"College-Ready Writers Program"

COLLEGE-READY WRITERS PROGRAM: ON-DEMAND ARGUMENT WRITING STRATEGIES [Cottonwood Room, Upper Level @ 8:45, 9:05, & 9:25] Dr. Amanda Lickteig, Emporia State University alicktei@emporia.edu

https://tinyurl.com/y748ldus

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SESSION DESCRIPTION ď‚ The College-Ready Writers Program--through the National Writing Project--is designed to improve the argument writing of students by introducing teachers to new instructional practices. Learn how to quickly and easily incorporate multiple strategies into mini-units that foster students' argumentative writing skills across the content areas through on-demand writing practices.

BACKGROUND  Attended the OSU C3WP Argument Writing Workshop in June 2017.  Three days of professional development with other Teacher Consultants focusing on teaching argument writing.  Learned and practiced strategies for daily/routine argument writing and mini-units.  Developed teaching resources.

 Monthly ongoing professional development (in-person and online)  Professional readings.  Practice scoring student work.

 OSU Writing Project Website: https://osuwritingproject.okstate.edu/

WHAT IS CRWP/C3WP?  The goal is to assure more teachers have the ability to teach college and career-ready writing—with a specific emphasis on writing arguments based on nonfiction texts; an important skill every young adult needs.  CRWP provides scaffolded teaching and formative assessment resources that support the development of students' argument writing and prepares youth for college, career, and community engagement.  CRWP provides 45 hours of professional development each year through school or district-embedded institutes; classroom demonstrations, co-teaching, and coaching; and ongoing study of effective practices in academic writing instruction, current research, and professional literature.  The CRWP evaluation is one of the largest and most rigorous studies about teacher professional development to find evidence of impact:  An overwhelming number of teachers (76% across 22 districts) consistently participated in at least 45 hours of professional development. This significantly impacted:  the instruction students received; and,  the proficiency of students on complex writing tasks such as connecting evidence to an argument.

 CRWP students outperformed students in control districts on four attributes of argument writing—content, structure, stance, and conventions. https://www.nwp.org/cs/public/print/doc/programs/crwp.csp

CRWP/C3WP CYCLE OF WRITING National Writing Project C3WP Home Page: ď‚ https://sites.google.com/site/nwpcolleg ereadywritersprogram/home The College, Career, and Community Writers Program answers the contemporary call for respectful argumentative discourse.

The instructional resources help teachers and students read critically, explore multiple points of view, and finally take a stand on important issues.

REWRITING BY JOSEPH HARRIS: HARRIS MOVES Borrowing:When writers use terms or ideas from other writers to use in thinking through your topic  Forwarding Moves  Illustrating: When writers use specific examples from text to support what they want to say.  "..._________ that..." (argues, claims, acknowledges, emphasizes, reports, believes, etc.)

 Authorizing: When writers quote an expert of use the credibility status of a course to support their claims.  "A study conducted by …"

 Extending: When writers put their own "spin" on terms and ideas they take from other texts.

 Countering Moves—When writes "push back" against the text in some way. They might disagree with it, challenge something it says, or interpret it differently than the writer. The aim of countering is to "open up new lines of inquiry" (Harris).  Uncovering Values: "Another way to look at this..."  Arguing the Other Side: "What the author fails to consider is..."

HARRIS MOVES CONT.  Illustrating: Writer  (I): An article by Claire Thompson provides more insight to the continuing disappearance of uses specific the honeybees. Research shows that commercial beekeepers have suffered average examples from the population losses of about thirty percent each year since 2006. (High school literature text to support the review on a topic of the student’s choice.) claim.  (A): A study led by William C. Hiss, which involved 123,000 students at 33 colleges, found  Authorizing: that high school grades do indicate success. (High school paper written from a teacher Writer refers to an selected text set.) "expert" to support  (E): In article 2 by Scott, Cintra it states that everyday more than 3,000 American teens fire the claim. up their first cigarette. If that is happening everyday then thats how many more smokers  Extending:Writer there are everyday and more of a chance for teens to die at a young age. (Middle school onputs his/her own demand writing). spin on terms and  (C): In the article “Concussion Study Makes Case for Reduce of Contact Drills Among Youth ideas they take Players”, it states that the amount of contact in practice doesn’t influence the amount of from other texts. head hits in games. Overall, this statement doesn’t make much sense. Practice is when  Countering: you have to learn perfect form and to keep your head out of play. So by limiting practice, Writer pushes back the players would then become less cautious and more dangerous. I feel the against the text in experimenters need to do hundreds of more tests before they can change the some way. rules. (Middle school, on-demand source-based prompt)

