to put them into their own words. It notes that it is helpful for many students to use this technique as they start writing at the college level in order to try to understand what the authors of their texts believe and to begin to take on the language of the discourse community. The paper concludes that students need their instructors' help to learn how to respond in ways that keep them from being susceptible to accusations of plagiarism. (NKA) ED 452 548 CS 217 513 Johnson, Peggy Mutschelknaus, Mike Disembodied Spirituality: Conflicts in the Writing Center. Pub Date-2001-03-00 Note-13p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Higher Education, Interdisciplinary Approach, *Spirituality, *Student Needs, *Writing Assignments, *Writing Laboratories Identifiers-Enneagrams, Personal Writing, *Saint Marys University of Minnesota, Tutor Role, Tutor Training Noting that at Saint Mary's University (where the authors teach) the issue of spirituality is in the forefront of education and is seamlessly woven into required courses throughout four years of college in an attempt to "enhance students' spiritual and personal lives,” this paper positions writing centers as a place for student inquiries about their spirituality. The paper states that one avenue of spiritual study is
ED 452 549 CS 217 514 Thomas, Charles J. The Impact of Performance Assessment through NCATE on Literary Studies in the Nation: Shakespeare, Thoreau, and Other Classic Authors Continue To Be Included. Pub Date—2001-11-00 Note-6p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (91st, Baltimore, MD, November 15-20, 2001). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*English Teachers, Guidelines, Higher Education, *Language Arts, *Literature, Position Papers, Standards, Teacher Edu cation Identifiers-Matrix Language, *National Council for Accreditation of Teacher Educ, *National Council of Teachers of English This paper comes from an educator who worked on the National Council of Teachers of English (NCTE) Guidelines for the Preparation of Teachers of English Language Arts in 1996. The paper states that the work offered the educator/author the opportunity to discuss the many dimensions of English language arts preparation programs for undergraduate and graduate school candidates in the participating colleges and universities. It also states that since 1996 he has followed the implementation of the Guidelines through various matrix outlines that the National Council for the Accreditation of Teacher Education (NCATE) and NCTE program evaluators have developed based on the Guidelines. The main part of the paper deals with his observations about the field of literary studies. It voices some concerns about the existing Guidelines and the related Matrix used as part of the NCATE project. Thee was concern that the inclusive approach taken while writing the Guidelines resulted in a posture toward literary studies that avoided the prescriptive stance of earlier editions. Earlier editions of the Guidelines required candidates to study the history of literature in courses designated as American, British, and world literature surveys. The earlier editions favored the broader and more inclusive requirement that candidates be exposed to "literatures of human cultures” or an “exhaustive body of literature and literary genres in English and in translation." The paper explains why dropping these designations will have a loosening effect upon curricula accepted under the new NCATE standards, and offers some examples. (NKA)
Research Standards; (6) Beyond Literature Standards; (7) Beyond Assessment Standards; and (8) Beyond Teaching Standards. (Cites 34 works.) (NKA)
ED 452 550 CS 217 515 Tancredo, Dana E. The Effects of Breakthrough to Literacy on Oral Language Development at the Kinder garten Level. Pub Date—2001-04-20 Note-56p. Pub Type-Reports - Research (143) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Computer Software Evaluation, In structional Effectiveness, Kindergarten, *Language Acquisition, *Oral Language, Primary Education, *Reading Attitudes, Reading Readiness, Student Attitudes The software “Breakthrough to Literacy” was introduced in kindergarten classrooms in a suburban school district in 1999 and focuses on oral language development. Through observations, the author studied the effects the software had on individual children's oral language and pre-reading readiness skills. Along with reading skill development, oral language and thinking skill development were also observed. The purpose of this study was to observe the effects of the software on both the reading and oral language development at the kindergarten level. The population involved three children selected at random. Results indicated that the software provided the children with a strong reading base. Results also showed that oral language development and reading skills had continued to grow and develop. When the study was completed, the three children were interviewed separately. Each child spoke positively about the software and was excited to be reading. (Contains 13 references and 5 tables of data. Appendixes contain 3 additional tables of data.) (Author/RS)
ED 452 554 CS 217 520 Britsch, Susan J. Riddle Me This, Riddle Me That: Email Dia logues with Third-Grade Writers. Pub Date-2001-04-00 Note-12p.; Paper presented at the Annual Meet ing of the American Educational Research As sociation (Seattle, WA, April 10-14, 2001). Pub Type- Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Descriptors--*Childrens Writing, *Communica tion Skills, *Electronic Mail, Grade 3, *Literacy, Primary Education, Student Reaction, Writing Research Identifiers--California (North), *Dialogic Com munication, Purdue University IN, *Riddles For a project, a university researcher and a group of education graduate students in literacy and language education at Purdue University exchanged email with 32 third graders in two classes at a northern California elementary school. The overall aim of the project was to build the children's literacy and communication skills by involving them in scaffolded written discussions with a more capable writer. An additional pedagogical aim was to help the children explore the content knowledge they were acquiring in their classroom, thus extending their ability to write about this official curriculum through collaborative discussions with adult writers. During the first year of the project the primary research questions were: (1) What is the nature of written response for these children? and (2) What sorts of patterns emerge in the types of questions that the children originate for the researchers? Although the researchers tried to explore the curricular topics, children in one group began to preface their letters with riddles, and riddling extended to two of the writing groups. The riddlers also began to structure dialogues in which they designated both a topic and a method of exchange that would assure a return for their riddles. It could be said that riddling dealt with child-centered topics in which the children maintained interest because the riddles were: (1) fun; (2) child-initiated; (3) interesting to the children; or (4) generally part of children's culture. However, such a reductive analysis would give short shrift to something that the children maintained for 4 months. They opposed another discourse--the curricular discourse the researchers had initiated—by controlling it. (Contains 3 tables and 25 references.) (NKA)
ment in the area of writing. (Contains 37 references, and 8 tables and 14 figures of data. Appendixes contain a student writing checklist; a rubric; teacher, parent, and student survey instruments; and permission letters.) (RS) ED 452 552 CS 217 517 Creating Publications: Write To Fight Crime. Youth in Action Bulletin, Number 16. Department of Justice, Washington, DC. Office of Justice Programs.; National Crime Prevention Council, Washington, DC. Report No. ---NCJ-179000 Pub Date--2000-04-00 Note--10p. Pub Type-Guides - Non-Classroom (055) EDRS Price – MF01/PC01 Plus Postage. Descriptors-*Crime Prevention, Instructional Materials, *Publications, *Writing for Publica tion, *Writing Processes Identifiers—-*Publisher Role Publications, which can be anything from a onepage flier to a brochure to a poster or a book, can be relatively easy to create but very effective for helping to fight crime. This bulletin considers how publications can contribute to crime prevention; what it takes to start a publication; what are some of the challenges in creating a publication; how to evaluate your publication; and what some of the rewards are. The bulletin walks an individual through the publication process from researching a subject to distributing the final product. It pinpoints the following steps to keep the publication process moving forward: (1) research your subject; (2) outline your document; (3) write, edit, and rewrite your document; (4) design your publication; (5) go to press; and (6) distribute your product. (NKA) ED 452 553 CS 217 519 Jago, Carol Beyond Standards: Excellence in the High School English Classroom. Report No.--ISBN-0-86709-503-2 Pub Date-2001-00-00 Note-128p.; Foreword by Sheridan Blau. Available from-Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($15). Tel: 603431-7894; Web site: http://www.heine mann.com. Pub Type— Books (010) -- Guides - Classroom Teacher (052) Document Not Available from EDRS. Descriptors—*Academic Achievement, *Academ ic Standards, *Classroom Environment, *English Instruction, High School Students, High Schools, Reading Material Selection, *Student Motivation Each student is capable of achieving excellence, but it requires a nurturing, vigorous classroom environment. To help current and future high school English teachers create and maintain this kind of environment, this book offers concrete ways to reconceive what it means to foster excellent performance in the classroom and vivid examples of student work that was motivated by the pursuit of excellence rather than by test scores. Filled with detailed classroom anecdotes, the book explores the many ways teachers can select books, design lessons, and inspire discussions that can lead all their students to extraordinary achievements, both in the study of literature and in their writing assignments. Included in the book are practical tips on everything from helping students self edit their writing to “tricking” them into reading a lot more poetry. The book may be seen as a set of stories-or “ethnographic studies”-on how to make the work of the high school English class important to students so that they may engage in literate activity with the same kind of attention and effort as “real” writers. It contends that under such conditions students will learn more and produce more useful and impressive products than any standards document could possibly anticipate. After a foreword by Sheridan Blau, the book is divided into the following chapters: Introduction: Standards versus Excellence; (1) Engaging Reluctant Scholars; (2) Creating the Culture of Excellence; (3) Beyond Reading Standards; (4) Beyond Writing Standards; (5) Beyond
ED 452 551 CS 217 516 Bassett, Diane DeVine, Denise Perry, Nancy Rueth, Catherine Keys to Improving Writing in the Primary Grades. Pub Date—2001-05-00 Note-100p.; Master of Arts Action Research Project, Saint Xavier University and IRI/Sky Light Professional Development. Pub Type - Dissertations/Theses (040) EDRS Price – MF01/PC04 Plus Postage. Descriptors-Action Research, Grade 1, Grade 3, Parent Participation, Primary Education, Writing Achievement, Writing Attitudes, *Writing Improvement, *Writing Instruction, Writing Processes, Writing Research, *Writing Skills This action research describes a program for improving writing skills. The targeted population consisted of first and third graders in two middle class communities in the southern suburbs of Chicago. The need for improvement in writing skills was documented through observation checklists, writing samples, and surveys. Data revealed a need for implementation of writing interventions. Analysis of probable cause data revealed that faculty observed difficulties in writing due to the lack of a formal writing program, the amount of classroom time spent on writing due to curriculum demands, and a lack of teacher training in this area. The professional literature suggests the following as reasons why students were poor writers: (1) they were not exposed to writing at an early age; (2) there is a lack of real meaning in their writing experiences; (3) reading and writing remain separate entities; and (4) the curricular focus is on reading and math. The over-emphasis placed on grammar, mechanics, and spelling are also causes for concern. Solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of the following intervention strategies: parent involvement through newsletters and articles, the use of writing centers, the use of e-mail, letter writing, free choice of topics, the use of literature to teach writing, Author's Chair, interactive journals/notebooks, allowing inventive spelling, cross-curricular writing, and encouraging at-home writing. Post-intervention data indicated an increase in the targeted students' writing abilities, a positive attitude toward the writing process, an increased confidence in the editing and revising of student work, and increased parental involve
ED 452 555 CS 217 521 Miller, A. Christine Cross, Lorraine Moving from I to Us: The Power of Action Re search To Improve Students' Writing Perfor mance. Pub Date--2001-04-00 Note—27p.; Paper presented at the Annual Meet ing of the American Educational Research Association (82nd, Seattle, WA, April 10-14, 2001). This study was conducted at A. D. Henderson School through a Professional Development School Partnership between Florida Atlantic University/A.D. Henderson University School and the School Districts of Martin, Palm Beach, and St. Lucie Counties, Florida. Pub Type-- Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price – MF01/PC02 Plus Postage. Descriptors-Action Research, Elementary Edu cation, *Instructional Effectiveness, Middle Schools, Program Descriptions, *Writing Across the Curriculum, *Writing Improvement, *Writing Instruction, Writing Research Project WATCH! (Writing Across the Curriculum Hawks!) was the 1999-2000 schoolwide action research project at the A.D. Henderson University School grades K-8. The study question, "How can teachers build schoolwide capacity to support improved student writing across the curriculum?", examined whole-school collaboration where all
teachers understand and are able to support the writing curriculum. The study was conducted through several phases: (1) the overall design of the project action plan; (2) implementation of three action research study groups who collaboratively supported the writing curriculum through actions and activities; (3) professional development to support teachers in changing instructional practices; (4) support data-driven decisions through the collection and analysis of data; and (5) coordinate the findings of the study and implement new actions to support schoolwide high-level writing performance. Data were gathered using four major evaluation measures: Pre/Post Pre/Post Writing Support Questions, Pre/Post Writing Assessment, Implementation logs recording FCAT Writes! Poster and Proofreading Marks Guide Use; teacher observations and reflections, the Florida Comprehension Assessment Test administered to fourth and eighth grade students, and observations and reflections by the FAU liaison and on-site coordinator. Teacher's findings indicate a general improvement in writing performance of students in kindergarten through eighth grade. Exemplary teaching practices included increased vocabulary development, use of the FCAT Writes! rubrics for modeling and/or grading, definitions of the types of writing, focus on the 5 paragraph essay format, ongoing review of literary devices, linking examples of quality literature to student writing, use of a student/teacher feedback format, use of peer conferencing, and the use of a NCS Staff Development/“Florida Writes!” CDROM program. The analysis of teacher reflections and observations, collected throughout the year, supported the accomplishment of one of the major goals of this study—to develop a collaborative learning organization. In conclusion, student writing was improved by implementing the schoolwide focus on improving writing performance. Contains 16 references and 6 unnumbered tables of data. (RS)
EDRS Price – MF01/PC01 Plus Postage. Descriptors—*English Departments, Futures (of Society), Higher Education, *Teacher Role, * Technical Writing, *Technology Integration Identifiers-Faculty Attitudes As the 21st century begins, the clicking of computer keyboards is increasingly interrupting the calm of literary classrooms. The sound of new technology now marks the world in which students grow up and will live, how they learn, and in essence who they are. How do educators cope and make it all work? On a typical day this could happen: the department chair determines there is not enough money in the budget for a needed software program; the computer staff cuts off the campus mail server without telling you, the instructor; and your students complain that others in class are more, or less, computer literate than they are. The following are some ways to negotiate through these kinds of situations: first--form political alliances with your colleagues, administrators, the computer staff, and your students; and second-demonstrate your program's “productivity.” Teaching technical writing is a continuous, and often frustrating, learning process. Despite its downsides, though, the technical writing teacher must be willing to "embrace” technology to be successful. (NKA)
man High School. Pub Date—2001-05-31 Note-45p. Pub Type-Guides - General (050) EDRS Price - MF01/PC02 Plus Postage. Descriptors--Educational Objectives, *English Curriculum, *English Instruction. High Schools, *Jews, *Language Arts, *Private Schools, Religious Education, *Writing In struction Identifiers—Jewish Day Schools, New York (Brooklyn) In compliance with the philosophy of the Yeshivah of Flatbush, the English department is committed to students mastering the secular discipline of English. Students will develop the language skills of reading, writing, and speaking, as well as a sophistication of style and a clarity of expression. Writing is to be developed for academic purposes across the curriculum as well as for the practical necessities of intelligently and cogently expressing opinions on political, ethical, and social concerns in today's world. In addition, the school aims to develop a humanistic and aesthetic appreciation of literature. The English department provides electives which further enhance the integration of secular studies with the philosophic tenets of the Yeshivah and which meets the interests of individual students. This curriculum guide is divided into the following sections: Philosophy; Aims of the English Curriculum; Overview of Purposes and Products for Writing Grades 9-10; Overview of Purposes and Products for Writing Grades 11-12; Writing for Freshen Fall and Spring Semesters; Writing; Literature for Freshmen; Literature for Sophomores; Literature for Juniors; Literature for Seniors; Advanced Placement English; Electives; Freshmen Vocabulary, Usage and Spelling; Sophomore Vocabulary, Usage and Spelling; Junior Vocabulary, Usage and Spelling; Senior Vocabulary, Usage and Spelling; Literary Vocabulary; Alternate Vocabulary Words; Four Year Grammar Curriculum; Allocation of Class Time per Term; and Administering Grades. (NKA)
ED 452 556 CS 217 523 Fleming, Michelle M. Reconfiguring the Role of the Research Paper: Collaborative Writing To Teach Basic Aca demic Research and Writing Strategies. Pub Date-2001-03-15 Note--13p.; Paper presented at the Annual Con ference on College Composition and Communication (52nd, Denver, CO, March 14-17, 2001). Pub Type-Reports - Descriptive (141) - Speech es/Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Descriptors—*Freshman Composition, Higher Education, *Research Papers (Students), *Research Skills, Student Attitudes, Student Re search, *Writing Processes, *Writing Strategies Identifiers—*Collaborative Writing, Student Co operation Each year that the author of this paper, an English instructor at Moorhead College (Minnesota), teaches the first-year "research paper,” one instructor turns more and more to collaborative writing work. And she admits that some of her motives in reshaping the research paper in collaborative ways can seem to be based in assisting herself as a teacher as often as they are based on her desire to help students come into their own. Her first impulse to move toward collaborative research papers came, in fact, out of a great deal of frustration at teaching the kind of "anything goes” research paper course most writing instructors are familiar with-the kind in which students choose their own topics-any topics. This paper takes readers through exactly what the instructor is trying to gain as she makes her research paper courses more collaborative. The paper then moves on to the various types of collaboration her students have used and the reasons that underlie different choices that have been made about different types of collaborative writing. Along the way, it addresses briefly some of the problems that inhere in collaborative work itself, so that these issues can begin to be considered. (NKA)
ED 452 558 CS 217 525 Blumner, Jacob S. Separating Siamese Twins: Can We Extricate WAC from Writing Centers? Pub Date—2000-11-00 Note-8p.; Paper presented at the Annual Meet ing of the National Writing Centers Association (5th, Baltimore, MD, November 2-4, 2000). Pub Type - Reports - Descriptive (141) - Reports Evaluative (142) – Speeches/Meeting Papers (150) EDRS Price – MF01/PC01 Plus Postage. Descriptors-Comparative Analysis, Higher Edu cation, Program Development, *Writing Across the Curriculum, *Writing Improvement, *Writ ing Laboratories Identifiers—Program Characteristics, Writing Contexts This paper addresses the culture of writing in higher education from a multicultural perspective of those within the “monolith.” The paper first notes that writing programs, more specifically writing across the curriculum (WAC), and writing centers work in similar ways by benefiting each other and sharing the broad mission of improving students' writing. It then points out the differences programs manifest in many ways, and each program has a more specific mission, explicitly stated or not. The paper does three primary things: first, it discusses the general missions of WAC programs and writing centers based on the goal of improving student writing; second, it discusses how the programs can and do coordinate; and third, it explores the structural implication of separating or combining the programs. (NKA)
ED 452 560 CS 217 527 Indiana's Academic Standards: 9th Grade En glish/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 528-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from--For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type — Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 9, Junior High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should be able to do in Grade 9 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and comes accompanied with a list of 10 things parents can do to help their child get a good education. It outlines the following seven standards for Grade 9 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development-Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension-Students read and understand gradelevel-appropriate material; they analyze the organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and AnalysisStudents read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students discuss ideas for writing with other writers; they write coherent and focused essays that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 9, students combine the rhetorical strategies of narration, exposition, per
ED 452 559 CS 217 526 Blaine, Suzanne English Department Curriculum and Course of Study. Yeshiva of Flatbush, Brooklyn, NY. Joel Braver
standards for Grade 11 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development-Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension—Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students write coherent and focused texts that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 11, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions—Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgments about oral communication; they deliver focused and coherent presentations that convey their clear perspectives and demonstrate solid reasoning. (NKA)
Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-120p. Available from-Full text at: http://idea- net.doe.state.in.us/standards/welcome.html. Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PC05 Plus Postage. Descriptors—* Academic Achievement, *Academ-ic Standards, Elementary Secondary Educa- tion, *English, *Language Arts, Parent Participation, Skill Development, *State Stan- dards, Teacher Expectations of Students, Teacher Role The state of Indiana has established new academic standards in English/Language Arts. These "world-class” standards outline what a student should know and be able to do in each subject, at each grade level. This Teacher's Edition of the academic standards—an exact reprint of the standards guides for parents and students-provides educators and administrators with a complete set of Indiana's K-12 academic standards for English/ Language Arts. The Teacher's Edition notes that while the standards set expectations for student learning, they do not prescribe how the standards should be taught. It is divided into the following sections: Kindergarten; 1st Grade; 2nd Grade; 3rd Grade; 4th Grade; 5th Grade; 6th Grade; 7th Grade; 8th Grade; 9th Grade; 10th Grade; 11th Grade; and 12th Grade. (NKA)
suasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions-Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications Students formulate thoughtful judgments about oral communication and deliver focused and coherent presentations of their own that convey clear perspectives and solid reasoning. (NKA) ED 452 561 CS 217 528 Indiana's Academic Standards: 10th Grade English/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date—2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from-For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Achievement, *Academ ic Standards, *English, *Grade 10, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 10 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven standards for Grade 10 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Language Development—Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis–Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students discuss ideas for writing with other writers; they write coherent and focused essays that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 10 students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions—Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgment about oral communication; they deliver focused and coherent presentations of their own that convey clear perspectives and solid reasoning. (NKA) ED 452 562 CS 217 529 Indiana's Academic Standards: 11th Grade English/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date—2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from-For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type — Guides - Classroom - Learner (051) Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 11, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 11 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven
ED 452 563 CS 217 530 Indiana's Academic Standards: 12th Grade English Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-52930. Adopted by the Indiana State Board of Education, Summer 2000. Available from For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type - Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 12, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 12 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides parents with a list of 10 things they can do to help their child get a good education. It outlines the following seven standards for Grade 12 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development—Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process-Students write coherent and focused texts that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 12, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description to produce reflective compositions, historical investigation reports, and job applications and resume; and to deliver multimedia presentations; (6) Writing: Written English Language Conventions-Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgments about oral communication; they deliver focused and coherent presentations that convey clear perspectives and demonstrate solid reasoning. (NKA) ED 452 564 CS 217 531 Indiana's Academic Standards: Teacher's Edi tion. English/Language Arts.
