The National Study of Writing Instruction - University at Albany

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Writing and Learning Activities 2009-10: Form 2 Page 118 of 122 in a particular kind of writing assignment Ask students to work together to plan, edit, or revise their work Base writing on inquiry tasks involving immediate, concrete data as the basis for writing Organize a “workshop” environment in which students receive individual attention as they engage in learning the content, allowing for cycles of investigation, writing, and revision Provide instruction and experience in what to include in summarizing reading material Teach specific strategies for planning, drafting, revising, and organizing written work 118 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 Provide practice in timed, on-demand writing 1 2 3 4 Provide rubrics that highlight the characteristics of good responses 12. When students write for this class, who reads their writing when it is finished? 1 2 3 4 Never/ Hardly ever Sometimes Frequently No one (writing is used as a thinking process) 1 2 3 4 Only the student (writing is used for later reference) 1 2 3 4 The teacher, to react but not assign a grade 1 2 3 4 The teacher, to grade without other comment 1 2 3 4 The teacher, to react and grade 1 2 3 4 Almost always
Writing and Learning Activities 2009-10: Form 2 Page 119 of 122 Other students 1 2 3 4 Others (please specify) 1 2 3 4 13. How would you describe the general quality of student writing in the class you have been focusing on here? □ Advanced: the students exhibit superior writing performance In this course. □ Proficient: the students exhibit solid, competent writing appropriate to the course. □ Basic: Students demonstrate only partial mastery of prerequisite knowledge and skills that are fundamental for proficient writing in this course. □ Unsuccessful: Students are lacking in even basic writing skills necessary for this course. Please add any additional comments on the writing abilities of students in this class: 119
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February 2011 The National Study of
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Appendix 3. Instruments: Year 3 Stu
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Year 1: Analysis of Existing Nation
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Table 1. Middle School Demographics
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egin the conversation, and a series
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At the end of the school year, all
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Table 5. Types of Writing Required
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Table 6. Types of Writing Required
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Participants At each school site, p
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Notes to Table 6 CA: Size, grade sp
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Instrumentation Experiences with da
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influence of external examinations,
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coordinated so that the field resea
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5 Interview 1 teacher Interview 1 t
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demographic data on each school, in
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significant differences between the
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The final comparison in Table 11 us
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Source: National Center for Educati
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Appendix 2. Instruments: Year 2 Cas
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Schedule, Arrangements and Environm
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Teacher Interview Schedule: First I
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16. How would you describe high-qua
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Teacher Interview Schedule: Follow-
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9. Are there differences in what ma
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Pre- and Post- Observation Question
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Writing for Your Subject Will stude
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Discipline-Specific Learnings This
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How important is each of the follow
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___ Overhead projector ___ Webpage
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Below is a list of reasons that tea
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To what extent do you use the follo
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improving students' writing skills.
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How many days did students have to
Page 67 and 68: Administrator Interview Schedule Sc
Page 69 and 70: 20. Are you satisfied with your stu
Page 71 and 72: INITIATIVES & SUPPORT How does your
Page 73 and 74: STUDENT ACHIEVEMENT IN WRITING How
Page 75 and 76: 18. Tell me about your use of techn
Page 77 and 78: Paragraphs+ (1 or more parag.) Focu
Page 79 and 80: Other Technology Use By Student Int
Page 81 and 82: Daily Interpretive Memo After each
Page 83 and 84: 7. What unusual approaches or metho
Page 85 and 86: ___ Special education ___ Other (pl
Page 87 and 88: If so, please specify: ____________
Page 89 and 90: Are there specialized types of writ
Page 91 and 92: What technologies have you used in
Page 93 and 94: How important have the following so
Page 95 and 96: What is the general subject of this
Page 97 and 98: If you assign paragraph-length writ
Page 99 and 100: How many weeks are there in a full
Page 101 and 102: Was this assignment ___Required ___
Page 103 and 104: Writing and Learning Activities 200
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The National Study of Writing Instruction - University at Albany

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