DAILY WRITING STRATEGIES  Layers of Information: Return to an image, focusing on multiple perspectives, while students record their observations and interpretations—based on the evidence in the picture.  Looping: Write on the headline for 2 minutes, underline one phrase/word, write on new topic for 2 minutes.  One Word Notecard: Choose a topic. Students write one word on one side of the card. On other side explain and then add evidence (“for example”).  Quicklist: Number from 1-12. List 3 things you did yesterday; 3 things you like that others might not; 3 conversations you had recently; 3 things on your shopping list. Star topics you have an opinion about. Pick one topic. Write on it for 3 minutes. Stop. Leave 3 dots… and several spaces to write more when you come back. Repeat two more times.  Read with a Question in Mind: Share headline, jot down several questions, read the nonfiction text/article to find possible answers. Write nuanced claim, support with evidence using at least one of the Harris moves.  They Say/I Say T-Chart: Make a t-chart. Jot down things the text says and then things you think about it on the "I Say" column.  VIP Notes: Give students two sticky notes torn into 3 slices. Read text. Put pink where you need/want more information. Put blue where things strike you, challenge you or extend your thinking. On note card write claim, support with evidence (authorize or illustrate) then extend your thinking.

ROUTINE/DAILY WRITING EXAMPLE Introduction to Argument: Claim & Evidence with Fun Theory (developed the OSU Writing Project) Monday: Lesson 1 Students will express ideas on a given topic in timed writing. Quick write about making an unpleasant task more fun.

Tuesday: Lesson 2

Students will be able to create a claim. Make a claim based on the Fun Theory video.

Wednesday: Lesson 3

Students will be able to find evidence. Find evidence in the Fun Theory video.

Thursday: Lesson 4

Students will be able to identify an authority. Who is the authority in the Fun Theory video?

Friday: Lesson 5

Students will be able to write a short argument. Connect claim with evidence and authority.

ROUTINE WRITING: MONDAY

Quick Write: How do you make an unpleasant task more fun?

ROUTINE WRITING: TUESDAY Watch the video.

What is the claim?

ROUTINE WRITING: WEDNESDAY Watch the video again.

Revisit the claim you identified earlier. What is the evidence?

ROUTINE WRITING: THURSDAY Watch the video a third time.

Revisit the claim and evidence you identified earlier.

Who is the authority (or source) of the video?

ROUTINE WRITING: FRIDAY Write out your argument related to Fun Theory.

Connect your claim (Lesson 2) to your evidence (Lesson 3) and your source (Lesson 4).

SAMPLE ROUTINE WRITING "BULLYING: WHO IS RESPONSIBLE?"

Routine writing materials created for co-taught writing warm-up. https://docs.google.com/presen tation/d/1frz1n4yiUkyAfl0PAjl8 TpuX4z_1GNUkTLqlmbHscIw/e dit?usp=sharing

NWP SAMPLE ROUTINE ARGUMENT WRITING  Writing & Revising Claims

 Making claims based in text is a foundational element of argument writing. In this instructional resource, writers practice layering their thinking with reading and writing to arrive at a claim based in the text. Participants will engage in reading multiple texts, writing to make claims, and determining a basic organization for a draft.

It Says I Say (Students write actual (Student record their lines from the text response and thinking here) to the text lines)

 https://sites.google.com/site/nwpcollegereadywr itersprogram/instructional-resources/crwp-miniunits/informal-ways-into-arguments

 C3WP Secondary Instructional Resource Guide: https://docs.google.com/document/edi t?hgd=1&id=1VykT3GxwoaymTbMWW7l8MS pqaWHvR9BrKRPSHj9E-Xg https://bc-gb.com/news/6721/neurology-gaming-infographic/

WEBSITES WITH NONFICTION ARTICLES  List of argument prompts with related articles:  http://learning.blogs.nytimes.com/2014/02/04/200-prompts-forargumentative-writing/?_php=true&_type=blogs&_r=0

 Sites For Non-Fiction Articles:  New York Times – Learning Network (Student Opinion Pages)  http://learning.blogs.nytimes.com/

 Newsela:  https://newsela.com/articles/#/rule/latestlibrary?reading_standard_slugs=cc8

 Tween Tribune:  http://tweentribune.com/

 Kelly Gallagher: Article of the Week  http://www.teachingthecore.com/resources/article-of-the-week- aow/

CWRP/C3WP RESEARCH  Gallagher, H. A., Woodworth, K. R., & Arshan, N. L. (2015). Impact of the National Writing Project’s College-Ready Writers Program on teachers and students. Menlo Park, CA: SRI International.  SRI report of the results of the first round of the College Ready Writers Program study, of which OSU Writing Project was a part:  https://www.sri.com/sites/default/fil es/publications/sri-crwp-researchbrief_nov-2015-final.pdf

CONFERENCE SCHEDULE: UP NEXT  9:50 – 10:20 a.m.  Bill Martin, Jr. Picture Book Award Presentation – Main Level, Washburn A  Dr. Roger Caswell: Award Presentation  Keynote with Aaron Reynolds, Author of Nerdy Birdy, 2017 Bill Martin Jr. Picture Book Award

 10:30 – 11:30 a.m.  Dr. Steven Layne Feature Session: In Defense of Read Aloud – Main Level, Washburn A

 11:30 – 12:15 p.m.  Lunch Buffet and Kansas Reading Association Awards – Main Level, Washburn A