ED 452 565 CS 217 533 Greene, Beth G. A Summary Report of the Instructional Effec tiveness of the “Steck Vaughn Phonics Program”: Level A—Units 3 and 4 & Level BUnits 2 and 3. Technical Report Number 105. Educational Research Inst. of America, Bloom ington, IN. Pub Date-2001-06-01 Note—9p. Available from-Educational Research Institute of America, PO Box 5875, Bloomington, IN 47408-5875. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Instructional Effectiveness, *Phon ics, Pilot Projects, Pretests Posttests, Primary Education, *Program Evaluation, *Reading Identifiers-California, Florida, Illinois, Sub tests, Test Trials This report describes a pilot study conducted to evaluate the instructional effectiveness of the Steck-Vaughn Phonics Program: Level A-Units 3 and 4 and Level B-Units 2 and 3. The Educational Research Institute of America (ERIA) identified volunteer teachers to participate, designed the assessments, and analyzed the collected data. Because the focus was on the program's primary levels, it was limited to Grades 1 and 2; Level AUnits 3 and 4 were used in first grade, while Level B-Units 2 and 3 were used in second grade. These units, selected by the teachers to best fit their schools' reading objectives at the time, included the teaching of eight initial consonants, six final consonants, short vowels, long vowels, and vowel diagraphs. A quasi-experimental pretest posttest design was used; 18 first and second grade teachers in California, Illinois, and Florida volunteered to participate. Approximately 400 students were included. Teachers administered the phonics tests developed by ERIA as pretests, taught the designated units from the Steck-Vaughn program, and administered the posttests after completing instruction. All assessments were scored by hand at ERIA. Results indicated that: (1) after about three weeks of instruction, two groups of first and second graders increased pretest scores to posttest scores a statistically significant amount on 5 out of 6 subtests and on total test scores for both the first and second grade assessments; (2) an analysis of students who scored lowest on the pretest indicated much greater improvement than was shown for the entire groupmore than twice as great; (3) on the single subtest (second grade) where there was not a statistically significant improvement, there was evidence of a "ceiling" effect; and (4) all the teachers reported Page 19Page 20
The Past Is Last Week; History as Exploration; What Parents Can Do; Helping Danny Become a Good Reader; and Activities for Fun and Learning. To help understand history better, parents and children can: (1) make a time capsule of family artifacts; (2) make a family tree; (3) look at old photographs of family members together; (4) share books; (5) sing songs; (6) visit a police or fire station; (7) create a school scrapbook; (8) learn about folk medicine; (9) visit a cemetery; (10) visit museums; (11) do a family history project interviewing family members; (12) read an almanac; and (12) read about and try making pioneer and colonial crafts. Contains 35 references. (EF)
student questionnaire data, and associated professional development opportunities have had a major impact on improving instruction, particularly in English language arts (ELA). In 1997 the legislature approved the Maine Learning Results-standards in eight content areas which form the framework for curriculum in Maine. Now that the MEA has been aligned with “Learning Results,” the resulting data on student achievement can be used more comprehensively to plan classroom, school, and district improvement strategies. Students in grades 4, 8, and 11 in all public schools in the state participate in the MEA. The ELA section consists of a reading, writing, and a reading/writing segment, in which students respond to multiple choice, short answer, and constructed response questions related to reading passages. They also complete a writing sample based on a common prompt. Teachers score the writing prompt and evaluate the writing samples. State consultants provide regional workshops to review what was received and how to read the information. Includes sample data. (NKA)
www.ceap.wcu.edu/Broughton/Poetryunit.html. Pub Type- Creative Works (030) – Guides Classroom - Teacher (052) EDRS Price – MF01/PC03 Plus Postage. Descriptors—Class Activities, *Creative Writing, Elementary Secondary Education, Interdiscipli nary Approach, Learning Activities, *Poetry Identifiers-Poetic Forms This collection of ideas for poetry is intended to provide teachers with tips for ways in which poetry could be integrated into the daily classroom curriculum. Noting that talking about poetry is an important step in helping students see poetry as a viable outlet for their voices, the collection states that poetry should also offer students connections to their real lives. It recommends including classical as well as contemporary poetry for students' reading enjoyment. The collection is divided into the following sections: (1) “A Prayer for Children" by Ina Hughes; (2) Forward; (3) Intentions; (4) Beginning; (5) Poetry Ideas (contains 44 ideas); (6) Reading Poetry Aloud; (7) Assessment and Evaluation; and (8) Concluding Thoughts. (NKA)
ED 452 539 CS 217 399 Motivating Your Child To Learn. Parents and Children Together Series. ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.; Family Learning Association, Bloomington, IN. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Report No.-ISBN-1-883790-85-9 Pub Date-2001-00-00 Contract-ED-99-CO-0028 Note-57p.; Accompanying audiotape not avail able from ERIC. For other books in the series, see CS 217 390-398. Available from-ERIC Clearinghouse on Read ing, English, and Communication, Indiana University, 2805 E. 10th Street, Suite 140, Bloomington, IN 47408-2698. Web site: http:// eric.indiana.edu/. Family Learning Association, 3925 Hagan St., Suite 101, Bloomington, IN 47401. Pub Type - Creative Works (030) — Guides - Non Classroom (055) — ERIC Publications (071) EDRS Price - MF01/PC03 Plus Postage. Descriptors—Elementary Education, *Learning Motivation, *Parent Student Relationship, *Reading Aloud to Others, *Reading Habits, Reading Instruction, Student Motivation, Writing (Composition) This book, one of a series, shows how to help motivate children to learn. The message of the series urges parents and children to spend time together, talk about stories, and learn together. The first part of each book presents stories appropriate for varying grade levels, both younger children and those in grades three and four, and each book presents stories on a particular theme. The Read-along Stories in this book are: “Jellybean Adventures" (Lou Hamilton); “Mr. McMuddle's Troubles” (Juanita Barrett Friedrichs); and “The Cobbler and the Elves” (as retold by Jerry D. Burchard). On an accompanying audiotaps, the stories are performed as radio dramas, allowing children to read along. The second half of each book provides ideas and guidelines for parents, as well as activities and books for additional reading. Sections in this book are: Guidelines for Parents; How to Motivate Your Child; Questions about Motivation; Activities for Reading and Writing; Suggestions from a Teacher; and Books for Parents and Children. (RS)
Pub Date-2000-00-00 Note-12p. Available from National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096. Tel: 1-800-369-6283 (Toll Free); Web site: http://www.ncte.org/positions/com mon.html. Pub Type- Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Censorship, Elementary Second ary Education, *Intellectual Freedom, *Public Schools, *Student Rights Identifiers—First Amendment, *International Reading Association, *National Council of Teachers of English, United Nations All students in public school classrooms have the right to materials and educational experiences that promote open inquiry, critical thinking, diversity in thought and expression, and respect for others. Denial or restriction of this right is an infringement of intellectual freedom. Because of their almost exactly similar positions against censorship, the International Reading Association and the National Council of Teachers of English have formed a joint task force on intellectual freedom. This position paper of these organizations aims to heighten sensitivity about censorship concerns and provide a resource for communities facing challenges to intellectual freedom. The paper first cites the First Amendment and Article 19 of the United Nations Declaration of Human Rights to reinforce its position. It then provides an action plan and strategies to adopt before a challenge arises and after a challenge has been made. It considers tactics both at the local level and at the state/provincial level, as well as at the national and international level. The paper offers a list of groups interested in fighting censorship and an extensive bibliography of resources. It also cites some situations that might affect teachers and censorship. (NKA)
ED 452 543 CS 217 456 Condon, Mark W. E. McGuffee, Michael Real ePublishing, Really Publishing! How To Create Digital Books by and for All Ages. Report No.-ISBN-0-325-00320-3 Pub Date-2001-00-00 Note-100p. Available from-Heinemann, 88 Post Road West, P.O. Box 5007, Westport, CT 06881 ($15). Tel: 800-793-2154 (Toll Free); Web site: http:// www.heinemann.com. Pub Type-Guides - Classroom - Teacher (052) Document Not Available from EDRS. Descriptors—*Childrens Writing, Class Activi ties, Classroom Environment, *Electronic Publishing, Elementary Education, Learning Activities, Technology Integration, *Writing for Publication Identifiers-Digital Photography, *Electronic Books This book aims to help teachers turn their classrooms into their very own publishing companies. All that is needed is a computer, a word processor, a digital camera, a color printer, and access to the Internet. The book explains that a new genre of publication, Webbes, are simple nonfiction picture books, and that, matching meaningful text with digital photography, these e-publications are natural means for celebrating and documenting the activities of any curricular unit. It points out that these compositions, in any language or even in two languages, invite writers from every ethnicity, social class, and language group in a school to see publication as a natural part of literacy learning and its complement to developing content concepts. Chapters in the book are: (1) Really Publishing?; (2) Voila! Instant Webbes!; (3) Authoring: Where Readers and Writers Meet; (4) Seeing What You Mean: Digital Cameras and Photography; (5) Production and Editorial: Putting It All Together; (6) Printing and Binding: Hey! It's a Book!; (7) Distribution and Promotion: Getting out the Word...and the Picture; (8) Your Emergent Publishing Company; and (9) Web Books for Everyone. Appendixes contain: Webbe step-by-step procedures; a 13-item annotated bibliography of books on writing and composition instruction; and a Webbe printing template. (NKA) ED 452 544 CS 217 506 Corso, Gail S. Practices, Principles, and Essences: How a WPA at a Small Liberal Arts College Func tions within Her Community and Its Values. Pub Date - 2001-03-00 Note-20p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Guides - Non-Classroom (055) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO Plus Postage. Descriptors—* Administrator Role, *Faculty Workload, Higher Education, *Institutional Cooperation, *Program Administration, *Writing
ED 452 540 CS 217 422 Rumery, Karen Using Data To Inform Instruction Stories from Five States. “Maine,” the Way Life Should Be. Pub Date—2000-11-00 Note-21p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (90th, Milwaukee, WI, November 16-21, 2000). Pub Type - Reports - Descriptive (141) — Speech es/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, *Curricu lum Development, Elementary Secondary Education, *Instructional Improvement, *Language Arts, State Standards Identifiers—* Data Based Instruction, Education al Information, *Maine Educational Assessment, State Role The Maine Educational Assessment (MEA) has provided data to inform curriculum and instruction in Maine's schools for 16 years. The test results,
ED 452 542 CS 217 430 Broughton, Merry G. Poetry Covers It All! Integrating Poetry in All Curriculum Areas. Pub Date—1998-09-00 Note—71p. Available from-For full text: http://
teacher counted the number of words written as well as how many words were spelled correctly. The results indicated that encouragement of invented spelling does not impact students' abilities to spell more words correctly. Yet, it does appear to allow students to express themselves more freely by using more words in their writing. Contains 25 references. A conventional spelling lesson plan and an invented spelling lesson plan are attached. (Author/ RS)
through the University's Interdisciplinary Program, a required course sequence intended to address the theme of understanding the human condition-students and faculty in this core curriculum are considered co-learners who value discussion, in-depth analysis, questioning, and critical thinking. It explains that central to these courses are writing assignments that serve the purposes of using writing as a tool for learning as well as helping students learn to write. According to the paper, however, almost 20% of students believe they cannot meet assignment requirements and be true to their own spirituality. The paper reports that writing center faculty notice that conflicts arise when students who do not follow Christian traditions must write about Christian topics and when some traditional students feel they must reveal too much of their souls, as in "too personal" writing. If the writing center is to meet students' needs brought about by the University's expectations of requiring spiritually based courses which emphasize writing, the center must reposition its approach to tutoring: it must move from a traditional format, which focuses on external assignments, to a non-traditional format, which emphasizes the process of learning how to convey internal spirituality to an external audience. It suggests using the "enneagram” (an aid for self-knowledge) as a tutor training strategy for strengthening the tutor/student conference experience through promoting tutor self-knowledge and empathy toward others. (NKA)
(Composition), Writing Instruction, *Writing Teachers The writing program administrator (WPA) at a small, Catholic liberal arts college has many roles in fulfilling her job responsibilities and upholding institutional values, which include collaboration, dialogue, and application of knowledge to benefit others and the environment. Some of these roles include: teaching four courses, engaging in committee work, curriculum planning, participating in service learning and community outreach, developing a writing resources Web site, and advising students and student organizations. Even while on sabbatical, the WPA acts as a consultant for the college. The WPA participates collaboratively in designing various workshops for faculty development and exchange of ideas, and she also participates in the field. Finally, the WPA utilizes the institution's mission statement and policy in administering the writing program and in being part of a dialogue for change. (Contains 10 references. An annotated 10-item list of works cited in the paper and the presentation is attached.) (EF) ED 452 545 CS 217 509 Costanzo, William V. Friendly Alternatives to the Argumentative Es say. Pub Date—2000-11-00 Note-8p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (90th, Milwaukee, WI, November 16-21, 2000). Pub Type— Guides - Non-Classroom (055) Speeches/Meeting Papers (150) EDRS Price – MF01/PC01 Plus Postage. Descriptors—*Conflict Resolution, Higher Edu cation, *Persuasive Discourse, *Writing Assignments, *Writing Exercises, *Writing Instruction Many teachers would like to counter what Deborah Tannen calls “The Argument Culture.” They recognize that teaching students traditional principles of argument may perpetuate the kind of adversarial thinking that erupts all too often: in aggressive newspaper headlines, on confrontational television shows, in court rooms, and in school yards across the country. An alternative is to teach the skills of conflict resolution. This paper presents a sequence of six classroom exercises leading to a writing assignment in which students are asked to mediate in the resolution of a conflict instead of arguing “persuasively” for one side. (EF) ED 452 546 CS 217 510 Brasacchio, Tiffany Kuhn, Bonnie Martin, Stephanie How Does Encouragement of Invented Spell ing Influence Conventional Spelling Develop ment? Pub Date—2001-04-26 Note-37p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Childrens Writing, Comparative Analysis, Grade 1, Instructional Effectiveness, *Invented Spelling, Primary Education, *Spelling Instruction A study determined the impact encouragement of invented spelling has on a child's writing through a comparison of writing samples produced by children encouraged to use invented spelling with writing samples by children encouraged to use conventional spelling. Three first grade classes participated in this study, two of which are located in suburban school districts and one in a rural school district. Class sizes ranged from 15 to 25 students, and the children were all between the ages of 6 and 7. In each of the three classrooms, the teacher implemented the same scripted lesson which encouraged the use of invented spelling. The teachers then implemented a second lesson that required a similar writing task; however, during this lesson the children were strongly encouraged to spell words correctly (conventional spelling). During these lessons the teachers observed the children's spelling techniques and asked some children to talk about the strategies they used to spell the words. Upon collecting all the writing samples, each
ED 452 547 CS 217 512 Klompien, Kathleen The Writer and the Text: Basic Writers, Re search Papers and Plagiarism. Pub Date--2001-03-00 Note-13p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Discourse, Higher Edu cation, Plagiarism, *Research Papers (Students), Student Needs, *Student Writing ) Models, *Writing Evaluation, Writing Re search, *Writing Strategies Identifiers—-*Author Text Relationship, Califor nia State University Los Angeles, Developmental Students, Summer Bridge Program While research papers may hold unique challenges for all writers, they are especially daunting for “less experienced” writers because these students often come to college without ever having written a research paper. A study examined several research papers written by students who took part in the Summer Bridge program at California State University at Los Angeles which is designed to help students who are conditionally admitted to the university. A subset of 25 portfolios was selected randomly from among all that year's Summer Bridge portfolios, but with about the same numbers of portfolios from males and females and the university's ethnic composition reflected in the selection. Of the 25 read initially, 5 were chosen to analyze in depth. This paper discusses in detail two of those five, finding that some form of "patchwriting" was used in all five of the research papers studied. The paper explains that "patchwriting" is considered by some scholars as a stage of writing development in which students are exploring different ideas but have not absorbed them thoroughly enough to put them into their own words. It notes that it is helpful for many students to use this technique as they start writing at the college level in order to try to understand what the authors of their texts believe and to begin to take on the language of the discourse community. The paper concludes that students need their instructors' help to learn how to respond in ways that keep them from being susceptible to accusations of plagiarism. (NKA) ED 452 548 CS 217 513 Johnson, Peggy Mutschelknaus, Mike Disembodied Spirituality: Conflicts in the Writing Center. Pub Date-2001-03-00 Note-13p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Higher Education, Interdisciplinary Approach, *Spirituality, *Student Needs, *Writing Assignments, *Writing Laboratories Identifiers-Enneagrams, Personal Writing, *Saint Marys University of Minnesota, Tutor Role, Tutor Training Noting that at Saint Mary's University (where the authors teach) the issue of spirituality is in the forefront of education and is seamlessly woven into required courses throughout four years of college in an attempt to "enhance students' spiritual and personal lives,” this paper positions writing centers as a place for student inquiries about their spirituality. The paper states that one avenue of spiritual study is
ED 452 549 CS 217 514 Thomas, Charles J. The Impact of Performance Assessment through NCATE on Literary Studies in the Nation: Shakespeare, Thoreau, and Other Classic Authors Continue To Be Included. Pub Date—2001-11-00 Note-6p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (91st, Baltimore, MD, November 15-20, 2001). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*English Teachers, Guidelines, Higher Education, *Language Arts, *Literature, Position Papers, Standards, Teacher Edu cation Identifiers-Matrix Language, *National Council for Accreditation of Teacher Educ, *National Council of Teachers of English This paper comes from an educator who worked on the National Council of Teachers of English (NCTE) Guidelines for the Preparation of Teachers of English Language Arts in 1996. The paper states that the work offered the educator/author the opportunity to discuss the many dimensions of English language arts preparation programs for undergraduate and graduate school candidates in the participating colleges and universities. It also states that since 1996 he has followed the implementation of the Guidelines through various matrix outlines that the National Council for the Accreditation of Teacher Education (NCATE) and NCTE program evaluators have developed based on the Guidelines. The main part of the paper deals with his observations about the field of literary studies. It voices some concerns about the existing Guidelines and the related Matrix used as part of the NCATE project. Thee was concern that the inclusive approach taken while writing the Guidelines resulted in a posture toward literary studies that avoided the prescriptive stance of earlier editions. Earlier editions of the Guidelines required candidates to study the history of literature in courses designated as American, British, and world literature surveys. The earlier editions favored the broader and more inclusive requirement that candidates be exposed to "literatures of human cultures” or an “exhaustive body of literature and literary genres in English and in translation." The paper explains why dropping these designations will have a loosening effect upon curricula accepted under the new NCATE standards, and offers some examples. (NKA)
Research Standards; (6) Beyond Literature Standards; (7) Beyond Assessment Standards; and (8) Beyond Teaching Standards. (Cites 34 works.) (NKA)
ED 452 550 CS 217 515 Tancredo, Dana E. The Effects of Breakthrough to Literacy on Oral Language Development at the Kinder garten Level. Pub Date—2001-04-20 Note-56p. Pub Type-Reports - Research (143) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Computer Software Evaluation, In structional Effectiveness, Kindergarten, *Language Acquisition, *Oral Language, Primary Education, *Reading Attitudes, Reading Readiness, Student Attitudes The software “Breakthrough to Literacy” was introduced in kindergarten classrooms in a suburban school district in 1999 and focuses on oral language development. Through observations, the author studied the effects the software had on individual children's oral language and pre-reading readiness skills. Along with reading skill development, oral language and thinking skill development were also observed. The purpose of this study was to observe the effects of the software on both the reading and oral language development at the kindergarten level. The population involved three children selected at random. Results indicated that the software provided the children with a strong reading base. Results also showed that oral language development and reading skills had continued to grow and develop. When the study was completed, the three children were interviewed separately. Each child spoke positively about the software and was excited to be reading. (Contains 13 references and 5 tables of data. Appendixes contain 3 additional tables of data.) (Author/RS)
ED 452 554 CS 217 520 Britsch, Susan J. Riddle Me This, Riddle Me That: Email Dia logues with Third-Grade Writers. Pub Date-2001-04-00 Note-12p.; Paper presented at the Annual Meet ing of the American Educational Research As sociation (Seattle, WA, April 10-14, 2001). Pub Type- Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Descriptors--*Childrens Writing, *Communica tion Skills, *Electronic Mail, Grade 3, *Literacy, Primary Education, Student Reaction, Writing Research Identifiers--California (North), *Dialogic Com munication, Purdue University IN, *Riddles For a project, a university researcher and a group of education graduate students in literacy and language education at Purdue University exchanged email with 32 third graders in two classes at a northern California elementary school. The overall aim of the project was to build the children's literacy and communication skills by involving them in scaffolded written discussions with a more capable writer. An additional pedagogical aim was to help the children explore the content knowledge they were acquiring in their classroom, thus extending their ability to write about this official curriculum through collaborative discussions with adult writers. During the first year of the project the primary research questions were: (1) What is the nature of written response for these children? and (2) What sorts of patterns emerge in the types of questions that the children originate for the researchers? Although the researchers tried to explore the curricular topics, children in one group began to preface their letters with riddles, and riddling extended to two of the writing groups. The riddlers also began to structure dialogues in which they designated both a topic and a method of exchange that would assure a return for their riddles. It could be said that riddling dealt with child-centered topics in which the children maintained interest because the riddles were: (1) fun; (2) child-initiated; (3) interesting to the children; or (4) generally part of children's culture. However, such a reductive analysis would give short shrift to something that the children maintained for 4 months. They opposed another discourse--the curricular discourse the researchers had initiated—by controlling it. (Contains 3 tables and 25 references.) (NKA)
ment in the area of writing. (Contains 37 references, and 8 tables and 14 figures of data. Appendixes contain a student writing checklist; a rubric; teacher, parent, and student survey instruments; and permission letters.) (RS) ED 452 552 CS 217 517 Creating Publications: Write To Fight Crime. Youth in Action Bulletin, Number 16. Department of Justice, Washington, DC. Office of Justice Programs.; National Crime Prevention Council, Washington, DC. Report No. ---NCJ-179000 Pub Date--2000-04-00 Note--10p. Pub Type-Guides - Non-Classroom (055) EDRS Price – MF01/PC01 Plus Postage. Descriptors-*Crime Prevention, Instructional Materials, *Publications, *Writing for Publica tion, *Writing Processes Identifiers—-*Publisher Role Publications, which can be anything from a onepage flier to a brochure to a poster or a book, can be relatively easy to create but very effective for helping to fight crime. This bulletin considers how publications can contribute to crime prevention; what it takes to start a publication; what are some of the challenges in creating a publication; how to evaluate your publication; and what some of the rewards are. The bulletin walks an individual through the publication process from researching a subject to distributing the final product. It pinpoints the following steps to keep the publication process moving forward: (1) research your subject; (2) outline your document; (3) write, edit, and rewrite your document; (4) design your publication; (5) go to press; and (6) distribute your product. (NKA) ED 452 553 CS 217 519 Jago, Carol Beyond Standards: Excellence in the High School English Classroom. Report No.--ISBN-0-86709-503-2 Pub Date-2001-00-00 Note-128p.; Foreword by Sheridan Blau. Available from-Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($15). Tel: 603431-7894; Web site: http://www.heine mann.com. Pub Type— Books (010) -- Guides - Classroom Teacher (052) Document Not Available from EDRS. Descriptors—*Academic Achievement, *Academ ic Standards, *Classroom Environment, *English Instruction, High School Students, High Schools, Reading Material Selection, *Student Motivation Each student is capable of achieving excellence, but it requires a nurturing, vigorous classroom environment. To help current and future high school English teachers create and maintain this kind of environment, this book offers concrete ways to reconceive what it means to foster excellent performance in the classroom and vivid examples of student work that was motivated by the pursuit of excellence rather than by test scores. Filled with detailed classroom anecdotes, the book explores the many ways teachers can select books, design lessons, and inspire discussions that can lead all their students to extraordinary achievements, both in the study of literature and in their writing assignments. Included in the book are practical tips on everything from helping students self edit their writing to “tricking” them into reading a lot more poetry. The book may be seen as a set of stories-or “ethnographic studies”-on how to make the work of the high school English class important to students so that they may engage in literate activity with the same kind of attention and effort as “real” writers. It contends that under such conditions students will learn more and produce more useful and impressive products than any standards document could possibly anticipate. After a foreword by Sheridan Blau, the book is divided into the following chapters: Introduction: Standards versus Excellence; (1) Engaging Reluctant Scholars; (2) Creating the Culture of Excellence; (3) Beyond Reading Standards; (4) Beyond Writing Standards; (5) Beyond
ED 452 551 CS 217 516 Bassett, Diane DeVine, Denise Perry, Nancy Rueth, Catherine Keys to Improving Writing in the Primary Grades. Pub Date—2001-05-00 Note-100p.; Master of Arts Action Research Project, Saint Xavier University and IRI/Sky Light Professional Development. Pub Type - Dissertations/Theses (040) EDRS Price – MF01/PC04 Plus Postage. Descriptors-Action Research, Grade 1, Grade 3, Parent Participation, Primary Education, Writing Achievement, Writing Attitudes, *Writing Improvement, *Writing Instruction, Writing Processes, Writing Research, *Writing Skills This action research describes a program for improving writing skills. The targeted population consisted of first and third graders in two middle class communities in the southern suburbs of Chicago. The need for improvement in writing skills was documented through observation checklists, writing samples, and surveys. Data revealed a need for implementation of writing interventions. Analysis of probable cause data revealed that faculty observed difficulties in writing due to the lack of a formal writing program, the amount of classroom time spent on writing due to curriculum demands, and a lack of teacher training in this area. The professional literature suggests the following as reasons why students were poor writers: (1) they were not exposed to writing at an early age; (2) there is a lack of real meaning in their writing experiences; (3) reading and writing remain separate entities; and (4) the curricular focus is on reading and math. The over-emphasis placed on grammar, mechanics, and spelling are also causes for concern. Solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of the following intervention strategies: parent involvement through newsletters and articles, the use of writing centers, the use of e-mail, letter writing, free choice of topics, the use of literature to teach writing, Author's Chair, interactive journals/notebooks, allowing inventive spelling, cross-curricular writing, and encouraging at-home writing. Post-intervention data indicated an increase in the targeted students' writing abilities, a positive attitude toward the writing process, an increased confidence in the editing and revising of student work, and increased parental involve
ED 452 555 CS 217 521 Miller, A. Christine Cross, Lorraine Moving from I to Us: The Power of Action Re search To Improve Students' Writing Perfor mance. Pub Date--2001-04-00 Note—27p.; Paper presented at the Annual Meet ing of the American Educational Research Association (82nd, Seattle, WA, April 10-14, 2001). This study was conducted at A. D. Henderson School through a Professional Development School Partnership between Florida Atlantic University/A.D. Henderson University School and the School Districts of Martin, Palm Beach, and St. Lucie Counties, Florida. Pub Type-- Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price – MF01/PC02 Plus Postage. Descriptors-Action Research, Elementary Edu cation, *Instructional Effectiveness, Middle Schools, Program Descriptions, *Writing Across the Curriculum, *Writing Improvement, *Writing Instruction, Writing Research Project WATCH! (Writing Across the Curriculum Hawks!) was the 1999-2000 schoolwide action research project at the A.D. Henderson University School grades K-8. The study question, "How can teachers build schoolwide capacity to support improved student writing across the curriculum?", examined whole-school collaboration where all
teachers understand and are able to support the writing curriculum. The study was conducted through several phases: (1) the overall design of the project action plan; (2) implementation of three action research study groups who collaboratively supported the writing curriculum through actions and activities; (3) professional development to support teachers in changing instructional practices; (4) support data-driven decisions through the collection and analysis of data; and (5) coordinate the findings of the study and implement new actions to support schoolwide high-level writing performance. Data were gathered using four major evaluation measures: Pre/Post Pre/Post Writing Support Questions, Pre/Post Writing Assessment, Implementation logs recording FCAT Writes! Poster and Proofreading Marks Guide Use; teacher observations and reflections, the Florida Comprehension Assessment Test administered to fourth and eighth grade students, and observations and reflections by the FAU liaison and on-site coordinator. Teacher's findings indicate a general improvement in writing performance of students in kindergarten through eighth grade. Exemplary teaching practices included increased vocabulary development, use of the FCAT Writes! rubrics for modeling and/or grading, definitions of the types of writing, focus on the 5 paragraph essay format, ongoing review of literary devices, linking examples of quality literature to student writing, use of a student/teacher feedback format, use of peer conferencing, and the use of a NCS Staff Development/“Florida Writes!” CDROM program. The analysis of teacher reflections and observations, collected throughout the year, supported the accomplishment of one of the major goals of this study—to develop a collaborative learning organization. In conclusion, student writing was improved by implementing the schoolwide focus on improving writing performance. Contains 16 references and 6 unnumbered tables of data. (RS)
EDRS Price – MF01/PC01 Plus Postage. Descriptors—*English Departments, Futures (of Society), Higher Education, *Teacher Role, * Technical Writing, *Technology Integration Identifiers-Faculty Attitudes As the 21st century begins, the clicking of computer keyboards is increasingly interrupting the calm of literary classrooms. The sound of new technology now marks the world in which students grow up and will live, how they learn, and in essence who they are. How do educators cope and make it all work? On a typical day this could happen: the department chair determines there is not enough money in the budget for a needed software program; the computer staff cuts off the campus mail server without telling you, the instructor; and your students complain that others in class are more, or less, computer literate than they are. The following are some ways to negotiate through these kinds of situations: first--form political alliances with your colleagues, administrators, the computer staff, and your students; and second-demonstrate your program's “productivity.” Teaching technical writing is a continuous, and often frustrating, learning process. Despite its downsides, though, the technical writing teacher must be willing to "embrace” technology to be successful. (NKA)
man High School. Pub Date—2001-05-31 Note-45p. Pub Type-Guides - General (050) EDRS Price - MF01/PC02 Plus Postage. Descriptors--Educational Objectives, *English Curriculum, *English Instruction. High Schools, *Jews, *Language Arts, *Private Schools, Religious Education, *Writing In struction Identifiers—Jewish Day Schools, New York (Brooklyn) In compliance with the philosophy of the Yeshivah of Flatbush, the English department is committed to students mastering the secular discipline of English. Students will develop the language skills of reading, writing, and speaking, as well as a sophistication of style and a clarity of expression. Writing is to be developed for academic purposes across the curriculum as well as for the practical necessities of intelligently and cogently expressing opinions on political, ethical, and social concerns in today's world. In addition, the school aims to develop a humanistic and aesthetic appreciation of literature. The English department provides electives which further enhance the integration of secular studies with the philosophic tenets of the Yeshivah and which meets the interests of individual students. This curriculum guide is divided into the following sections: Philosophy; Aims of the English Curriculum; Overview of Purposes and Products for Writing Grades 9-10; Overview of Purposes and Products for Writing Grades 11-12; Writing for Freshen Fall and Spring Semesters; Writing; Literature for Freshmen; Literature for Sophomores; Literature for Juniors; Literature for Seniors; Advanced Placement English; Electives; Freshmen Vocabulary, Usage and Spelling; Sophomore Vocabulary, Usage and Spelling; Junior Vocabulary, Usage and Spelling; Senior Vocabulary, Usage and Spelling; Literary Vocabulary; Alternate Vocabulary Words; Four Year Grammar Curriculum; Allocation of Class Time per Term; and Administering Grades. (NKA)
ED 452 556 CS 217 523 Fleming, Michelle M. Reconfiguring the Role of the Research Paper: Collaborative Writing To Teach Basic Aca demic Research and Writing Strategies. Pub Date-2001-03-15 Note--13p.; Paper presented at the Annual Con ference on College Composition and Communication (52nd, Denver, CO, March 14-17, 2001). Pub Type-Reports - Descriptive (141) - Speech es/Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Descriptors—*Freshman Composition, Higher Education, *Research Papers (Students), *Research Skills, Student Attitudes, Student Re search, *Writing Processes, *Writing Strategies Identifiers—*Collaborative Writing, Student Co operation Each year that the author of this paper, an English instructor at Moorhead College (Minnesota), teaches the first-year "research paper,” one instructor turns more and more to collaborative writing work. And she admits that some of her motives in reshaping the research paper in collaborative ways can seem to be based in assisting herself as a teacher as often as they are based on her desire to help students come into their own. Her first impulse to move toward collaborative research papers came, in fact, out of a great deal of frustration at teaching the kind of "anything goes” research paper course most writing instructors are familiar with-the kind in which students choose their own topics-any topics. This paper takes readers through exactly what the instructor is trying to gain as she makes her research paper courses more collaborative. The paper then moves on to the various types of collaboration her students have used and the reasons that underlie different choices that have been made about different types of collaborative writing. Along the way, it addresses briefly some of the problems that inhere in collaborative work itself, so that these issues can begin to be considered. (NKA)
ED 452 558 CS 217 525 Blumner, Jacob S. Separating Siamese Twins: Can We Extricate WAC from Writing Centers? Pub Date—2000-11-00 Note-8p.; Paper presented at the Annual Meet ing of the National Writing Centers Association (5th, Baltimore, MD, November 2-4, 2000). Pub Type - Reports - Descriptive (141) - Reports Evaluative (142) – Speeches/Meeting Papers (150) EDRS Price – MF01/PC01 Plus Postage. Descriptors-Comparative Analysis, Higher Edu cation, Program Development, *Writing Across the Curriculum, *Writing Improvement, *Writ ing Laboratories Identifiers—Program Characteristics, Writing Contexts This paper addresses the culture of writing in higher education from a multicultural perspective of those within the “monolith.” The paper first notes that writing programs, more specifically writing across the curriculum (WAC), and writing centers work in similar ways by benefiting each other and sharing the broad mission of improving students' writing. It then points out the differences programs manifest in many ways, and each program has a more specific mission, explicitly stated or not. The paper does three primary things: first, it discusses the general missions of WAC programs and writing centers based on the goal of improving student writing; second, it discusses how the programs can and do coordinate; and third, it explores the structural implication of separating or combining the programs. (NKA)
ED 452 560 CS 217 527 Indiana's Academic Standards: 9th Grade En glish/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 528-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from--For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type — Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 9, Junior High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should be able to do in Grade 9 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and comes accompanied with a list of 10 things parents can do to help their child get a good education. It outlines the following seven standards for Grade 9 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development-Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension-Students read and understand gradelevel-appropriate material; they analyze the organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and AnalysisStudents read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students discuss ideas for writing with other writers; they write coherent and focused essays that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 9, students combine the rhetorical strategies of narration, exposition, per
ED 452 559 CS 217 526 Blaine, Suzanne English Department Curriculum and Course of Study. Yeshiva of Flatbush, Brooklyn, NY. Joel Braver
standards for Grade 11 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development-Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension—Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students write coherent and focused texts that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 11, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions—Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgments about oral communication; they deliver focused and coherent presentations that convey their clear perspectives and demonstrate solid reasoning. (NKA)
Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-120p. Available from-Full text at: http://idea- net.doe.state.in.us/standards/welcome.html. Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PC05 Plus Postage. Descriptors—* Academic Achievement, *Academ-ic Standards, Elementary Secondary Educa- tion, *English, *Language Arts, Parent Participation, Skill Development, *State Stan- dards, Teacher Expectations of Students, Teacher Role The state of Indiana has established new academic standards in English/Language Arts. These "world-class” standards outline what a student should know and be able to do in each subject, at each grade level. This Teacher's Edition of the academic standards—an exact reprint of the standards guides for parents and students-provides educators and administrators with a complete set of Indiana's K-12 academic standards for English/ Language Arts. The Teacher's Edition notes that while the standards set expectations for student learning, they do not prescribe how the standards should be taught. It is divided into the following sections: Kindergarten; 1st Grade; 2nd Grade; 3rd Grade; 4th Grade; 5th Grade; 6th Grade; 7th Grade; 8th Grade; 9th Grade; 10th Grade; 11th Grade; and 12th Grade. (NKA)
suasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions-Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications Students formulate thoughtful judgments about oral communication and deliver focused and coherent presentations of their own that convey clear perspectives and solid reasoning. (NKA) ED 452 561 CS 217 528 Indiana's Academic Standards: 10th Grade English/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date—2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from-For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Achievement, *Academ ic Standards, *English, *Grade 10, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 10 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven standards for Grade 10 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Language Development—Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis–Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students discuss ideas for writing with other writers; they write coherent and focused essays that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 10 students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions—Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgment about oral communication; they deliver focused and coherent presentations of their own that convey clear perspectives and solid reasoning. (NKA) ED 452 562 CS 217 529 Indiana's Academic Standards: 11th Grade English/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date—2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from-For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type — Guides - Classroom - Learner (051) Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 11, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 11 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven
ED 452 563 CS 217 530 Indiana's Academic Standards: 12th Grade English Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-52930. Adopted by the Indiana State Board of Education, Summer 2000. Available from For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type - Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 12, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 12 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides parents with a list of 10 things they can do to help their child get a good education. It outlines the following seven standards for Grade 12 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development—Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process-Students write coherent and focused texts that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 12, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description to produce reflective compositions, historical investigation reports, and job applications and resume; and to deliver multimedia presentations; (6) Writing: Written English Language Conventions-Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgments about oral communication; they deliver focused and coherent presentations that convey clear perspectives and demonstrate solid reasoning. (NKA) ED 452 564 CS 217 531 Indiana's Academic Standards: Teacher's Edi tion. English/Language Arts.
ED 452 565 CS 217 533 Greene, Beth G. A Summary Report of the Instructional Effec tiveness of the “Steck Vaughn Phonics Program”: Level A—Units 3 and 4 & Level BUnits 2 and 3. Technical Report Number 105. Educational Research Inst. of America, Bloom ington, IN. Pub Date-2001-06-01 Note—9p. Available from-Educational Research Institute of America, PO Box 5875, Bloomington, IN 47408-5875. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Instructional Effectiveness, *Phon ics, Pilot Projects, Pretests Posttests, Primary Education, *Program Evaluation, *Reading Identifiers-California, Florida, Illinois, Sub tests, Test Trials This report describes a pilot study conducted to evaluate the instructional effectiveness of the Steck-Vaughn Phonics Program: Level A-Units 3 and 4 and Level B-Units 2 and 3. The Educational Research Institute of America (ERIA) identified volunteer teachers to participate, designed the assessments, and analyzed the collected data. Because the focus was on the program's primary levels, it was limited to Grades 1 and 2; Level AUnits 3 and 4 were used in first grade, while Level B-Units 2 and 3 were used in second grade. These units, selected by the teachers to best fit their schools' reading objectives at the time, included the teaching of eight initial consonants, six final consonants, short vowels, long vowels, and vowel diagraphs. A quasi-experimental pretest posttest design was used; 18 first and second grade teachers in California, Illinois, and Florida volunteered to participate. Approximately 400 students were included. Teachers administered the phonics tests developed by ERIA as pretests, taught the designated units from the Steck-Vaughn program, and administered the posttests after completing instruction. All assessments were scored by hand at ERIA. Results indicated that: (1) after about three weeks of instruction, two groups of first and second graders increased pretest scores to posttest scores a statistically significant amount on 5 out of 6 subtests and on total test scores for both the first and second grade assessments; (2) an analysis of students who scored lowest on the pretest indicated much greater improvement than was shown for the entire groupmore than twice as great; (3) on the single subtest (second grade) where there was not a statistically significant improvement, there was evidence of a "ceiling" effect; and (4) all the teachers reported Page 21Page 22
The Past Is Last Week; History as Exploration; What Parents Can Do; Helping Danny Become a Good Reader; and Activities for Fun and Learning. To help understand history better, parents and children can: (1) make a time capsule of family artifacts; (2) make a family tree; (3) look at old photographs of family members together; (4) share books; (5) sing songs; (6) visit a police or fire station; (7) create a school scrapbook; (8) learn about folk medicine; (9) visit a cemetery; (10) visit museums; (11) do a family history project interviewing family members; (12) read an almanac; and (12) read about and try making pioneer and colonial crafts. Contains 35 references. (EF)
student questionnaire data, and associated professional development opportunities have had a major impact on improving instruction, particularly in English language arts (ELA). In 1997 the legislature approved the Maine Learning Results-standards in eight content areas which form the framework for curriculum in Maine. Now that the MEA has been aligned with “Learning Results,” the resulting data on student achievement can be used more comprehensively to plan classroom, school, and district improvement strategies. Students in grades 4, 8, and 11 in all public schools in the state participate in the MEA. The ELA section consists of a reading, writing, and a reading/writing segment, in which students respond to multiple choice, short answer, and constructed response questions related to reading passages. They also complete a writing sample based on a common prompt. Teachers score the writing prompt and evaluate the writing samples. State consultants provide regional workshops to review what was received and how to read the information. Includes sample data. (NKA)
www.ceap.wcu.edu/Broughton/Poetryunit.html. Pub Type- Creative Works (030) – Guides Classroom - Teacher (052) EDRS Price – MF01/PC03 Plus Postage. Descriptors—Class Activities, *Creative Writing, Elementary Secondary Education, Interdiscipli nary Approach, Learning Activities, *Poetry Identifiers-Poetic Forms This collection of ideas for poetry is intended to provide teachers with tips for ways in which poetry could be integrated into the daily classroom curriculum. Noting that talking about poetry is an important step in helping students see poetry as a viable outlet for their voices, the collection states that poetry should also offer students connections to their real lives. It recommends including classical as well as contemporary poetry for students' reading enjoyment. The collection is divided into the following sections: (1) “A Prayer for Children" by Ina Hughes; (2) Forward; (3) Intentions; (4) Beginning; (5) Poetry Ideas (contains 44 ideas); (6) Reading Poetry Aloud; (7) Assessment and Evaluation; and (8) Concluding Thoughts. (NKA)
ED 452 539 CS 217 399 Motivating Your Child To Learn. Parents and Children Together Series. ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.; Family Learning Association, Bloomington, IN. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Report No.-ISBN-1-883790-85-9 Pub Date-2001-00-00 Contract-ED-99-CO-0028 Note-57p.; Accompanying audiotape not avail able from ERIC. For other books in the series, see CS 217 390-398. Available from-ERIC Clearinghouse on Read ing, English, and Communication, Indiana University, 2805 E. 10th Street, Suite 140, Bloomington, IN 47408-2698. Web site: http:// eric.indiana.edu/. Family Learning Association, 3925 Hagan St., Suite 101, Bloomington, IN 47401. Pub Type - Creative Works (030) — Guides - Non Classroom (055) — ERIC Publications (071) EDRS Price - MF01/PC03 Plus Postage. Descriptors—Elementary Education, *Learning Motivation, *Parent Student Relationship, *Reading Aloud to Others, *Reading Habits, Reading Instruction, Student Motivation, Writing (Composition) This book, one of a series, shows how to help motivate children to learn. The message of the series urges parents and children to spend time together, talk about stories, and learn together. The first part of each book presents stories appropriate for varying grade levels, both younger children and those in grades three and four, and each book presents stories on a particular theme. The Read-along Stories in this book are: “Jellybean Adventures" (Lou Hamilton); “Mr. McMuddle's Troubles” (Juanita Barrett Friedrichs); and “The Cobbler and the Elves” (as retold by Jerry D. Burchard). On an accompanying audiotaps, the stories are performed as radio dramas, allowing children to read along. The second half of each book provides ideas and guidelines for parents, as well as activities and books for additional reading. Sections in this book are: Guidelines for Parents; How to Motivate Your Child; Questions about Motivation; Activities for Reading and Writing; Suggestions from a Teacher; and Books for Parents and Children. (RS)
Pub Date-2000-00-00 Note-12p. Available from National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096. Tel: 1-800-369-6283 (Toll Free); Web site: http://www.ncte.org/positions/com mon.html. Pub Type- Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Censorship, Elementary Second ary Education, *Intellectual Freedom, *Public Schools, *Student Rights Identifiers—First Amendment, *International Reading Association, *National Council of Teachers of English, United Nations All students in public school classrooms have the right to materials and educational experiences that promote open inquiry, critical thinking, diversity in thought and expression, and respect for others. Denial or restriction of this right is an infringement of intellectual freedom. Because of their almost exactly similar positions against censorship, the International Reading Association and the National Council of Teachers of English have formed a joint task force on intellectual freedom. This position paper of these organizations aims to heighten sensitivity about censorship concerns and provide a resource for communities facing challenges to intellectual freedom. The paper first cites the First Amendment and Article 19 of the United Nations Declaration of Human Rights to reinforce its position. It then provides an action plan and strategies to adopt before a challenge arises and after a challenge has been made. It considers tactics both at the local level and at the state/provincial level, as well as at the national and international level. The paper offers a list of groups interested in fighting censorship and an extensive bibliography of resources. It also cites some situations that might affect teachers and censorship. (NKA)
ED 452 543 CS 217 456 Condon, Mark W. E. McGuffee, Michael Real ePublishing, Really Publishing! How To Create Digital Books by and for All Ages. Report No.-ISBN-0-325-00320-3 Pub Date-2001-00-00 Note-100p. Available from-Heinemann, 88 Post Road West, P.O. Box 5007, Westport, CT 06881 ($15). Tel: 800-793-2154 (Toll Free); Web site: http:// www.heinemann.com. Pub Type-Guides - Classroom - Teacher (052) Document Not Available from EDRS. Descriptors—*Childrens Writing, Class Activi ties, Classroom Environment, *Electronic Publishing, Elementary Education, Learning Activities, Technology Integration, *Writing for Publication Identifiers-Digital Photography, *Electronic Books This book aims to help teachers turn their classrooms into their very own publishing companies. All that is needed is a computer, a word processor, a digital camera, a color printer, and access to the Internet. The book explains that a new genre of publication, Webbes, are simple nonfiction picture books, and that, matching meaningful text with digital photography, these e-publications are natural means for celebrating and documenting the activities of any curricular unit. It points out that these compositions, in any language or even in two languages, invite writers from every ethnicity, social class, and language group in a school to see publication as a natural part of literacy learning and its complement to developing content concepts. Chapters in the book are: (1) Really Publishing?; (2) Voila! Instant Webbes!; (3) Authoring: Where Readers and Writers Meet; (4) Seeing What You Mean: Digital Cameras and Photography; (5) Production and Editorial: Putting It All Together; (6) Printing and Binding: Hey! It's a Book!; (7) Distribution and Promotion: Getting out the Word...and the Picture; (8) Your Emergent Publishing Company; and (9) Web Books for Everyone. Appendixes contain: Webbe step-by-step procedures; a 13-item annotated bibliography of books on writing and composition instruction; and a Webbe printing template. (NKA) ED 452 544 CS 217 506 Corso, Gail S. Practices, Principles, and Essences: How a WPA at a Small Liberal Arts College Func tions within Her Community and Its Values. Pub Date - 2001-03-00 Note-20p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Guides - Non-Classroom (055) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO Plus Postage. Descriptors—* Administrator Role, *Faculty Workload, Higher Education, *Institutional Cooperation, *Program Administration, *Writing
ED 452 540 CS 217 422 Rumery, Karen Using Data To Inform Instruction Stories from Five States. “Maine,” the Way Life Should Be. Pub Date—2000-11-00 Note-21p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (90th, Milwaukee, WI, November 16-21, 2000). Pub Type - Reports - Descriptive (141) — Speech es/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, *Curricu lum Development, Elementary Secondary Education, *Instructional Improvement, *Language Arts, State Standards Identifiers—* Data Based Instruction, Education al Information, *Maine Educational Assessment, State Role The Maine Educational Assessment (MEA) has provided data to inform curriculum and instruction in Maine's schools for 16 years. The test results,
ED 452 542 CS 217 430 Broughton, Merry G. Poetry Covers It All! Integrating Poetry in All Curriculum Areas. Pub Date—1998-09-00 Note—71p. Available from-For full text: http://
teacher counted the number of words written as well as how many words were spelled correctly. The results indicated that encouragement of invented spelling does not impact students' abilities to spell more words correctly. Yet, it does appear to allow students to express themselves more freely by using more words in their writing. Contains 25 references. A conventional spelling lesson plan and an invented spelling lesson plan are attached. (Author/ RS)
through the University's Interdisciplinary Program, a required course sequence intended to address the theme of understanding the human condition-students and faculty in this core curriculum are considered co-learners who value discussion, in-depth analysis, questioning, and critical thinking. It explains that central to these courses are writing assignments that serve the purposes of using writing as a tool for learning as well as helping students learn to write. According to the paper, however, almost 20% of students believe they cannot meet assignment requirements and be true to their own spirituality. The paper reports that writing center faculty notice that conflicts arise when students who do not follow Christian traditions must write about Christian topics and when some traditional students feel they must reveal too much of their souls, as in "too personal" writing. If the writing center is to meet students' needs brought about by the University's expectations of requiring spiritually based courses which emphasize writing, the center must reposition its approach to tutoring: it must move from a traditional format, which focuses on external assignments, to a non-traditional format, which emphasizes the process of learning how to convey internal spirituality to an external audience. It suggests using the "enneagram” (an aid for self-knowledge) as a tutor training strategy for strengthening the tutor/student conference experience through promoting tutor self-knowledge and empathy toward others. (NKA)
(Composition), Writing Instruction, *Writing Teachers The writing program administrator (WPA) at a small, Catholic liberal arts college has many roles in fulfilling her job responsibilities and upholding institutional values, which include collaboration, dialogue, and application of knowledge to benefit others and the environment. Some of these roles include: teaching four courses, engaging in committee work, curriculum planning, participating in service learning and community outreach, developing a writing resources Web site, and advising students and student organizations. Even while on sabbatical, the WPA acts as a consultant for the college. The WPA participates collaboratively in designing various workshops for faculty development and exchange of ideas, and she also participates in the field. Finally, the WPA utilizes the institution's mission statement and policy in administering the writing program and in being part of a dialogue for change. (Contains 10 references. An annotated 10-item list of works cited in the paper and the presentation is attached.) (EF) ED 452 545 CS 217 509 Costanzo, William V. Friendly Alternatives to the Argumentative Es say. Pub Date—2000-11-00 Note-8p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (90th, Milwaukee, WI, November 16-21, 2000). Pub Type— Guides - Non-Classroom (055) Speeches/Meeting Papers (150) EDRS Price – MF01/PC01 Plus Postage. Descriptors—*Conflict Resolution, Higher Edu cation, *Persuasive Discourse, *Writing Assignments, *Writing Exercises, *Writing Instruction Many teachers would like to counter what Deborah Tannen calls “The Argument Culture.” They recognize that teaching students traditional principles of argument may perpetuate the kind of adversarial thinking that erupts all too often: in aggressive newspaper headlines, on confrontational television shows, in court rooms, and in school yards across the country. An alternative is to teach the skills of conflict resolution. This paper presents a sequence of six classroom exercises leading to a writing assignment in which students are asked to mediate in the resolution of a conflict instead of arguing “persuasively” for one side. (EF) ED 452 546 CS 217 510 Brasacchio, Tiffany Kuhn, Bonnie Martin, Stephanie How Does Encouragement of Invented Spell ing Influence Conventional Spelling Develop ment? Pub Date—2001-04-26 Note-37p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Childrens Writing, Comparative Analysis, Grade 1, Instructional Effectiveness, *Invented Spelling, Primary Education, *Spelling Instruction A study determined the impact encouragement of invented spelling has on a child's writing through a comparison of writing samples produced by children encouraged to use invented spelling with writing samples by children encouraged to use conventional spelling. Three first grade classes participated in this study, two of which are located in suburban school districts and one in a rural school district. Class sizes ranged from 15 to 25 students, and the children were all between the ages of 6 and 7. In each of the three classrooms, the teacher implemented the same scripted lesson which encouraged the use of invented spelling. The teachers then implemented a second lesson that required a similar writing task; however, during this lesson the children were strongly encouraged to spell words correctly (conventional spelling). During these lessons the teachers observed the children's spelling techniques and asked some children to talk about the strategies they used to spell the words. Upon collecting all the writing samples, each
ED 452 547 CS 217 512 Klompien, Kathleen The Writer and the Text: Basic Writers, Re search Papers and Plagiarism. Pub Date--2001-03-00 Note-13p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Discourse, Higher Edu cation, Plagiarism, *Research Papers (Students), Student Needs, *Student Writing ) Models, *Writing Evaluation, Writing Re search, *Writing Strategies Identifiers—-*Author Text Relationship, Califor nia State University Los Angeles, Developmental Students, Summer Bridge Program While research papers may hold unique challenges for all writers, they are especially daunting for “less experienced” writers because these students often come to college without ever having written a research paper. A study examined several research papers written by students who took part in the Summer Bridge program at California State University at Los Angeles which is designed to help students who are conditionally admitted to the university. A subset of 25 portfolios was selected randomly from among all that year's Summer Bridge portfolios, but with about the same numbers of portfolios from males and females and the university's ethnic composition reflected in the selection. Of the 25 read initially, 5 were chosen to analyze in depth. This paper discusses in detail two of those five, finding that some form of "patchwriting" was used in all five of the research papers studied. The paper explains that "patchwriting" is considered by some scholars as a stage of writing development in which students are exploring different ideas but have not absorbed them thoroughly enough to put them into their own words. It notes that it is helpful for many students to use this technique as they start writing at the college level in order to try to understand what the authors of their texts believe and to begin to take on the language of the discourse community. The paper concludes that students need their instructors' help to learn how to respond in ways that keep them from being susceptible to accusations of plagiarism. (NKA) ED 452 548 CS 217 513 Johnson, Peggy Mutschelknaus, Mike Disembodied Spirituality: Conflicts in the Writing Center. Pub Date-2001-03-00 Note-13p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Higher Education, Interdisciplinary Approach, *Spirituality, *Student Needs, *Writing Assignments, *Writing Laboratories Identifiers-Enneagrams, Personal Writing, *Saint Marys University of Minnesota, Tutor Role, Tutor Training Noting that at Saint Mary's University (where the authors teach) the issue of spirituality is in the forefront of education and is seamlessly woven into required courses throughout four years of college in an attempt to "enhance students' spiritual and personal lives,” this paper positions writing centers as a place for student inquiries about their spirituality. The paper states that one avenue of spiritual study is
ED 452 549 CS 217 514 Thomas, Charles J. The Impact of Performance Assessment through NCATE on Literary Studies in the Nation: Shakespeare, Thoreau, and Other Classic Authors Continue To Be Included. Pub Date—2001-11-00 Note-6p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (91st, Baltimore, MD, November 15-20, 2001). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*English Teachers, Guidelines, Higher Education, *Language Arts, *Literature, Position Papers, Standards, Teacher Edu cation Identifiers-Matrix Language, *National Council for Accreditation of Teacher Educ, *National Council of Teachers of English This paper comes from an educator who worked on the National Council of Teachers of English (NCTE) Guidelines for the Preparation of Teachers of English Language Arts in 1996. The paper states that the work offered the educator/author the opportunity to discuss the many dimensions of English language arts preparation programs for undergraduate and graduate school candidates in the participating colleges and universities. It also states that since 1996 he has followed the implementation of the Guidelines through various matrix outlines that the National Council for the Accreditation of Teacher Education (NCATE) and NCTE program evaluators have developed based on the Guidelines. The main part of the paper deals with his observations about the field of literary studies. It voices some concerns about the existing Guidelines and the related Matrix used as part of the NCATE project. Thee was concern that the inclusive approach taken while writing the Guidelines resulted in a posture toward literary studies that avoided the prescriptive stance of earlier editions. Earlier editions of the Guidelines required candidates to study the history of literature in courses designated as American, British, and world literature surveys. The earlier editions favored the broader and more inclusive requirement that candidates be exposed to "literatures of human cultures” or an “exhaustive body of literature and literary genres in English and in translation." The paper explains why dropping these designations will have a loosening effect upon curricula accepted under the new NCATE standards, and offers some examples. (NKA)
Research Standards; (6) Beyond Literature Standards; (7) Beyond Assessment Standards; and (8) Beyond Teaching Standards. (Cites 34 works.) (NKA)
ED 452 550 CS 217 515 Tancredo, Dana E. The Effects of Breakthrough to Literacy on Oral Language Development at the Kinder garten Level. Pub Date—2001-04-20 Note-56p. Pub Type-Reports - Research (143) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Computer Software Evaluation, In structional Effectiveness, Kindergarten, *Language Acquisition, *Oral Language, Primary Education, *Reading Attitudes, Reading Readiness, Student Attitudes The software “Breakthrough to Literacy” was introduced in kindergarten classrooms in a suburban school district in 1999 and focuses on oral language development. Through observations, the author studied the effects the software had on individual children's oral language and pre-reading readiness skills. Along with reading skill development, oral language and thinking skill development were also observed. The purpose of this study was to observe the effects of the software on both the reading and oral language development at the kindergarten level. The population involved three children selected at random. Results indicated that the software provided the children with a strong reading base. Results also showed that oral language development and reading skills had continued to grow and develop. When the study was completed, the three children were interviewed separately. Each child spoke positively about the software and was excited to be reading. (Contains 13 references and 5 tables of data. Appendixes contain 3 additional tables of data.) (Author/RS)
ED 452 554 CS 217 520 Britsch, Susan J. Riddle Me This, Riddle Me That: Email Dia logues with Third-Grade Writers. Pub Date-2001-04-00 Note-12p.; Paper presented at the Annual Meet ing of the American Educational Research As sociation (Seattle, WA, April 10-14, 2001). Pub Type- Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Descriptors--*Childrens Writing, *Communica tion Skills, *Electronic Mail, Grade 3, *Literacy, Primary Education, Student Reaction, Writing Research Identifiers--California (North), *Dialogic Com munication, Purdue University IN, *Riddles For a project, a university researcher and a group of education graduate students in literacy and language education at Purdue University exchanged email with 32 third graders in two classes at a northern California elementary school. The overall aim of the project was to build the children's literacy and communication skills by involving them in scaffolded written discussions with a more capable writer. An additional pedagogical aim was to help the children explore the content knowledge they were acquiring in their classroom, thus extending their ability to write about this official curriculum through collaborative discussions with adult writers. During the first year of the project the primary research questions were: (1) What is the nature of written response for these children? and (2) What sorts of patterns emerge in the types of questions that the children originate for the researchers? Although the researchers tried to explore the curricular topics, children in one group began to preface their letters with riddles, and riddling extended to two of the writing groups. The riddlers also began to structure dialogues in which they designated both a topic and a method of exchange that would assure a return for their riddles. It could be said that riddling dealt with child-centered topics in which the children maintained interest because the riddles were: (1) fun; (2) child-initiated; (3) interesting to the children; or (4) generally part of children's culture. However, such a reductive analysis would give short shrift to something that the children maintained for 4 months. They opposed another discourse--the curricular discourse the researchers had initiated—by controlling it. (Contains 3 tables and 25 references.) (NKA)
ment in the area of writing. (Contains 37 references, and 8 tables and 14 figures of data. Appendixes contain a student writing checklist; a rubric; teacher, parent, and student survey instruments; and permission letters.) (RS) ED 452 552 CS 217 517 Creating Publications: Write To Fight Crime. Youth in Action Bulletin, Number 16. Department of Justice, Washington, DC. Office of Justice Programs.; National Crime Prevention Council, Washington, DC. Report No. ---NCJ-179000 Pub Date--2000-04-00 Note--10p. Pub Type-Guides - Non-Classroom (055) EDRS Price – MF01/PC01 Plus Postage. Descriptors-*Crime Prevention, Instructional Materials, *Publications, *Writing for Publica tion, *Writing Processes Identifiers—-*Publisher Role Publications, which can be anything from a onepage flier to a brochure to a poster or a book, can be relatively easy to create but very effective for helping to fight crime. This bulletin considers how publications can contribute to crime prevention; what it takes to start a publication; what are some of the challenges in creating a publication; how to evaluate your publication; and what some of the rewards are. The bulletin walks an individual through the publication process from researching a subject to distributing the final product. It pinpoints the following steps to keep the publication process moving forward: (1) research your subject; (2) outline your document; (3) write, edit, and rewrite your document; (4) design your publication; (5) go to press; and (6) distribute your product. (NKA) ED 452 553 CS 217 519 Jago, Carol Beyond Standards: Excellence in the High School English Classroom. Report No.--ISBN-0-86709-503-2 Pub Date-2001-00-00 Note-128p.; Foreword by Sheridan Blau. Available from-Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($15). Tel: 603431-7894; Web site: http://www.heine mann.com. Pub Type— Books (010) -- Guides - Classroom Teacher (052) Document Not Available from EDRS. Descriptors—*Academic Achievement, *Academ ic Standards, *Classroom Environment, *English Instruction, High School Students, High Schools, Reading Material Selection, *Student Motivation Each student is capable of achieving excellence, but it requires a nurturing, vigorous classroom environment. To help current and future high school English teachers create and maintain this kind of environment, this book offers concrete ways to reconceive what it means to foster excellent performance in the classroom and vivid examples of student work that was motivated by the pursuit of excellence rather than by test scores. Filled with detailed classroom anecdotes, the book explores the many ways teachers can select books, design lessons, and inspire discussions that can lead all their students to extraordinary achievements, both in the study of literature and in their writing assignments. Included in the book are practical tips on everything from helping students self edit their writing to “tricking” them into reading a lot more poetry. The book may be seen as a set of stories-or “ethnographic studies”-on how to make the work of the high school English class important to students so that they may engage in literate activity with the same kind of attention and effort as “real” writers. It contends that under such conditions students will learn more and produce more useful and impressive products than any standards document could possibly anticipate. After a foreword by Sheridan Blau, the book is divided into the following chapters: Introduction: Standards versus Excellence; (1) Engaging Reluctant Scholars; (2) Creating the Culture of Excellence; (3) Beyond Reading Standards; (4) Beyond Writing Standards; (5) Beyond
ED 452 551 CS 217 516 Bassett, Diane DeVine, Denise Perry, Nancy Rueth, Catherine Keys to Improving Writing in the Primary Grades. Pub Date—2001-05-00 Note-100p.; Master of Arts Action Research Project, Saint Xavier University and IRI/Sky Light Professional Development. Pub Type - Dissertations/Theses (040) EDRS Price – MF01/PC04 Plus Postage. Descriptors-Action Research, Grade 1, Grade 3, Parent Participation, Primary Education, Writing Achievement, Writing Attitudes, *Writing Improvement, *Writing Instruction, Writing Processes, Writing Research, *Writing Skills This action research describes a program for improving writing skills. The targeted population consisted of first and third graders in two middle class communities in the southern suburbs of Chicago. The need for improvement in writing skills was documented through observation checklists, writing samples, and surveys. Data revealed a need for implementation of writing interventions. Analysis of probable cause data revealed that faculty observed difficulties in writing due to the lack of a formal writing program, the amount of classroom time spent on writing due to curriculum demands, and a lack of teacher training in this area. The professional literature suggests the following as reasons why students were poor writers: (1) they were not exposed to writing at an early age; (2) there is a lack of real meaning in their writing experiences; (3) reading and writing remain separate entities; and (4) the curricular focus is on reading and math. The over-emphasis placed on grammar, mechanics, and spelling are also causes for concern. Solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of the following intervention strategies: parent involvement through newsletters and articles, the use of writing centers, the use of e-mail, letter writing, free choice of topics, the use of literature to teach writing, Author's Chair, interactive journals/notebooks, allowing inventive spelling, cross-curricular writing, and encouraging at-home writing. Post-intervention data indicated an increase in the targeted students' writing abilities, a positive attitude toward the writing process, an increased confidence in the editing and revising of student work, and increased parental involve
ED 452 555 CS 217 521 Miller, A. Christine Cross, Lorraine Moving from I to Us: The Power of Action Re search To Improve Students' Writing Perfor mance. Pub Date--2001-04-00 Note—27p.; Paper presented at the Annual Meet ing of the American Educational Research Association (82nd, Seattle, WA, April 10-14, 2001). This study was conducted at A. D. Henderson School through a Professional Development School Partnership between Florida Atlantic University/A.D. Henderson University School and the School Districts of Martin, Palm Beach, and St. Lucie Counties, Florida. Pub Type-- Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price – MF01/PC02 Plus Postage. Descriptors-Action Research, Elementary Edu cation, *Instructional Effectiveness, Middle Schools, Program Descriptions, *Writing Across the Curriculum, *Writing Improvement, *Writing Instruction, Writing Research Project WATCH! (Writing Across the Curriculum Hawks!) was the 1999-2000 schoolwide action research project at the A.D. Henderson University School grades K-8. The study question, "How can teachers build schoolwide capacity to support improved student writing across the curriculum?", examined whole-school collaboration where all
teachers understand and are able to support the writing curriculum. The study was conducted through several phases: (1) the overall design of the project action plan; (2) implementation of three action research study groups who collaboratively supported the writing curriculum through actions and activities; (3) professional development to support teachers in changing instructional practices; (4) support data-driven decisions through the collection and analysis of data; and (5) coordinate the findings of the study and implement new actions to support schoolwide high-level writing performance. Data were gathered using four major evaluation measures: Pre/Post Pre/Post Writing Support Questions, Pre/Post Writing Assessment, Implementation logs recording FCAT Writes! Poster and Proofreading Marks Guide Use; teacher observations and reflections, the Florida Comprehension Assessment Test administered to fourth and eighth grade students, and observations and reflections by the FAU liaison and on-site coordinator. Teacher's findings indicate a general improvement in writing performance of students in kindergarten through eighth grade. Exemplary teaching practices included increased vocabulary development, use of the FCAT Writes! rubrics for modeling and/or grading, definitions of the types of writing, focus on the 5 paragraph essay format, ongoing review of literary devices, linking examples of quality literature to student writing, use of a student/teacher feedback format, use of peer conferencing, and the use of a NCS Staff Development/“Florida Writes!” CDROM program. The analysis of teacher reflections and observations, collected throughout the year, supported the accomplishment of one of the major goals of this study—to develop a collaborative learning organization. In conclusion, student writing was improved by implementing the schoolwide focus on improving writing performance. Contains 16 references and 6 unnumbered tables of data. (RS)
EDRS Price – MF01/PC01 Plus Postage. Descriptors—*English Departments, Futures (of Society), Higher Education, *Teacher Role, * Technical Writing, *Technology Integration Identifiers-Faculty Attitudes As the 21st century begins, the clicking of computer keyboards is increasingly interrupting the calm of literary classrooms. The sound of new technology now marks the world in which students grow up and will live, how they learn, and in essence who they are. How do educators cope and make it all work? On a typical day this could happen: the department chair determines there is not enough money in the budget for a needed software program; the computer staff cuts off the campus mail server without telling you, the instructor; and your students complain that others in class are more, or less, computer literate than they are. The following are some ways to negotiate through these kinds of situations: first--form political alliances with your colleagues, administrators, the computer staff, and your students; and second-demonstrate your program's “productivity.” Teaching technical writing is a continuous, and often frustrating, learning process. Despite its downsides, though, the technical writing teacher must be willing to "embrace” technology to be successful. (NKA)
man High School. Pub Date—2001-05-31 Note-45p. Pub Type-Guides - General (050) EDRS Price - MF01/PC02 Plus Postage. Descriptors--Educational Objectives, *English Curriculum, *English Instruction. High Schools, *Jews, *Language Arts, *Private Schools, Religious Education, *Writing In struction Identifiers—Jewish Day Schools, New York (Brooklyn) In compliance with the philosophy of the Yeshivah of Flatbush, the English department is committed to students mastering the secular discipline of English. Students will develop the language skills of reading, writing, and speaking, as well as a sophistication of style and a clarity of expression. Writing is to be developed for academic purposes across the curriculum as well as for the practical necessities of intelligently and cogently expressing opinions on political, ethical, and social concerns in today's world. In addition, the school aims to develop a humanistic and aesthetic appreciation of literature. The English department provides electives which further enhance the integration of secular studies with the philosophic tenets of the Yeshivah and which meets the interests of individual students. This curriculum guide is divided into the following sections: Philosophy; Aims of the English Curriculum; Overview of Purposes and Products for Writing Grades 9-10; Overview of Purposes and Products for Writing Grades 11-12; Writing for Freshen Fall and Spring Semesters; Writing; Literature for Freshmen; Literature for Sophomores; Literature for Juniors; Literature for Seniors; Advanced Placement English; Electives; Freshmen Vocabulary, Usage and Spelling; Sophomore Vocabulary, Usage and Spelling; Junior Vocabulary, Usage and Spelling; Senior Vocabulary, Usage and Spelling; Literary Vocabulary; Alternate Vocabulary Words; Four Year Grammar Curriculum; Allocation of Class Time per Term; and Administering Grades. (NKA)
ED 452 556 CS 217 523 Fleming, Michelle M. Reconfiguring the Role of the Research Paper: Collaborative Writing To Teach Basic Aca demic Research and Writing Strategies. Pub Date-2001-03-15 Note--13p.; Paper presented at the Annual Con ference on College Composition and Communication (52nd, Denver, CO, March 14-17, 2001). Pub Type-Reports - Descriptive (141) - Speech es/Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Descriptors—*Freshman Composition, Higher Education, *Research Papers (Students), *Research Skills, Student Attitudes, Student Re search, *Writing Processes, *Writing Strategies Identifiers—*Collaborative Writing, Student Co operation Each year that the author of this paper, an English instructor at Moorhead College (Minnesota), teaches the first-year "research paper,” one instructor turns more and more to collaborative writing work. And she admits that some of her motives in reshaping the research paper in collaborative ways can seem to be based in assisting herself as a teacher as often as they are based on her desire to help students come into their own. Her first impulse to move toward collaborative research papers came, in fact, out of a great deal of frustration at teaching the kind of "anything goes” research paper course most writing instructors are familiar with-the kind in which students choose their own topics-any topics. This paper takes readers through exactly what the instructor is trying to gain as she makes her research paper courses more collaborative. The paper then moves on to the various types of collaboration her students have used and the reasons that underlie different choices that have been made about different types of collaborative writing. Along the way, it addresses briefly some of the problems that inhere in collaborative work itself, so that these issues can begin to be considered. (NKA)
ED 452 558 CS 217 525 Blumner, Jacob S. Separating Siamese Twins: Can We Extricate WAC from Writing Centers? Pub Date—2000-11-00 Note-8p.; Paper presented at the Annual Meet ing of the National Writing Centers Association (5th, Baltimore, MD, November 2-4, 2000). Pub Type - Reports - Descriptive (141) - Reports Evaluative (142) – Speeches/Meeting Papers (150) EDRS Price – MF01/PC01 Plus Postage. Descriptors-Comparative Analysis, Higher Edu cation, Program Development, *Writing Across the Curriculum, *Writing Improvement, *Writ ing Laboratories Identifiers—Program Characteristics, Writing Contexts This paper addresses the culture of writing in higher education from a multicultural perspective of those within the “monolith.” The paper first notes that writing programs, more specifically writing across the curriculum (WAC), and writing centers work in similar ways by benefiting each other and sharing the broad mission of improving students' writing. It then points out the differences programs manifest in many ways, and each program has a more specific mission, explicitly stated or not. The paper does three primary things: first, it discusses the general missions of WAC programs and writing centers based on the goal of improving student writing; second, it discusses how the programs can and do coordinate; and third, it explores the structural implication of separating or combining the programs. (NKA)
ED 452 560 CS 217 527 Indiana's Academic Standards: 9th Grade En glish/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 528-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from--For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type — Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 9, Junior High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should be able to do in Grade 9 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and comes accompanied with a list of 10 things parents can do to help their child get a good education. It outlines the following seven standards for Grade 9 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development-Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension-Students read and understand gradelevel-appropriate material; they analyze the organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and AnalysisStudents read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students discuss ideas for writing with other writers; they write coherent and focused essays that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 9, students combine the rhetorical strategies of narration, exposition, per
ED 452 559 CS 217 526 Blaine, Suzanne English Department Curriculum and Course of Study. Yeshiva of Flatbush, Brooklyn, NY. Joel Braver
standards for Grade 11 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development-Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension—Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students write coherent and focused texts that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 11, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions—Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgments about oral communication; they deliver focused and coherent presentations that convey their clear perspectives and demonstrate solid reasoning. (NKA)
Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-120p. Available from-Full text at: http://idea- net.doe.state.in.us/standards/welcome.html. Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PC05 Plus Postage. Descriptors—* Academic Achievement, *Academ-ic Standards, Elementary Secondary Educa- tion, *English, *Language Arts, Parent Participation, Skill Development, *State Stan- dards, Teacher Expectations of Students, Teacher Role The state of Indiana has established new academic standards in English/Language Arts. These "world-class” standards outline what a student should know and be able to do in each subject, at each grade level. This Teacher's Edition of the academic standards—an exact reprint of the standards guides for parents and students-provides educators and administrators with a complete set of Indiana's K-12 academic standards for English/ Language Arts. The Teacher's Edition notes that while the standards set expectations for student learning, they do not prescribe how the standards should be taught. It is divided into the following sections: Kindergarten; 1st Grade; 2nd Grade; 3rd Grade; 4th Grade; 5th Grade; 6th Grade; 7th Grade; 8th Grade; 9th Grade; 10th Grade; 11th Grade; and 12th Grade. (NKA)
suasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions-Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications Students formulate thoughtful judgments about oral communication and deliver focused and coherent presentations of their own that convey clear perspectives and solid reasoning. (NKA) ED 452 561 CS 217 528 Indiana's Academic Standards: 10th Grade English/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date—2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from-For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Achievement, *Academ ic Standards, *English, *Grade 10, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 10 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven standards for Grade 10 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Language Development—Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis–Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students discuss ideas for writing with other writers; they write coherent and focused essays that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 10 students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions—Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgment about oral communication; they deliver focused and coherent presentations of their own that convey clear perspectives and solid reasoning. (NKA) ED 452 562 CS 217 529 Indiana's Academic Standards: 11th Grade English/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date—2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from-For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type — Guides - Classroom - Learner (051) Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 11, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 11 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven
ED 452 563 CS 217 530 Indiana's Academic Standards: 12th Grade English Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-52930. Adopted by the Indiana State Board of Education, Summer 2000. Available from For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type - Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 12, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 12 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides parents with a list of 10 things they can do to help their child get a good education. It outlines the following seven standards for Grade 12 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development—Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process-Students write coherent and focused texts that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 12, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description to produce reflective compositions, historical investigation reports, and job applications and resume; and to deliver multimedia presentations; (6) Writing: Written English Language Conventions-Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgments about oral communication; they deliver focused and coherent presentations that convey clear perspectives and demonstrate solid reasoning. (NKA) ED 452 564 CS 217 531 Indiana's Academic Standards: Teacher's Edi tion. English/Language Arts.
ED 452 565 CS 217 533 Greene, Beth G. A Summary Report of the Instructional Effec tiveness of the “Steck Vaughn Phonics Program”: Level A—Units 3 and 4 & Level BUnits 2 and 3. Technical Report Number 105. Educational Research Inst. of America, Bloom ington, IN. Pub Date-2001-06-01 Note—9p. Available from-Educational Research Institute of America, PO Box 5875, Bloomington, IN 47408-5875. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Instructional Effectiveness, *Phon ics, Pilot Projects, Pretests Posttests, Primary Education, *Program Evaluation, *Reading Identifiers-California, Florida, Illinois, Sub tests, Test Trials This report describes a pilot study conducted to evaluate the instructional effectiveness of the Steck-Vaughn Phonics Program: Level A-Units 3 and 4 and Level B-Units 2 and 3. The Educational Research Institute of America (ERIA) identified volunteer teachers to participate, designed the assessments, and analyzed the collected data. Because the focus was on the program's primary levels, it was limited to Grades 1 and 2; Level AUnits 3 and 4 were used in first grade, while Level B-Units 2 and 3 were used in second grade. These units, selected by the teachers to best fit their schools' reading objectives at the time, included the teaching of eight initial consonants, six final consonants, short vowels, long vowels, and vowel diagraphs. A quasi-experimental pretest posttest design was used; 18 first and second grade teachers in California, Illinois, and Florida volunteered to participate. Approximately 400 students were included. Teachers administered the phonics tests developed by ERIA as pretests, taught the designated units from the Steck-Vaughn program, and administered the posttests after completing instruction. All assessments were scored by hand at ERIA. Results indicated that: (1) after about three weeks of instruction, two groups of first and second graders increased pretest scores to posttest scores a statistically significant amount on 5 out of 6 subtests and on total test scores for both the first and second grade assessments; (2) an analysis of students who scored lowest on the pretest indicated much greater improvement than was shown for the entire groupmore than twice as great; (3) on the single subtest (second grade) where there was not a statistically significant improvement, there was evidence of a "ceiling" effect; and (4) all the teachers reported Page 23Page 24
The Past Is Last Week; History as Exploration; What Parents Can Do; Helping Danny Become a Good Reader; and Activities for Fun and Learning. To help understand history better, parents and children can: (1) make a time capsule of family artifacts; (2) make a family tree; (3) look at old photographs of family members together; (4) share books; (5) sing songs; (6) visit a police or fire station; (7) create a school scrapbook; (8) learn about folk medicine; (9) visit a cemetery; (10) visit museums; (11) do a family history project interviewing family members; (12) read an almanac; and (12) read about and try making pioneer and colonial crafts. Contains 35 references. (EF)
student questionnaire data, and associated professional development opportunities have had a major impact on improving instruction, particularly in English language arts (ELA). In 1997 the legislature approved the Maine Learning Results-standards in eight content areas which form the framework for curriculum in Maine. Now that the MEA has been aligned with “Learning Results,” the resulting data on student achievement can be used more comprehensively to plan classroom, school, and district improvement strategies. Students in grades 4, 8, and 11 in all public schools in the state participate in the MEA. The ELA section consists of a reading, writing, and a reading/writing segment, in which students respond to multiple choice, short answer, and constructed response questions related to reading passages. They also complete a writing sample based on a common prompt. Teachers score the writing prompt and evaluate the writing samples. State consultants provide regional workshops to review what was received and how to read the information. Includes sample data. (NKA)
www.ceap.wcu.edu/Broughton/Poetryunit.html. Pub Type- Creative Works (030) – Guides Classroom - Teacher (052) EDRS Price – MF01/PC03 Plus Postage. Descriptors—Class Activities, *Creative Writing, Elementary Secondary Education, Interdiscipli nary Approach, Learning Activities, *Poetry Identifiers-Poetic Forms This collection of ideas for poetry is intended to provide teachers with tips for ways in which poetry could be integrated into the daily classroom curriculum. Noting that talking about poetry is an important step in helping students see poetry as a viable outlet for their voices, the collection states that poetry should also offer students connections to their real lives. It recommends including classical as well as contemporary poetry for students' reading enjoyment. The collection is divided into the following sections: (1) “A Prayer for Children" by Ina Hughes; (2) Forward; (3) Intentions; (4) Beginning; (5) Poetry Ideas (contains 44 ideas); (6) Reading Poetry Aloud; (7) Assessment and Evaluation; and (8) Concluding Thoughts. (NKA)
ED 452 539 CS 217 399 Motivating Your Child To Learn. Parents and Children Together Series. ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.; Family Learning Association, Bloomington, IN. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Report No.-ISBN-1-883790-85-9 Pub Date-2001-00-00 Contract-ED-99-CO-0028 Note-57p.; Accompanying audiotape not avail able from ERIC. For other books in the series, see CS 217 390-398. Available from-ERIC Clearinghouse on Read ing, English, and Communication, Indiana University, 2805 E. 10th Street, Suite 140, Bloomington, IN 47408-2698. Web site: http:// eric.indiana.edu/. Family Learning Association, 3925 Hagan St., Suite 101, Bloomington, IN 47401. Pub Type - Creative Works (030) — Guides - Non Classroom (055) — ERIC Publications (071) EDRS Price - MF01/PC03 Plus Postage. Descriptors—Elementary Education, *Learning Motivation, *Parent Student Relationship, *Reading Aloud to Others, *Reading Habits, Reading Instruction, Student Motivation, Writing (Composition) This book, one of a series, shows how to help motivate children to learn. The message of the series urges parents and children to spend time together, talk about stories, and learn together. The first part of each book presents stories appropriate for varying grade levels, both younger children and those in grades three and four, and each book presents stories on a particular theme. The Read-along Stories in this book are: “Jellybean Adventures" (Lou Hamilton); “Mr. McMuddle's Troubles” (Juanita Barrett Friedrichs); and “The Cobbler and the Elves” (as retold by Jerry D. Burchard). On an accompanying audiotaps, the stories are performed as radio dramas, allowing children to read along. The second half of each book provides ideas and guidelines for parents, as well as activities and books for additional reading. Sections in this book are: Guidelines for Parents; How to Motivate Your Child; Questions about Motivation; Activities for Reading and Writing; Suggestions from a Teacher; and Books for Parents and Children. (RS)
Pub Date-2000-00-00 Note-12p. Available from National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096. Tel: 1-800-369-6283 (Toll Free); Web site: http://www.ncte.org/positions/com mon.html. Pub Type- Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Censorship, Elementary Second ary Education, *Intellectual Freedom, *Public Schools, *Student Rights Identifiers—First Amendment, *International Reading Association, *National Council of Teachers of English, United Nations All students in public school classrooms have the right to materials and educational experiences that promote open inquiry, critical thinking, diversity in thought and expression, and respect for others. Denial or restriction of this right is an infringement of intellectual freedom. Because of their almost exactly similar positions against censorship, the International Reading Association and the National Council of Teachers of English have formed a joint task force on intellectual freedom. This position paper of these organizations aims to heighten sensitivity about censorship concerns and provide a resource for communities facing challenges to intellectual freedom. The paper first cites the First Amendment and Article 19 of the United Nations Declaration of Human Rights to reinforce its position. It then provides an action plan and strategies to adopt before a challenge arises and after a challenge has been made. It considers tactics both at the local level and at the state/provincial level, as well as at the national and international level. The paper offers a list of groups interested in fighting censorship and an extensive bibliography of resources. It also cites some situations that might affect teachers and censorship. (NKA)
ED 452 543 CS 217 456 Condon, Mark W. E. McGuffee, Michael Real ePublishing, Really Publishing! How To Create Digital Books by and for All Ages. Report No.-ISBN-0-325-00320-3 Pub Date-2001-00-00 Note-100p. Available from-Heinemann, 88 Post Road West, P.O. Box 5007, Westport, CT 06881 ($15). Tel: 800-793-2154 (Toll Free); Web site: http:// www.heinemann.com. Pub Type-Guides - Classroom - Teacher (052) Document Not Available from EDRS. Descriptors—*Childrens Writing, Class Activi ties, Classroom Environment, *Electronic Publishing, Elementary Education, Learning Activities, Technology Integration, *Writing for Publication Identifiers-Digital Photography, *Electronic Books This book aims to help teachers turn their classrooms into their very own publishing companies. All that is needed is a computer, a word processor, a digital camera, a color printer, and access to the Internet. The book explains that a new genre of publication, Webbes, are simple nonfiction picture books, and that, matching meaningful text with digital photography, these e-publications are natural means for celebrating and documenting the activities of any curricular unit. It points out that these compositions, in any language or even in two languages, invite writers from every ethnicity, social class, and language group in a school to see publication as a natural part of literacy learning and its complement to developing content concepts. Chapters in the book are: (1) Really Publishing?; (2) Voila! Instant Webbes!; (3) Authoring: Where Readers and Writers Meet; (4) Seeing What You Mean: Digital Cameras and Photography; (5) Production and Editorial: Putting It All Together; (6) Printing and Binding: Hey! It's a Book!; (7) Distribution and Promotion: Getting out the Word...and the Picture; (8) Your Emergent Publishing Company; and (9) Web Books for Everyone. Appendixes contain: Webbe step-by-step procedures; a 13-item annotated bibliography of books on writing and composition instruction; and a Webbe printing template. (NKA) ED 452 544 CS 217 506 Corso, Gail S. Practices, Principles, and Essences: How a WPA at a Small Liberal Arts College Func tions within Her Community and Its Values. Pub Date - 2001-03-00 Note-20p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Guides - Non-Classroom (055) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO Plus Postage. Descriptors—* Administrator Role, *Faculty Workload, Higher Education, *Institutional Cooperation, *Program Administration, *Writing
ED 452 540 CS 217 422 Rumery, Karen Using Data To Inform Instruction Stories from Five States. “Maine,” the Way Life Should Be. Pub Date—2000-11-00 Note-21p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (90th, Milwaukee, WI, November 16-21, 2000). Pub Type - Reports - Descriptive (141) — Speech es/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, *Curricu lum Development, Elementary Secondary Education, *Instructional Improvement, *Language Arts, State Standards Identifiers—* Data Based Instruction, Education al Information, *Maine Educational Assessment, State Role The Maine Educational Assessment (MEA) has provided data to inform curriculum and instruction in Maine's schools for 16 years. The test results,
ED 452 542 CS 217 430 Broughton, Merry G. Poetry Covers It All! Integrating Poetry in All Curriculum Areas. Pub Date—1998-09-00 Note—71p. Available from-For full text: http://
teacher counted the number of words written as well as how many words were spelled correctly. The results indicated that encouragement of invented spelling does not impact students' abilities to spell more words correctly. Yet, it does appear to allow students to express themselves more freely by using more words in their writing. Contains 25 references. A conventional spelling lesson plan and an invented spelling lesson plan are attached. (Author/ RS)
through the University's Interdisciplinary Program, a required course sequence intended to address the theme of understanding the human condition-students and faculty in this core curriculum are considered co-learners who value discussion, in-depth analysis, questioning, and critical thinking. It explains that central to these courses are writing assignments that serve the purposes of using writing as a tool for learning as well as helping students learn to write. According to the paper, however, almost 20% of students believe they cannot meet assignment requirements and be true to their own spirituality. The paper reports that writing center faculty notice that conflicts arise when students who do not follow Christian traditions must write about Christian topics and when some traditional students feel they must reveal too much of their souls, as in "too personal" writing. If the writing center is to meet students' needs brought about by the University's expectations of requiring spiritually based courses which emphasize writing, the center must reposition its approach to tutoring: it must move from a traditional format, which focuses on external assignments, to a non-traditional format, which emphasizes the process of learning how to convey internal spirituality to an external audience. It suggests using the "enneagram” (an aid for self-knowledge) as a tutor training strategy for strengthening the tutor/student conference experience through promoting tutor self-knowledge and empathy toward others. (NKA)
(Composition), Writing Instruction, *Writing Teachers The writing program administrator (WPA) at a small, Catholic liberal arts college has many roles in fulfilling her job responsibilities and upholding institutional values, which include collaboration, dialogue, and application of knowledge to benefit others and the environment. Some of these roles include: teaching four courses, engaging in committee work, curriculum planning, participating in service learning and community outreach, developing a writing resources Web site, and advising students and student organizations. Even while on sabbatical, the WPA acts as a consultant for the college. The WPA participates collaboratively in designing various workshops for faculty development and exchange of ideas, and she also participates in the field. Finally, the WPA utilizes the institution's mission statement and policy in administering the writing program and in being part of a dialogue for change. (Contains 10 references. An annotated 10-item list of works cited in the paper and the presentation is attached.) (EF) ED 452 545 CS 217 509 Costanzo, William V. Friendly Alternatives to the Argumentative Es say. Pub Date—2000-11-00 Note-8p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (90th, Milwaukee, WI, November 16-21, 2000). Pub Type— Guides - Non-Classroom (055) Speeches/Meeting Papers (150) EDRS Price – MF01/PC01 Plus Postage. Descriptors—*Conflict Resolution, Higher Edu cation, *Persuasive Discourse, *Writing Assignments, *Writing Exercises, *Writing Instruction Many teachers would like to counter what Deborah Tannen calls “The Argument Culture.” They recognize that teaching students traditional principles of argument may perpetuate the kind of adversarial thinking that erupts all too often: in aggressive newspaper headlines, on confrontational television shows, in court rooms, and in school yards across the country. An alternative is to teach the skills of conflict resolution. This paper presents a sequence of six classroom exercises leading to a writing assignment in which students are asked to mediate in the resolution of a conflict instead of arguing “persuasively” for one side. (EF) ED 452 546 CS 217 510 Brasacchio, Tiffany Kuhn, Bonnie Martin, Stephanie How Does Encouragement of Invented Spell ing Influence Conventional Spelling Develop ment? Pub Date—2001-04-26 Note-37p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Childrens Writing, Comparative Analysis, Grade 1, Instructional Effectiveness, *Invented Spelling, Primary Education, *Spelling Instruction A study determined the impact encouragement of invented spelling has on a child's writing through a comparison of writing samples produced by children encouraged to use invented spelling with writing samples by children encouraged to use conventional spelling. Three first grade classes participated in this study, two of which are located in suburban school districts and one in a rural school district. Class sizes ranged from 15 to 25 students, and the children were all between the ages of 6 and 7. In each of the three classrooms, the teacher implemented the same scripted lesson which encouraged the use of invented spelling. The teachers then implemented a second lesson that required a similar writing task; however, during this lesson the children were strongly encouraged to spell words correctly (conventional spelling). During these lessons the teachers observed the children's spelling techniques and asked some children to talk about the strategies they used to spell the words. Upon collecting all the writing samples, each
ED 452 547 CS 217 512 Klompien, Kathleen The Writer and the Text: Basic Writers, Re search Papers and Plagiarism. Pub Date--2001-03-00 Note-13p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Discourse, Higher Edu cation, Plagiarism, *Research Papers (Students), Student Needs, *Student Writing ) Models, *Writing Evaluation, Writing Re search, *Writing Strategies Identifiers—-*Author Text Relationship, Califor nia State University Los Angeles, Developmental Students, Summer Bridge Program While research papers may hold unique challenges for all writers, they are especially daunting for “less experienced” writers because these students often come to college without ever having written a research paper. A study examined several research papers written by students who took part in the Summer Bridge program at California State University at Los Angeles which is designed to help students who are conditionally admitted to the university. A subset of 25 portfolios was selected randomly from among all that year's Summer Bridge portfolios, but with about the same numbers of portfolios from males and females and the university's ethnic composition reflected in the selection. Of the 25 read initially, 5 were chosen to analyze in depth. This paper discusses in detail two of those five, finding that some form of "patchwriting" was used in all five of the research papers studied. The paper explains that "patchwriting" is considered by some scholars as a stage of writing development in which students are exploring different ideas but have not absorbed them thoroughly enough to put them into their own words. It notes that it is helpful for many students to use this technique as they start writing at the college level in order to try to understand what the authors of their texts believe and to begin to take on the language of the discourse community. The paper concludes that students need their instructors' help to learn how to respond in ways that keep them from being susceptible to accusations of plagiarism. (NKA) ED 452 548 CS 217 513 Johnson, Peggy Mutschelknaus, Mike Disembodied Spirituality: Conflicts in the Writing Center. Pub Date-2001-03-00 Note-13p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Higher Education, Interdisciplinary Approach, *Spirituality, *Student Needs, *Writing Assignments, *Writing Laboratories Identifiers-Enneagrams, Personal Writing, *Saint Marys University of Minnesota, Tutor Role, Tutor Training Noting that at Saint Mary's University (where the authors teach) the issue of spirituality is in the forefront of education and is seamlessly woven into required courses throughout four years of college in an attempt to "enhance students' spiritual and personal lives,” this paper positions writing centers as a place for student inquiries about their spirituality. The paper states that one avenue of spiritual study is
ED 452 549 CS 217 514 Thomas, Charles J. The Impact of Performance Assessment through NCATE on Literary Studies in the Nation: Shakespeare, Thoreau, and Other Classic Authors Continue To Be Included. Pub Date—2001-11-00 Note-6p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (91st, Baltimore, MD, November 15-20, 2001). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*English Teachers, Guidelines, Higher Education, *Language Arts, *Literature, Position Papers, Standards, Teacher Edu cation Identifiers-Matrix Language, *National Council for Accreditation of Teacher Educ, *National Council of Teachers of English This paper comes from an educator who worked on the National Council of Teachers of English (NCTE) Guidelines for the Preparation of Teachers of English Language Arts in 1996. The paper states that the work offered the educator/author the opportunity to discuss the many dimensions of English language arts preparation programs for undergraduate and graduate school candidates in the participating colleges and universities. It also states that since 1996 he has followed the implementation of the Guidelines through various matrix outlines that the National Council for the Accreditation of Teacher Education (NCATE) and NCTE program evaluators have developed based on the Guidelines. The main part of the paper deals with his observations about the field of literary studies. It voices some concerns about the existing Guidelines and the related Matrix used as part of the NCATE project. Thee was concern that the inclusive approach taken while writing the Guidelines resulted in a posture toward literary studies that avoided the prescriptive stance of earlier editions. Earlier editions of the Guidelines required candidates to study the history of literature in courses designated as American, British, and world literature surveys. The earlier editions favored the broader and more inclusive requirement that candidates be exposed to "literatures of human cultures” or an “exhaustive body of literature and literary genres in English and in translation." The paper explains why dropping these designations will have a loosening effect upon curricula accepted under the new NCATE standards, and offers some examples. (NKA)
Research Standards; (6) Beyond Literature Standards; (7) Beyond Assessment Standards; and (8) Beyond Teaching Standards. (Cites 34 works.) (NKA)
ED 452 550 CS 217 515 Tancredo, Dana E. The Effects of Breakthrough to Literacy on Oral Language Development at the Kinder garten Level. Pub Date—2001-04-20 Note-56p. Pub Type-Reports - Research (143) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Computer Software Evaluation, In structional Effectiveness, Kindergarten, *Language Acquisition, *Oral Language, Primary Education, *Reading Attitudes, Reading Readiness, Student Attitudes The software “Breakthrough to Literacy” was introduced in kindergarten classrooms in a suburban school district in 1999 and focuses on oral language development. Through observations, the author studied the effects the software had on individual children's oral language and pre-reading readiness skills. Along with reading skill development, oral language and thinking skill development were also observed. The purpose of this study was to observe the effects of the software on both the reading and oral language development at the kindergarten level. The population involved three children selected at random. Results indicated that the software provided the children with a strong reading base. Results also showed that oral language development and reading skills had continued to grow and develop. When the study was completed, the three children were interviewed separately. Each child spoke positively about the software and was excited to be reading. (Contains 13 references and 5 tables of data. Appendixes contain 3 additional tables of data.) (Author/RS)
ED 452 554 CS 217 520 Britsch, Susan J. Riddle Me This, Riddle Me That: Email Dia logues with Third-Grade Writers. Pub Date-2001-04-00 Note-12p.; Paper presented at the Annual Meet ing of the American Educational Research As sociation (Seattle, WA, April 10-14, 2001). Pub Type- Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Descriptors--*Childrens Writing, *Communica tion Skills, *Electronic Mail, Grade 3, *Literacy, Primary Education, Student Reaction, Writing Research Identifiers--California (North), *Dialogic Com munication, Purdue University IN, *Riddles For a project, a university researcher and a group of education graduate students in literacy and language education at Purdue University exchanged email with 32 third graders in two classes at a northern California elementary school. The overall aim of the project was to build the children's literacy and communication skills by involving them in scaffolded written discussions with a more capable writer. An additional pedagogical aim was to help the children explore the content knowledge they were acquiring in their classroom, thus extending their ability to write about this official curriculum through collaborative discussions with adult writers. During the first year of the project the primary research questions were: (1) What is the nature of written response for these children? and (2) What sorts of patterns emerge in the types of questions that the children originate for the researchers? Although the researchers tried to explore the curricular topics, children in one group began to preface their letters with riddles, and riddling extended to two of the writing groups. The riddlers also began to structure dialogues in which they designated both a topic and a method of exchange that would assure a return for their riddles. It could be said that riddling dealt with child-centered topics in which the children maintained interest because the riddles were: (1) fun; (2) child-initiated; (3) interesting to the children; or (4) generally part of children's culture. However, such a reductive analysis would give short shrift to something that the children maintained for 4 months. They opposed another discourse--the curricular discourse the researchers had initiated—by controlling it. (Contains 3 tables and 25 references.) (NKA)
ment in the area of writing. (Contains 37 references, and 8 tables and 14 figures of data. Appendixes contain a student writing checklist; a rubric; teacher, parent, and student survey instruments; and permission letters.) (RS) ED 452 552 CS 217 517 Creating Publications: Write To Fight Crime. Youth in Action Bulletin, Number 16. Department of Justice, Washington, DC. Office of Justice Programs.; National Crime Prevention Council, Washington, DC. Report No. ---NCJ-179000 Pub Date--2000-04-00 Note--10p. Pub Type-Guides - Non-Classroom (055) EDRS Price – MF01/PC01 Plus Postage. Descriptors-*Crime Prevention, Instructional Materials, *Publications, *Writing for Publica tion, *Writing Processes Identifiers—-*Publisher Role Publications, which can be anything from a onepage flier to a brochure to a poster or a book, can be relatively easy to create but very effective for helping to fight crime. This bulletin considers how publications can contribute to crime prevention; what it takes to start a publication; what are some of the challenges in creating a publication; how to evaluate your publication; and what some of the rewards are. The bulletin walks an individual through the publication process from researching a subject to distributing the final product. It pinpoints the following steps to keep the publication process moving forward: (1) research your subject; (2) outline your document; (3) write, edit, and rewrite your document; (4) design your publication; (5) go to press; and (6) distribute your product. (NKA) ED 452 553 CS 217 519 Jago, Carol Beyond Standards: Excellence in the High School English Classroom. Report No.--ISBN-0-86709-503-2 Pub Date-2001-00-00 Note-128p.; Foreword by Sheridan Blau. Available from-Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($15). Tel: 603431-7894; Web site: http://www.heine mann.com. Pub Type— Books (010) -- Guides - Classroom Teacher (052) Document Not Available from EDRS. Descriptors—*Academic Achievement, *Academ ic Standards, *Classroom Environment, *English Instruction, High School Students, High Schools, Reading Material Selection, *Student Motivation Each student is capable of achieving excellence, but it requires a nurturing, vigorous classroom environment. To help current and future high school English teachers create and maintain this kind of environment, this book offers concrete ways to reconceive what it means to foster excellent performance in the classroom and vivid examples of student work that was motivated by the pursuit of excellence rather than by test scores. Filled with detailed classroom anecdotes, the book explores the many ways teachers can select books, design lessons, and inspire discussions that can lead all their students to extraordinary achievements, both in the study of literature and in their writing assignments. Included in the book are practical tips on everything from helping students self edit their writing to “tricking” them into reading a lot more poetry. The book may be seen as a set of stories-or “ethnographic studies”-on how to make the work of the high school English class important to students so that they may engage in literate activity with the same kind of attention and effort as “real” writers. It contends that under such conditions students will learn more and produce more useful and impressive products than any standards document could possibly anticipate. After a foreword by Sheridan Blau, the book is divided into the following chapters: Introduction: Standards versus Excellence; (1) Engaging Reluctant Scholars; (2) Creating the Culture of Excellence; (3) Beyond Reading Standards; (4) Beyond Writing Standards; (5) Beyond
ED 452 551 CS 217 516 Bassett, Diane DeVine, Denise Perry, Nancy Rueth, Catherine Keys to Improving Writing in the Primary Grades. Pub Date—2001-05-00 Note-100p.; Master of Arts Action Research Project, Saint Xavier University and IRI/Sky Light Professional Development. Pub Type - Dissertations/Theses (040) EDRS Price – MF01/PC04 Plus Postage. Descriptors-Action Research, Grade 1, Grade 3, Parent Participation, Primary Education, Writing Achievement, Writing Attitudes, *Writing Improvement, *Writing Instruction, Writing Processes, Writing Research, *Writing Skills This action research describes a program for improving writing skills. The targeted population consisted of first and third graders in two middle class communities in the southern suburbs of Chicago. The need for improvement in writing skills was documented through observation checklists, writing samples, and surveys. Data revealed a need for implementation of writing interventions. Analysis of probable cause data revealed that faculty observed difficulties in writing due to the lack of a formal writing program, the amount of classroom time spent on writing due to curriculum demands, and a lack of teacher training in this area. The professional literature suggests the following as reasons why students were poor writers: (1) they were not exposed to writing at an early age; (2) there is a lack of real meaning in their writing experiences; (3) reading and writing remain separate entities; and (4) the curricular focus is on reading and math. The over-emphasis placed on grammar, mechanics, and spelling are also causes for concern. Solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of the following intervention strategies: parent involvement through newsletters and articles, the use of writing centers, the use of e-mail, letter writing, free choice of topics, the use of literature to teach writing, Author's Chair, interactive journals/notebooks, allowing inventive spelling, cross-curricular writing, and encouraging at-home writing. Post-intervention data indicated an increase in the targeted students' writing abilities, a positive attitude toward the writing process, an increased confidence in the editing and revising of student work, and increased parental involve
ED 452 555 CS 217 521 Miller, A. Christine Cross, Lorraine Moving from I to Us: The Power of Action Re search To Improve Students' Writing Perfor mance. Pub Date--2001-04-00 Note—27p.; Paper presented at the Annual Meet ing of the American Educational Research Association (82nd, Seattle, WA, April 10-14, 2001). This study was conducted at A. D. Henderson School through a Professional Development School Partnership between Florida Atlantic University/A.D. Henderson University School and the School Districts of Martin, Palm Beach, and St. Lucie Counties, Florida. Pub Type-- Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price – MF01/PC02 Plus Postage. Descriptors-Action Research, Elementary Edu cation, *Instructional Effectiveness, Middle Schools, Program Descriptions, *Writing Across the Curriculum, *Writing Improvement, *Writing Instruction, Writing Research Project WATCH! (Writing Across the Curriculum Hawks!) was the 1999-2000 schoolwide action research project at the A.D. Henderson University School grades K-8. The study question, "How can teachers build schoolwide capacity to support improved student writing across the curriculum?", examined whole-school collaboration where all
teachers understand and are able to support the writing curriculum. The study was conducted through several phases: (1) the overall design of the project action plan; (2) implementation of three action research study groups who collaboratively supported the writing curriculum through actions and activities; (3) professional development to support teachers in changing instructional practices; (4) support data-driven decisions through the collection and analysis of data; and (5) coordinate the findings of the study and implement new actions to support schoolwide high-level writing performance. Data were gathered using four major evaluation measures: Pre/Post Pre/Post Writing Support Questions, Pre/Post Writing Assessment, Implementation logs recording FCAT Writes! Poster and Proofreading Marks Guide Use; teacher observations and reflections, the Florida Comprehension Assessment Test administered to fourth and eighth grade students, and observations and reflections by the FAU liaison and on-site coordinator. Teacher's findings indicate a general improvement in writing performance of students in kindergarten through eighth grade. Exemplary teaching practices included increased vocabulary development, use of the FCAT Writes! rubrics for modeling and/or grading, definitions of the types of writing, focus on the 5 paragraph essay format, ongoing review of literary devices, linking examples of quality literature to student writing, use of a student/teacher feedback format, use of peer conferencing, and the use of a NCS Staff Development/“Florida Writes!” CDROM program. The analysis of teacher reflections and observations, collected throughout the year, supported the accomplishment of one of the major goals of this study—to develop a collaborative learning organization. In conclusion, student writing was improved by implementing the schoolwide focus on improving writing performance. Contains 16 references and 6 unnumbered tables of data. (RS)
EDRS Price – MF01/PC01 Plus Postage. Descriptors—*English Departments, Futures (of Society), Higher Education, *Teacher Role, * Technical Writing, *Technology Integration Identifiers-Faculty Attitudes As the 21st century begins, the clicking of computer keyboards is increasingly interrupting the calm of literary classrooms. The sound of new technology now marks the world in which students grow up and will live, how they learn, and in essence who they are. How do educators cope and make it all work? On a typical day this could happen: the department chair determines there is not enough money in the budget for a needed software program; the computer staff cuts off the campus mail server without telling you, the instructor; and your students complain that others in class are more, or less, computer literate than they are. The following are some ways to negotiate through these kinds of situations: first--form political alliances with your colleagues, administrators, the computer staff, and your students; and second-demonstrate your program's “productivity.” Teaching technical writing is a continuous, and often frustrating, learning process. Despite its downsides, though, the technical writing teacher must be willing to "embrace” technology to be successful. (NKA)
man High School. Pub Date—2001-05-31 Note-45p. Pub Type-Guides - General (050) EDRS Price - MF01/PC02 Plus Postage. Descriptors--Educational Objectives, *English Curriculum, *English Instruction. High Schools, *Jews, *Language Arts, *Private Schools, Religious Education, *Writing In struction Identifiers—Jewish Day Schools, New York (Brooklyn) In compliance with the philosophy of the Yeshivah of Flatbush, the English department is committed to students mastering the secular discipline of English. Students will develop the language skills of reading, writing, and speaking, as well as a sophistication of style and a clarity of expression. Writing is to be developed for academic purposes across the curriculum as well as for the practical necessities of intelligently and cogently expressing opinions on political, ethical, and social concerns in today's world. In addition, the school aims to develop a humanistic and aesthetic appreciation of literature. The English department provides electives which further enhance the integration of secular studies with the philosophic tenets of the Yeshivah and which meets the interests of individual students. This curriculum guide is divided into the following sections: Philosophy; Aims of the English Curriculum; Overview of Purposes and Products for Writing Grades 9-10; Overview of Purposes and Products for Writing Grades 11-12; Writing for Freshen Fall and Spring Semesters; Writing; Literature for Freshmen; Literature for Sophomores; Literature for Juniors; Literature for Seniors; Advanced Placement English; Electives; Freshmen Vocabulary, Usage and Spelling; Sophomore Vocabulary, Usage and Spelling; Junior Vocabulary, Usage and Spelling; Senior Vocabulary, Usage and Spelling; Literary Vocabulary; Alternate Vocabulary Words; Four Year Grammar Curriculum; Allocation of Class Time per Term; and Administering Grades. (NKA)
ED 452 556 CS 217 523 Fleming, Michelle M. Reconfiguring the Role of the Research Paper: Collaborative Writing To Teach Basic Aca demic Research and Writing Strategies. Pub Date-2001-03-15 Note--13p.; Paper presented at the Annual Con ference on College Composition and Communication (52nd, Denver, CO, March 14-17, 2001). Pub Type-Reports - Descriptive (141) - Speech es/Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Descriptors—*Freshman Composition, Higher Education, *Research Papers (Students), *Research Skills, Student Attitudes, Student Re search, *Writing Processes, *Writing Strategies Identifiers—*Collaborative Writing, Student Co operation Each year that the author of this paper, an English instructor at Moorhead College (Minnesota), teaches the first-year "research paper,” one instructor turns more and more to collaborative writing work. And she admits that some of her motives in reshaping the research paper in collaborative ways can seem to be based in assisting herself as a teacher as often as they are based on her desire to help students come into their own. Her first impulse to move toward collaborative research papers came, in fact, out of a great deal of frustration at teaching the kind of "anything goes” research paper course most writing instructors are familiar with-the kind in which students choose their own topics-any topics. This paper takes readers through exactly what the instructor is trying to gain as she makes her research paper courses more collaborative. The paper then moves on to the various types of collaboration her students have used and the reasons that underlie different choices that have been made about different types of collaborative writing. Along the way, it addresses briefly some of the problems that inhere in collaborative work itself, so that these issues can begin to be considered. (NKA)
ED 452 558 CS 217 525 Blumner, Jacob S. Separating Siamese Twins: Can We Extricate WAC from Writing Centers? Pub Date—2000-11-00 Note-8p.; Paper presented at the Annual Meet ing of the National Writing Centers Association (5th, Baltimore, MD, November 2-4, 2000). Pub Type - Reports - Descriptive (141) - Reports Evaluative (142) – Speeches/Meeting Papers (150) EDRS Price – MF01/PC01 Plus Postage. Descriptors-Comparative Analysis, Higher Edu cation, Program Development, *Writing Across the Curriculum, *Writing Improvement, *Writ ing Laboratories Identifiers—Program Characteristics, Writing Contexts This paper addresses the culture of writing in higher education from a multicultural perspective of those within the “monolith.” The paper first notes that writing programs, more specifically writing across the curriculum (WAC), and writing centers work in similar ways by benefiting each other and sharing the broad mission of improving students' writing. It then points out the differences programs manifest in many ways, and each program has a more specific mission, explicitly stated or not. The paper does three primary things: first, it discusses the general missions of WAC programs and writing centers based on the goal of improving student writing; second, it discusses how the programs can and do coordinate; and third, it explores the structural implication of separating or combining the programs. (NKA)
ED 452 560 CS 217 527 Indiana's Academic Standards: 9th Grade En glish/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 528-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from--For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type — Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 9, Junior High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should be able to do in Grade 9 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and comes accompanied with a list of 10 things parents can do to help their child get a good education. It outlines the following seven standards for Grade 9 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development-Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension-Students read and understand gradelevel-appropriate material; they analyze the organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and AnalysisStudents read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students discuss ideas for writing with other writers; they write coherent and focused essays that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 9, students combine the rhetorical strategies of narration, exposition, per
ED 452 559 CS 217 526 Blaine, Suzanne English Department Curriculum and Course of Study. Yeshiva of Flatbush, Brooklyn, NY. Joel Braver
standards for Grade 11 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development-Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension—Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students write coherent and focused texts that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 11, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions—Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgments about oral communication; they deliver focused and coherent presentations that convey their clear perspectives and demonstrate solid reasoning. (NKA)
Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-120p. Available from-Full text at: http://idea- net.doe.state.in.us/standards/welcome.html. Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PC05 Plus Postage. Descriptors—* Academic Achievement, *Academ-ic Standards, Elementary Secondary Educa- tion, *English, *Language Arts, Parent Participation, Skill Development, *State Stan- dards, Teacher Expectations of Students, Teacher Role The state of Indiana has established new academic standards in English/Language Arts. These "world-class” standards outline what a student should know and be able to do in each subject, at each grade level. This Teacher's Edition of the academic standards—an exact reprint of the standards guides for parents and students-provides educators and administrators with a complete set of Indiana's K-12 academic standards for English/ Language Arts. The Teacher's Edition notes that while the standards set expectations for student learning, they do not prescribe how the standards should be taught. It is divided into the following sections: Kindergarten; 1st Grade; 2nd Grade; 3rd Grade; 4th Grade; 5th Grade; 6th Grade; 7th Grade; 8th Grade; 9th Grade; 10th Grade; 11th Grade; and 12th Grade. (NKA)
suasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions-Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications Students formulate thoughtful judgments about oral communication and deliver focused and coherent presentations of their own that convey clear perspectives and solid reasoning. (NKA) ED 452 561 CS 217 528 Indiana's Academic Standards: 10th Grade English/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date—2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from-For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Achievement, *Academ ic Standards, *English, *Grade 10, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 10 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven standards for Grade 10 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Language Development—Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis–Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students discuss ideas for writing with other writers; they write coherent and focused essays that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 10 students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions—Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgment about oral communication; they deliver focused and coherent presentations of their own that convey clear perspectives and solid reasoning. (NKA) ED 452 562 CS 217 529 Indiana's Academic Standards: 11th Grade English/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date—2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from-For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type — Guides - Classroom - Learner (051) Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 11, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 11 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven
ED 452 563 CS 217 530 Indiana's Academic Standards: 12th Grade English Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-52930. Adopted by the Indiana State Board of Education, Summer 2000. Available from For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type - Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 12, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 12 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides parents with a list of 10 things they can do to help their child get a good education. It outlines the following seven standards for Grade 12 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development—Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process-Students write coherent and focused texts that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 12, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description to produce reflective compositions, historical investigation reports, and job applications and resume; and to deliver multimedia presentations; (6) Writing: Written English Language Conventions-Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgments about oral communication; they deliver focused and coherent presentations that convey clear perspectives and demonstrate solid reasoning. (NKA) ED 452 564 CS 217 531 Indiana's Academic Standards: Teacher's Edi tion. English/Language Arts.
ED 452 565 CS 217 533 Greene, Beth G. A Summary Report of the Instructional Effec tiveness of the “Steck Vaughn Phonics Program”: Level A—Units 3 and 4 & Level BUnits 2 and 3. Technical Report Number 105. Educational Research Inst. of America, Bloom ington, IN. Pub Date-2001-06-01 Note—9p. Available from-Educational Research Institute of America, PO Box 5875, Bloomington, IN 47408-5875. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Instructional Effectiveness, *Phon ics, Pilot Projects, Pretests Posttests, Primary Education, *Program Evaluation, *Reading Identifiers-California, Florida, Illinois, Sub tests, Test Trials This report describes a pilot study conducted to evaluate the instructional effectiveness of the Steck-Vaughn Phonics Program: Level A-Units 3 and 4 and Level B-Units 2 and 3. The Educational Research Institute of America (ERIA) identified volunteer teachers to participate, designed the assessments, and analyzed the collected data. Because the focus was on the program's primary levels, it was limited to Grades 1 and 2; Level AUnits 3 and 4 were used in first grade, while Level B-Units 2 and 3 were used in second grade. These units, selected by the teachers to best fit their schools' reading objectives at the time, included the teaching of eight initial consonants, six final consonants, short vowels, long vowels, and vowel diagraphs. A quasi-experimental pretest posttest design was used; 18 first and second grade teachers in California, Illinois, and Florida volunteered to participate. Approximately 400 students were included. Teachers administered the phonics tests developed by ERIA as pretests, taught the designated units from the Steck-Vaughn program, and administered the posttests after completing instruction. All assessments were scored by hand at ERIA. Results indicated that: (1) after about three weeks of instruction, two groups of first and second graders increased pretest scores to posttest scores a statistically significant amount on 5 out of 6 subtests and on total test scores for both the first and second grade assessments; (2) an analysis of students who scored lowest on the pretest indicated much greater improvement than was shown for the entire groupmore than twice as great; (3) on the single subtest (second grade) where there was not a statistically significant improvement, there was evidence of a "ceiling" effect; and (4) all the teachers reported Page 25Page 26
The Past Is Last Week; History as Exploration; What Parents Can Do; Helping Danny Become a Good Reader; and Activities for Fun and Learning. To help understand history better, parents and children can: (1) make a time capsule of family artifacts; (2) make a family tree; (3) look at old photographs of family members together; (4) share books; (5) sing songs; (6) visit a police or fire station; (7) create a school scrapbook; (8) learn about folk medicine; (9) visit a cemetery; (10) visit museums; (11) do a family history project interviewing family members; (12) read an almanac; and (12) read about and try making pioneer and colonial crafts. Contains 35 references. (EF)
student questionnaire data, and associated professional development opportunities have had a major impact on improving instruction, particularly in English language arts (ELA). In 1997 the legislature approved the Maine Learning Results-standards in eight content areas which form the framework for curriculum in Maine. Now that the MEA has been aligned with “Learning Results,” the resulting data on student achievement can be used more comprehensively to plan classroom, school, and district improvement strategies. Students in grades 4, 8, and 11 in all public schools in the state participate in the MEA. The ELA section consists of a reading, writing, and a reading/writing segment, in which students respond to multiple choice, short answer, and constructed response questions related to reading passages. They also complete a writing sample based on a common prompt. Teachers score the writing prompt and evaluate the writing samples. State consultants provide regional workshops to review what was received and how to read the information. Includes sample data. (NKA)
www.ceap.wcu.edu/Broughton/Poetryunit.html. Pub Type- Creative Works (030) – Guides Classroom - Teacher (052) EDRS Price – MF01/PC03 Plus Postage. Descriptors—Class Activities, *Creative Writing, Elementary Secondary Education, Interdiscipli nary Approach, Learning Activities, *Poetry Identifiers-Poetic Forms This collection of ideas for poetry is intended to provide teachers with tips for ways in which poetry could be integrated into the daily classroom curriculum. Noting that talking about poetry is an important step in helping students see poetry as a viable outlet for their voices, the collection states that poetry should also offer students connections to their real lives. It recommends including classical as well as contemporary poetry for students' reading enjoyment. The collection is divided into the following sections: (1) “A Prayer for Children" by Ina Hughes; (2) Forward; (3) Intentions; (4) Beginning; (5) Poetry Ideas (contains 44 ideas); (6) Reading Poetry Aloud; (7) Assessment and Evaluation; and (8) Concluding Thoughts. (NKA)
ED 452 539 CS 217 399 Motivating Your Child To Learn. Parents and Children Together Series. ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.; Family Learning Association, Bloomington, IN. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Report No.-ISBN-1-883790-85-9 Pub Date-2001-00-00 Contract-ED-99-CO-0028 Note-57p.; Accompanying audiotape not avail able from ERIC. For other books in the series, see CS 217 390-398. Available from-ERIC Clearinghouse on Read ing, English, and Communication, Indiana University, 2805 E. 10th Street, Suite 140, Bloomington, IN 47408-2698. Web site: http:// eric.indiana.edu/. Family Learning Association, 3925 Hagan St., Suite 101, Bloomington, IN 47401. Pub Type - Creative Works (030) — Guides - Non Classroom (055) — ERIC Publications (071) EDRS Price - MF01/PC03 Plus Postage. Descriptors—Elementary Education, *Learning Motivation, *Parent Student Relationship, *Reading Aloud to Others, *Reading Habits, Reading Instruction, Student Motivation, Writing (Composition) This book, one of a series, shows how to help motivate children to learn. The message of the series urges parents and children to spend time together, talk about stories, and learn together. The first part of each book presents stories appropriate for varying grade levels, both younger children and those in grades three and four, and each book presents stories on a particular theme. The Read-along Stories in this book are: “Jellybean Adventures" (Lou Hamilton); “Mr. McMuddle's Troubles” (Juanita Barrett Friedrichs); and “The Cobbler and the Elves” (as retold by Jerry D. Burchard). On an accompanying audiotaps, the stories are performed as radio dramas, allowing children to read along. The second half of each book provides ideas and guidelines for parents, as well as activities and books for additional reading. Sections in this book are: Guidelines for Parents; How to Motivate Your Child; Questions about Motivation; Activities for Reading and Writing; Suggestions from a Teacher; and Books for Parents and Children. (RS)
Pub Date-2000-00-00 Note-12p. Available from National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096. Tel: 1-800-369-6283 (Toll Free); Web site: http://www.ncte.org/positions/com mon.html. Pub Type- Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Censorship, Elementary Second ary Education, *Intellectual Freedom, *Public Schools, *Student Rights Identifiers—First Amendment, *International Reading Association, *National Council of Teachers of English, United Nations All students in public school classrooms have the right to materials and educational experiences that promote open inquiry, critical thinking, diversity in thought and expression, and respect for others. Denial or restriction of this right is an infringement of intellectual freedom. Because of their almost exactly similar positions against censorship, the International Reading Association and the National Council of Teachers of English have formed a joint task force on intellectual freedom. This position paper of these organizations aims to heighten sensitivity about censorship concerns and provide a resource for communities facing challenges to intellectual freedom. The paper first cites the First Amendment and Article 19 of the United Nations Declaration of Human Rights to reinforce its position. It then provides an action plan and strategies to adopt before a challenge arises and after a challenge has been made. It considers tactics both at the local level and at the state/provincial level, as well as at the national and international level. The paper offers a list of groups interested in fighting censorship and an extensive bibliography of resources. It also cites some situations that might affect teachers and censorship. (NKA)
ED 452 543 CS 217 456 Condon, Mark W. E. McGuffee, Michael Real ePublishing, Really Publishing! How To Create Digital Books by and for All Ages. Report No.-ISBN-0-325-00320-3 Pub Date-2001-00-00 Note-100p. Available from-Heinemann, 88 Post Road West, P.O. Box 5007, Westport, CT 06881 ($15). Tel: 800-793-2154 (Toll Free); Web site: http:// www.heinemann.com. Pub Type-Guides - Classroom - Teacher (052) Document Not Available from EDRS. Descriptors—*Childrens Writing, Class Activi ties, Classroom Environment, *Electronic Publishing, Elementary Education, Learning Activities, Technology Integration, *Writing for Publication Identifiers-Digital Photography, *Electronic Books This book aims to help teachers turn their classrooms into their very own publishing companies. All that is needed is a computer, a word processor, a digital camera, a color printer, and access to the Internet. The book explains that a new genre of publication, Webbes, are simple nonfiction picture books, and that, matching meaningful text with digital photography, these e-publications are natural means for celebrating and documenting the activities of any curricular unit. It points out that these compositions, in any language or even in two languages, invite writers from every ethnicity, social class, and language group in a school to see publication as a natural part of literacy learning and its complement to developing content concepts. Chapters in the book are: (1) Really Publishing?; (2) Voila! Instant Webbes!; (3) Authoring: Where Readers and Writers Meet; (4) Seeing What You Mean: Digital Cameras and Photography; (5) Production and Editorial: Putting It All Together; (6) Printing and Binding: Hey! It's a Book!; (7) Distribution and Promotion: Getting out the Word...and the Picture; (8) Your Emergent Publishing Company; and (9) Web Books for Everyone. Appendixes contain: Webbe step-by-step procedures; a 13-item annotated bibliography of books on writing and composition instruction; and a Webbe printing template. (NKA) ED 452 544 CS 217 506 Corso, Gail S. Practices, Principles, and Essences: How a WPA at a Small Liberal Arts College Func tions within Her Community and Its Values. Pub Date - 2001-03-00 Note-20p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Guides - Non-Classroom (055) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO Plus Postage. Descriptors—* Administrator Role, *Faculty Workload, Higher Education, *Institutional Cooperation, *Program Administration, *Writing
ED 452 540 CS 217 422 Rumery, Karen Using Data To Inform Instruction Stories from Five States. “Maine,” the Way Life Should Be. Pub Date—2000-11-00 Note-21p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (90th, Milwaukee, WI, November 16-21, 2000). Pub Type - Reports - Descriptive (141) — Speech es/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, *Curricu lum Development, Elementary Secondary Education, *Instructional Improvement, *Language Arts, State Standards Identifiers—* Data Based Instruction, Education al Information, *Maine Educational Assessment, State Role The Maine Educational Assessment (MEA) has provided data to inform curriculum and instruction in Maine's schools for 16 years. The test results,
ED 452 542 CS 217 430 Broughton, Merry G. Poetry Covers It All! Integrating Poetry in All Curriculum Areas. Pub Date—1998-09-00 Note—71p. Available from-For full text: http://
teacher counted the number of words written as well as how many words were spelled correctly. The results indicated that encouragement of invented spelling does not impact students' abilities to spell more words correctly. Yet, it does appear to allow students to express themselves more freely by using more words in their writing. Contains 25 references. A conventional spelling lesson plan and an invented spelling lesson plan are attached. (Author/ RS)
through the University's Interdisciplinary Program, a required course sequence intended to address the theme of understanding the human condition-students and faculty in this core curriculum are considered co-learners who value discussion, in-depth analysis, questioning, and critical thinking. It explains that central to these courses are writing assignments that serve the purposes of using writing as a tool for learning as well as helping students learn to write. According to the paper, however, almost 20% of students believe they cannot meet assignment requirements and be true to their own spirituality. The paper reports that writing center faculty notice that conflicts arise when students who do not follow Christian traditions must write about Christian topics and when some traditional students feel they must reveal too much of their souls, as in "too personal" writing. If the writing center is to meet students' needs brought about by the University's expectations of requiring spiritually based courses which emphasize writing, the center must reposition its approach to tutoring: it must move from a traditional format, which focuses on external assignments, to a non-traditional format, which emphasizes the process of learning how to convey internal spirituality to an external audience. It suggests using the "enneagram” (an aid for self-knowledge) as a tutor training strategy for strengthening the tutor/student conference experience through promoting tutor self-knowledge and empathy toward others. (NKA)
(Composition), Writing Instruction, *Writing Teachers The writing program administrator (WPA) at a small, Catholic liberal arts college has many roles in fulfilling her job responsibilities and upholding institutional values, which include collaboration, dialogue, and application of knowledge to benefit others and the environment. Some of these roles include: teaching four courses, engaging in committee work, curriculum planning, participating in service learning and community outreach, developing a writing resources Web site, and advising students and student organizations. Even while on sabbatical, the WPA acts as a consultant for the college. The WPA participates collaboratively in designing various workshops for faculty development and exchange of ideas, and she also participates in the field. Finally, the WPA utilizes the institution's mission statement and policy in administering the writing program and in being part of a dialogue for change. (Contains 10 references. An annotated 10-item list of works cited in the paper and the presentation is attached.) (EF) ED 452 545 CS 217 509 Costanzo, William V. Friendly Alternatives to the Argumentative Es say. Pub Date—2000-11-00 Note-8p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (90th, Milwaukee, WI, November 16-21, 2000). Pub Type— Guides - Non-Classroom (055) Speeches/Meeting Papers (150) EDRS Price – MF01/PC01 Plus Postage. Descriptors—*Conflict Resolution, Higher Edu cation, *Persuasive Discourse, *Writing Assignments, *Writing Exercises, *Writing Instruction Many teachers would like to counter what Deborah Tannen calls “The Argument Culture.” They recognize that teaching students traditional principles of argument may perpetuate the kind of adversarial thinking that erupts all too often: in aggressive newspaper headlines, on confrontational television shows, in court rooms, and in school yards across the country. An alternative is to teach the skills of conflict resolution. This paper presents a sequence of six classroom exercises leading to a writing assignment in which students are asked to mediate in the resolution of a conflict instead of arguing “persuasively” for one side. (EF) ED 452 546 CS 217 510 Brasacchio, Tiffany Kuhn, Bonnie Martin, Stephanie How Does Encouragement of Invented Spell ing Influence Conventional Spelling Develop ment? Pub Date—2001-04-26 Note-37p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Childrens Writing, Comparative Analysis, Grade 1, Instructional Effectiveness, *Invented Spelling, Primary Education, *Spelling Instruction A study determined the impact encouragement of invented spelling has on a child's writing through a comparison of writing samples produced by children encouraged to use invented spelling with writing samples by children encouraged to use conventional spelling. Three first grade classes participated in this study, two of which are located in suburban school districts and one in a rural school district. Class sizes ranged from 15 to 25 students, and the children were all between the ages of 6 and 7. In each of the three classrooms, the teacher implemented the same scripted lesson which encouraged the use of invented spelling. The teachers then implemented a second lesson that required a similar writing task; however, during this lesson the children were strongly encouraged to spell words correctly (conventional spelling). During these lessons the teachers observed the children's spelling techniques and asked some children to talk about the strategies they used to spell the words. Upon collecting all the writing samples, each
ED 452 547 CS 217 512 Klompien, Kathleen The Writer and the Text: Basic Writers, Re search Papers and Plagiarism. Pub Date--2001-03-00 Note-13p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Discourse, Higher Edu cation, Plagiarism, *Research Papers (Students), Student Needs, *Student Writing ) Models, *Writing Evaluation, Writing Re search, *Writing Strategies Identifiers—-*Author Text Relationship, Califor nia State University Los Angeles, Developmental Students, Summer Bridge Program While research papers may hold unique challenges for all writers, they are especially daunting for “less experienced” writers because these students often come to college without ever having written a research paper. A study examined several research papers written by students who took part in the Summer Bridge program at California State University at Los Angeles which is designed to help students who are conditionally admitted to the university. A subset of 25 portfolios was selected randomly from among all that year's Summer Bridge portfolios, but with about the same numbers of portfolios from males and females and the university's ethnic composition reflected in the selection. Of the 25 read initially, 5 were chosen to analyze in depth. This paper discusses in detail two of those five, finding that some form of "patchwriting" was used in all five of the research papers studied. The paper explains that "patchwriting" is considered by some scholars as a stage of writing development in which students are exploring different ideas but have not absorbed them thoroughly enough to put them into their own words. It notes that it is helpful for many students to use this technique as they start writing at the college level in order to try to understand what the authors of their texts believe and to begin to take on the language of the discourse community. The paper concludes that students need their instructors' help to learn how to respond in ways that keep them from being susceptible to accusations of plagiarism. (NKA) ED 452 548 CS 217 513 Johnson, Peggy Mutschelknaus, Mike Disembodied Spirituality: Conflicts in the Writing Center. Pub Date-2001-03-00 Note-13p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (52nd, Denver, Colorado, March 14-17, 2001). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Higher Education, Interdisciplinary Approach, *Spirituality, *Student Needs, *Writing Assignments, *Writing Laboratories Identifiers-Enneagrams, Personal Writing, *Saint Marys University of Minnesota, Tutor Role, Tutor Training Noting that at Saint Mary's University (where the authors teach) the issue of spirituality is in the forefront of education and is seamlessly woven into required courses throughout four years of college in an attempt to "enhance students' spiritual and personal lives,” this paper positions writing centers as a place for student inquiries about their spirituality. The paper states that one avenue of spiritual study is
ED 452 549 CS 217 514 Thomas, Charles J. The Impact of Performance Assessment through NCATE on Literary Studies in the Nation: Shakespeare, Thoreau, and Other Classic Authors Continue To Be Included. Pub Date—2001-11-00 Note-6p.; Paper presented at the Annual Meet ing of the National Council of Teachers of English (91st, Baltimore, MD, November 15-20, 2001). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*English Teachers, Guidelines, Higher Education, *Language Arts, *Literature, Position Papers, Standards, Teacher Edu cation Identifiers-Matrix Language, *National Council for Accreditation of Teacher Educ, *National Council of Teachers of English This paper comes from an educator who worked on the National Council of Teachers of English (NCTE) Guidelines for the Preparation of Teachers of English Language Arts in 1996. The paper states that the work offered the educator/author the opportunity to discuss the many dimensions of English language arts preparation programs for undergraduate and graduate school candidates in the participating colleges and universities. It also states that since 1996 he has followed the implementation of the Guidelines through various matrix outlines that the National Council for the Accreditation of Teacher Education (NCATE) and NCTE program evaluators have developed based on the Guidelines. The main part of the paper deals with his observations about the field of literary studies. It voices some concerns about the existing Guidelines and the related Matrix used as part of the NCATE project. Thee was concern that the inclusive approach taken while writing the Guidelines resulted in a posture toward literary studies that avoided the prescriptive stance of earlier editions. Earlier editions of the Guidelines required candidates to study the history of literature in courses designated as American, British, and world literature surveys. The earlier editions favored the broader and more inclusive requirement that candidates be exposed to "literatures of human cultures” or an “exhaustive body of literature and literary genres in English and in translation." The paper explains why dropping these designations will have a loosening effect upon curricula accepted under the new NCATE standards, and offers some examples. (NKA)
Research Standards; (6) Beyond Literature Standards; (7) Beyond Assessment Standards; and (8) Beyond Teaching Standards. (Cites 34 works.) (NKA)
ED 452 550 CS 217 515 Tancredo, Dana E. The Effects of Breakthrough to Literacy on Oral Language Development at the Kinder garten Level. Pub Date—2001-04-20 Note-56p. Pub Type-Reports - Research (143) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Computer Software Evaluation, In structional Effectiveness, Kindergarten, *Language Acquisition, *Oral Language, Primary Education, *Reading Attitudes, Reading Readiness, Student Attitudes The software “Breakthrough to Literacy” was introduced in kindergarten classrooms in a suburban school district in 1999 and focuses on oral language development. Through observations, the author studied the effects the software had on individual children's oral language and pre-reading readiness skills. Along with reading skill development, oral language and thinking skill development were also observed. The purpose of this study was to observe the effects of the software on both the reading and oral language development at the kindergarten level. The population involved three children selected at random. Results indicated that the software provided the children with a strong reading base. Results also showed that oral language development and reading skills had continued to grow and develop. When the study was completed, the three children were interviewed separately. Each child spoke positively about the software and was excited to be reading. (Contains 13 references and 5 tables of data. Appendixes contain 3 additional tables of data.) (Author/RS)
ED 452 554 CS 217 520 Britsch, Susan J. Riddle Me This, Riddle Me That: Email Dia logues with Third-Grade Writers. Pub Date-2001-04-00 Note-12p.; Paper presented at the Annual Meet ing of the American Educational Research As sociation (Seattle, WA, April 10-14, 2001). Pub Type- Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Descriptors--*Childrens Writing, *Communica tion Skills, *Electronic Mail, Grade 3, *Literacy, Primary Education, Student Reaction, Writing Research Identifiers--California (North), *Dialogic Com munication, Purdue University IN, *Riddles For a project, a university researcher and a group of education graduate students in literacy and language education at Purdue University exchanged email with 32 third graders in two classes at a northern California elementary school. The overall aim of the project was to build the children's literacy and communication skills by involving them in scaffolded written discussions with a more capable writer. An additional pedagogical aim was to help the children explore the content knowledge they were acquiring in their classroom, thus extending their ability to write about this official curriculum through collaborative discussions with adult writers. During the first year of the project the primary research questions were: (1) What is the nature of written response for these children? and (2) What sorts of patterns emerge in the types of questions that the children originate for the researchers? Although the researchers tried to explore the curricular topics, children in one group began to preface their letters with riddles, and riddling extended to two of the writing groups. The riddlers also began to structure dialogues in which they designated both a topic and a method of exchange that would assure a return for their riddles. It could be said that riddling dealt with child-centered topics in which the children maintained interest because the riddles were: (1) fun; (2) child-initiated; (3) interesting to the children; or (4) generally part of children's culture. However, such a reductive analysis would give short shrift to something that the children maintained for 4 months. They opposed another discourse--the curricular discourse the researchers had initiated—by controlling it. (Contains 3 tables and 25 references.) (NKA)
ment in the area of writing. (Contains 37 references, and 8 tables and 14 figures of data. Appendixes contain a student writing checklist; a rubric; teacher, parent, and student survey instruments; and permission letters.) (RS) ED 452 552 CS 217 517 Creating Publications: Write To Fight Crime. Youth in Action Bulletin, Number 16. Department of Justice, Washington, DC. Office of Justice Programs.; National Crime Prevention Council, Washington, DC. Report No. ---NCJ-179000 Pub Date--2000-04-00 Note--10p. Pub Type-Guides - Non-Classroom (055) EDRS Price – MF01/PC01 Plus Postage. Descriptors-*Crime Prevention, Instructional Materials, *Publications, *Writing for Publica tion, *Writing Processes Identifiers—-*Publisher Role Publications, which can be anything from a onepage flier to a brochure to a poster or a book, can be relatively easy to create but very effective for helping to fight crime. This bulletin considers how publications can contribute to crime prevention; what it takes to start a publication; what are some of the challenges in creating a publication; how to evaluate your publication; and what some of the rewards are. The bulletin walks an individual through the publication process from researching a subject to distributing the final product. It pinpoints the following steps to keep the publication process moving forward: (1) research your subject; (2) outline your document; (3) write, edit, and rewrite your document; (4) design your publication; (5) go to press; and (6) distribute your product. (NKA) ED 452 553 CS 217 519 Jago, Carol Beyond Standards: Excellence in the High School English Classroom. Report No.--ISBN-0-86709-503-2 Pub Date-2001-00-00 Note-128p.; Foreword by Sheridan Blau. Available from-Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($15). Tel: 603431-7894; Web site: http://www.heine mann.com. Pub Type— Books (010) -- Guides - Classroom Teacher (052) Document Not Available from EDRS. Descriptors—*Academic Achievement, *Academ ic Standards, *Classroom Environment, *English Instruction, High School Students, High Schools, Reading Material Selection, *Student Motivation Each student is capable of achieving excellence, but it requires a nurturing, vigorous classroom environment. To help current and future high school English teachers create and maintain this kind of environment, this book offers concrete ways to reconceive what it means to foster excellent performance in the classroom and vivid examples of student work that was motivated by the pursuit of excellence rather than by test scores. Filled with detailed classroom anecdotes, the book explores the many ways teachers can select books, design lessons, and inspire discussions that can lead all their students to extraordinary achievements, both in the study of literature and in their writing assignments. Included in the book are practical tips on everything from helping students self edit their writing to “tricking” them into reading a lot more poetry. The book may be seen as a set of stories-or “ethnographic studies”-on how to make the work of the high school English class important to students so that they may engage in literate activity with the same kind of attention and effort as “real” writers. It contends that under such conditions students will learn more and produce more useful and impressive products than any standards document could possibly anticipate. After a foreword by Sheridan Blau, the book is divided into the following chapters: Introduction: Standards versus Excellence; (1) Engaging Reluctant Scholars; (2) Creating the Culture of Excellence; (3) Beyond Reading Standards; (4) Beyond Writing Standards; (5) Beyond
ED 452 551 CS 217 516 Bassett, Diane DeVine, Denise Perry, Nancy Rueth, Catherine Keys to Improving Writing in the Primary Grades. Pub Date—2001-05-00 Note-100p.; Master of Arts Action Research Project, Saint Xavier University and IRI/Sky Light Professional Development. Pub Type - Dissertations/Theses (040) EDRS Price – MF01/PC04 Plus Postage. Descriptors-Action Research, Grade 1, Grade 3, Parent Participation, Primary Education, Writing Achievement, Writing Attitudes, *Writing Improvement, *Writing Instruction, Writing Processes, Writing Research, *Writing Skills This action research describes a program for improving writing skills. The targeted population consisted of first and third graders in two middle class communities in the southern suburbs of Chicago. The need for improvement in writing skills was documented through observation checklists, writing samples, and surveys. Data revealed a need for implementation of writing interventions. Analysis of probable cause data revealed that faculty observed difficulties in writing due to the lack of a formal writing program, the amount of classroom time spent on writing due to curriculum demands, and a lack of teacher training in this area. The professional literature suggests the following as reasons why students were poor writers: (1) they were not exposed to writing at an early age; (2) there is a lack of real meaning in their writing experiences; (3) reading and writing remain separate entities; and (4) the curricular focus is on reading and math. The over-emphasis placed on grammar, mechanics, and spelling are also causes for concern. Solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of the following intervention strategies: parent involvement through newsletters and articles, the use of writing centers, the use of e-mail, letter writing, free choice of topics, the use of literature to teach writing, Author's Chair, interactive journals/notebooks, allowing inventive spelling, cross-curricular writing, and encouraging at-home writing. Post-intervention data indicated an increase in the targeted students' writing abilities, a positive attitude toward the writing process, an increased confidence in the editing and revising of student work, and increased parental involve
ED 452 555 CS 217 521 Miller, A. Christine Cross, Lorraine Moving from I to Us: The Power of Action Re search To Improve Students' Writing Perfor mance. Pub Date--2001-04-00 Note—27p.; Paper presented at the Annual Meet ing of the American Educational Research Association (82nd, Seattle, WA, April 10-14, 2001). This study was conducted at A. D. Henderson School through a Professional Development School Partnership between Florida Atlantic University/A.D. Henderson University School and the School Districts of Martin, Palm Beach, and St. Lucie Counties, Florida. Pub Type-- Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price – MF01/PC02 Plus Postage. Descriptors-Action Research, Elementary Edu cation, *Instructional Effectiveness, Middle Schools, Program Descriptions, *Writing Across the Curriculum, *Writing Improvement, *Writing Instruction, Writing Research Project WATCH! (Writing Across the Curriculum Hawks!) was the 1999-2000 schoolwide action research project at the A.D. Henderson University School grades K-8. The study question, "How can teachers build schoolwide capacity to support improved student writing across the curriculum?", examined whole-school collaboration where all
teachers understand and are able to support the writing curriculum. The study was conducted through several phases: (1) the overall design of the project action plan; (2) implementation of three action research study groups who collaboratively supported the writing curriculum through actions and activities; (3) professional development to support teachers in changing instructional practices; (4) support data-driven decisions through the collection and analysis of data; and (5) coordinate the findings of the study and implement new actions to support schoolwide high-level writing performance. Data were gathered using four major evaluation measures: Pre/Post Pre/Post Writing Support Questions, Pre/Post Writing Assessment, Implementation logs recording FCAT Writes! Poster and Proofreading Marks Guide Use; teacher observations and reflections, the Florida Comprehension Assessment Test administered to fourth and eighth grade students, and observations and reflections by the FAU liaison and on-site coordinator. Teacher's findings indicate a general improvement in writing performance of students in kindergarten through eighth grade. Exemplary teaching practices included increased vocabulary development, use of the FCAT Writes! rubrics for modeling and/or grading, definitions of the types of writing, focus on the 5 paragraph essay format, ongoing review of literary devices, linking examples of quality literature to student writing, use of a student/teacher feedback format, use of peer conferencing, and the use of a NCS Staff Development/“Florida Writes!” CDROM program. The analysis of teacher reflections and observations, collected throughout the year, supported the accomplishment of one of the major goals of this study—to develop a collaborative learning organization. In conclusion, student writing was improved by implementing the schoolwide focus on improving writing performance. Contains 16 references and 6 unnumbered tables of data. (RS)
EDRS Price – MF01/PC01 Plus Postage. Descriptors—*English Departments, Futures (of Society), Higher Education, *Teacher Role, * Technical Writing, *Technology Integration Identifiers-Faculty Attitudes As the 21st century begins, the clicking of computer keyboards is increasingly interrupting the calm of literary classrooms. The sound of new technology now marks the world in which students grow up and will live, how they learn, and in essence who they are. How do educators cope and make it all work? On a typical day this could happen: the department chair determines there is not enough money in the budget for a needed software program; the computer staff cuts off the campus mail server without telling you, the instructor; and your students complain that others in class are more, or less, computer literate than they are. The following are some ways to negotiate through these kinds of situations: first--form political alliances with your colleagues, administrators, the computer staff, and your students; and second-demonstrate your program's “productivity.” Teaching technical writing is a continuous, and often frustrating, learning process. Despite its downsides, though, the technical writing teacher must be willing to "embrace” technology to be successful. (NKA)
man High School. Pub Date—2001-05-31 Note-45p. Pub Type-Guides - General (050) EDRS Price - MF01/PC02 Plus Postage. Descriptors--Educational Objectives, *English Curriculum, *English Instruction. High Schools, *Jews, *Language Arts, *Private Schools, Religious Education, *Writing In struction Identifiers—Jewish Day Schools, New York (Brooklyn) In compliance with the philosophy of the Yeshivah of Flatbush, the English department is committed to students mastering the secular discipline of English. Students will develop the language skills of reading, writing, and speaking, as well as a sophistication of style and a clarity of expression. Writing is to be developed for academic purposes across the curriculum as well as for the practical necessities of intelligently and cogently expressing opinions on political, ethical, and social concerns in today's world. In addition, the school aims to develop a humanistic and aesthetic appreciation of literature. The English department provides electives which further enhance the integration of secular studies with the philosophic tenets of the Yeshivah and which meets the interests of individual students. This curriculum guide is divided into the following sections: Philosophy; Aims of the English Curriculum; Overview of Purposes and Products for Writing Grades 9-10; Overview of Purposes and Products for Writing Grades 11-12; Writing for Freshen Fall and Spring Semesters; Writing; Literature for Freshmen; Literature for Sophomores; Literature for Juniors; Literature for Seniors; Advanced Placement English; Electives; Freshmen Vocabulary, Usage and Spelling; Sophomore Vocabulary, Usage and Spelling; Junior Vocabulary, Usage and Spelling; Senior Vocabulary, Usage and Spelling; Literary Vocabulary; Alternate Vocabulary Words; Four Year Grammar Curriculum; Allocation of Class Time per Term; and Administering Grades. (NKA)
ED 452 556 CS 217 523 Fleming, Michelle M. Reconfiguring the Role of the Research Paper: Collaborative Writing To Teach Basic Aca demic Research and Writing Strategies. Pub Date-2001-03-15 Note--13p.; Paper presented at the Annual Con ference on College Composition and Communication (52nd, Denver, CO, March 14-17, 2001). Pub Type-Reports - Descriptive (141) - Speech es/Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Descriptors—*Freshman Composition, Higher Education, *Research Papers (Students), *Research Skills, Student Attitudes, Student Re search, *Writing Processes, *Writing Strategies Identifiers—*Collaborative Writing, Student Co operation Each year that the author of this paper, an English instructor at Moorhead College (Minnesota), teaches the first-year "research paper,” one instructor turns more and more to collaborative writing work. And she admits that some of her motives in reshaping the research paper in collaborative ways can seem to be based in assisting herself as a teacher as often as they are based on her desire to help students come into their own. Her first impulse to move toward collaborative research papers came, in fact, out of a great deal of frustration at teaching the kind of "anything goes” research paper course most writing instructors are familiar with-the kind in which students choose their own topics-any topics. This paper takes readers through exactly what the instructor is trying to gain as she makes her research paper courses more collaborative. The paper then moves on to the various types of collaboration her students have used and the reasons that underlie different choices that have been made about different types of collaborative writing. Along the way, it addresses briefly some of the problems that inhere in collaborative work itself, so that these issues can begin to be considered. (NKA)
ED 452 558 CS 217 525 Blumner, Jacob S. Separating Siamese Twins: Can We Extricate WAC from Writing Centers? Pub Date—2000-11-00 Note-8p.; Paper presented at the Annual Meet ing of the National Writing Centers Association (5th, Baltimore, MD, November 2-4, 2000). Pub Type - Reports - Descriptive (141) - Reports Evaluative (142) – Speeches/Meeting Papers (150) EDRS Price – MF01/PC01 Plus Postage. Descriptors-Comparative Analysis, Higher Edu cation, Program Development, *Writing Across the Curriculum, *Writing Improvement, *Writ ing Laboratories Identifiers—Program Characteristics, Writing Contexts This paper addresses the culture of writing in higher education from a multicultural perspective of those within the “monolith.” The paper first notes that writing programs, more specifically writing across the curriculum (WAC), and writing centers work in similar ways by benefiting each other and sharing the broad mission of improving students' writing. It then points out the differences programs manifest in many ways, and each program has a more specific mission, explicitly stated or not. The paper does three primary things: first, it discusses the general missions of WAC programs and writing centers based on the goal of improving student writing; second, it discusses how the programs can and do coordinate; and third, it explores the structural implication of separating or combining the programs. (NKA)
ED 452 560 CS 217 527 Indiana's Academic Standards: 9th Grade En glish/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 528-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from--For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type — Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 9, Junior High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should be able to do in Grade 9 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and comes accompanied with a list of 10 things parents can do to help their child get a good education. It outlines the following seven standards for Grade 9 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development-Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension-Students read and understand gradelevel-appropriate material; they analyze the organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and AnalysisStudents read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students discuss ideas for writing with other writers; they write coherent and focused essays that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 9, students combine the rhetorical strategies of narration, exposition, per
ED 452 559 CS 217 526 Blaine, Suzanne English Department Curriculum and Course of Study. Yeshiva of Flatbush, Brooklyn, NY. Joel Braver
standards for Grade 11 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development-Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension—Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students write coherent and focused texts that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 11, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions—Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgments about oral communication; they deliver focused and coherent presentations that convey their clear perspectives and demonstrate solid reasoning. (NKA)
Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-120p. Available from-Full text at: http://idea- net.doe.state.in.us/standards/welcome.html. Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PC05 Plus Postage. Descriptors—* Academic Achievement, *Academ-ic Standards, Elementary Secondary Educa- tion, *English, *Language Arts, Parent Participation, Skill Development, *State Stan- dards, Teacher Expectations of Students, Teacher Role The state of Indiana has established new academic standards in English/Language Arts. These "world-class” standards outline what a student should know and be able to do in each subject, at each grade level. This Teacher's Edition of the academic standards—an exact reprint of the standards guides for parents and students-provides educators and administrators with a complete set of Indiana's K-12 academic standards for English/ Language Arts. The Teacher's Edition notes that while the standards set expectations for student learning, they do not prescribe how the standards should be taught. It is divided into the following sections: Kindergarten; 1st Grade; 2nd Grade; 3rd Grade; 4th Grade; 5th Grade; 6th Grade; 7th Grade; 8th Grade; 9th Grade; 10th Grade; 11th Grade; and 12th Grade. (NKA)
suasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions-Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications Students formulate thoughtful judgments about oral communication and deliver focused and coherent presentations of their own that convey clear perspectives and solid reasoning. (NKA) ED 452 561 CS 217 528 Indiana's Academic Standards: 10th Grade English/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date—2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from-For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Achievement, *Academ ic Standards, *English, *Grade 10, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 10 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven standards for Grade 10 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Language Development—Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis–Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process—Students discuss ideas for writing with other writers; they write coherent and focused essays that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 10 students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1500 words; (6) Writing: Written English Language Conventions—Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgment about oral communication; they deliver focused and coherent presentations of their own that convey clear perspectives and solid reasoning. (NKA) ED 452 562 CS 217 529 Indiana's Academic Standards: 11th Grade English/Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date—2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-530. Adopted by the Indiana State Board of Education, Summer 2000. Available from-For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type — Guides - Classroom - Learner (051) Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 11, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 11 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven
ED 452 563 CS 217 530 Indiana's Academic Standards: 12th Grade English Language Arts. Indiana State Dept. of Education, Indianapolis. Pub Date-2000-11-00 Note-17p.; For other Indiana Standards, see CS 217 527-52930. Adopted by the Indiana State Board of Education, Summer 2000. Available from For full text: http://idea net.doe.state.in.us/standards/welcome.html. Pub Type - Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, * Academ ic Standards, *English, *Grade 12, High Schools, *Language Arts, Parent Participation, Skill Development, *State Standards Identifiers—*Indiana, Response to Literature This booklet of academic standards spells out what students should know and be able to do in Grade 12 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides parents with a list of 10 things they can do to help their child get a good education. It outlines the following seven standards for Grade 12 English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development—Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately; (2) Reading: Reading Comprehension Students read and understand gradelevel-appropriate material; they analyze organizational patterns and evaluate authors' arguments and positions; (3) Reading: Literary Response and Analysis Students read and respond to gradelevel-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science; (4) Writing: Writing Process-Students write coherent and focused texts that show a well-defined point of view and reasoned argument; (5) Writing: Writing Applications-At Grade 12, students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description to produce reflective compositions, historical investigation reports, and job applications and resume; and to deliver multimedia presentations; (6) Writing: Written English Language Conventions-Students write using Standard English conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications-Students formulate thoughtful judgments about oral communication; they deliver focused and coherent presentations that convey clear perspectives and demonstrate solid reasoning. (NKA) ED 452 564 CS 217 531 Indiana's Academic Standards: Teacher's Edi tion. English/Language Arts.
ED 452 565 CS 217 533 Greene, Beth G. A Summary Report of the Instructional Effec tiveness of the “Steck Vaughn Phonics Program”: Level A—Units 3 and 4 & Level BUnits 2 and 3. Technical Report Number 105. Educational Research Inst. of America, Bloom ington, IN. Pub Date-2001-06-01 Note—9p. Available from-Educational Research Institute of America, PO Box 5875, Bloomington, IN 47408-5875. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Instructional Effectiveness, *Phon ics, Pilot Projects, Pretests Posttests, Primary Education, *Program Evaluation, *Reading Identifiers-California, Florida, Illinois, Sub tests, Test Trials This report describes a pilot study conducted to evaluate the instructional effectiveness of the Steck-Vaughn Phonics Program: Level A-Units 3 and 4 and Level B-Units 2 and 3. The Educational Research Institute of America (ERIA) identified volunteer teachers to participate, designed the assessments, and analyzed the collected data. Because the focus was on the program's primary levels, it was limited to Grades 1 and 2; Level AUnits 3 and 4 were used in first grade, while Level B-Units 2 and 3 were used in second grade. These units, selected by the teachers to best fit their schools' reading objectives at the time, included the teaching of eight initial consonants, six final consonants, short vowels, long vowels, and vowel diagraphs. A quasi-experimental pretest posttest design was used; 18 first and second grade teachers in California, Illinois, and Florida volunteered to participate. Approximately 400 students were included. Teachers administered the phonics tests developed by ERIA as pretests, taught the designated units from the Steck-Vaughn program, and administered the posttests after completing instruction. All assessments were scored by hand at ERIA. Results indicated that: (1) after about three weeks of instruction, two groups of first and second graders increased pretest scores to posttest scores a statistically significant amount on 5 out of 6 subtests and on total test scores for both the first and second grade assessments; (2) an analysis of students who scored lowest on the pretest indicated much greater improvement than was shown for the entire groupmore than twice as great; (3) on the single subtest (second grade) where there was not a statistically significant improvement, there was evidence of a "ceiling" effect; and (4) all the teachers reported |
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