The National Study of Writing Instruction - University at Albany

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11. What types of writing do students do often for this class? • How often do you use any of the following types of writing assignment as part of your instruction? Analysis Book Reports DBQ’s Drama Scripts/Skits Essays Journals Lab Notebooks Lab Reports Letters Lists Narratives Outlines Persuasion Poetry Problem Solving Q & A Responses Research Papers Stories Summaries Workbooks/Worksheets Other? _______________________________________________________________________ • Why do you use these particular types of assignments? • How do students learn about these types of writing? 12. What types of student writing are included in state standards and/or state assessments in your subject area? • How have state standards and tests influenced your choice of writing tasks and the way you use writing in your classroom? Extent How much writing do your students do? 13. How much time do you and your students give to writing instruction and assignments? • In a typical month, about what percentage of classroom time do you spend on writing instruction? (If the time spent on writing varies from unit to unit, explain why and how.) • How much out-of-class time do you typically expect your students to spend on writing assignments each week? • How often are writing assignments started in class and then finished elsewhere? 14. How long are the writing assignments your students do for this class? • How often do you assign papers of one or two pages? Three or more pages? • How and to what extent do you use long-term writing projects? How long do you expect them to be? Instructional Stance What do you think are the best ways to teach and encourage writing? 15. How would you describe the teacher’s role in student writing? (For example, to what extent should the teacher inspire, inform, facilitate, assign, model, coach, correct, rate, display and/or publish student writing?) 42
16. How would you describe high-quality writing instruction? Process What are the resources and processes you use for student writing in your subject area? 17. How and to what extent do you integrate writing instruction with other aspects of your curricula? 18. How do your students learn the underlying skills and strategies of effective writing in your subject area ? • What textbooks or other published programs do you use? How do these resources influence your teaching of writing? • What, if any, guidelines or formats (such as the 5-paragraph essay) do you typically use as part of instruction? • What types of writing prompts/set-ups do you typically use? *Note that we’ll collect samples.] 19. How and to what extent do you focus on the writing process in your instruction? • How and how often do you typically use any of the following as part of the process? Pre-writing or brainstorming activities Drafting and revising Finalizing and publishing • How often do your students write more than one draft? • What processes do you use/encourage for revising drafts? • What role, if any, does peer discussion play in pre-writing, revision, or presentation? Technology What is the role of computers in writing and writing instruction for your students? 20. How and to what extent do you and your students use computers for class writing or instruction? • How do you use computers as part of classroom activities related to writing? • Where and how are computers made available for student use? How accessible are they? • How do your students use the Internet to access information for writing in your subject area? • How and to what extent do your students use computers in the process of writing? 21. In what ways do students’ uses of technology affect the writing they do? Rating & Response How well do you feel your students are learning to write in your subject area? 22. How do you evaluate student writing? • How and to what extent do you use rubrics or similar guidelines for rating student writing? • How and to what extent do you collaborate with colleagues in responding to student writing? • What aspects of student writing (for example, content, organization, style, mechanics) do you weigh heavily in evaluating student work? 43
Page 1 and 2: February 2011 The National Study of
Page 3 and 4: Appendix 3. Instruments: Year 3 Stu
Page 5 and 6: Year 1: Analysis of Existing Nation
Page 7 and 8: Table 1. Middle School Demographics
Page 9 and 10: egin the conversation, and a series
Page 11 and 12: At the end of the school year, all
Page 13 and 14: Table 5. Types of Writing Required
Page 15 and 16: Table 6. Types of Writing Required
Page 17 and 18: Participants At each school site, p
Page 19 and 20: Notes to Table 6 CA: Size, grade sp
Page 21 and 22: Instrumentation Experiences with da
Page 23 and 24: influence of external examinations,
Page 25 and 26: coordinated so that the field resea
Page 27 and 28: 5 Interview 1 teacher Interview 1 t
Page 29 and 30: demographic data on each school, in
Page 31 and 32: significant differences between the
Page 33 and 34: The final comparison in Table 11 us
Page 35 and 36: Source: National Center for Educati
Page 37 and 38: Appendix 2. Instruments: Year 2 Cas
Page 39 and 40: Schedule, Arrangements and Environm
Page 41: Teacher Interview Schedule: First I
Page 45 and 46: Teacher Interview Schedule: Follow-
Page 47 and 48: 9. Are there differences in what ma
Page 49 and 50: Pre- and Post- Observation Question
Page 51 and 52: Writing for Your Subject Will stude
Page 53 and 54: Discipline-Specific Learnings This
Page 55 and 56: How important is each of the follow
Page 57 and 58: ___ Overhead projector ___ Webpage
Page 59 and 60: Below is a list of reasons that tea
Page 61 and 62: To what extent do you use the follo
Page 63 and 64: improving students' writing skills.
Page 65 and 66: 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
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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
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How important have the following so
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What is the general subject of this
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If you assign paragraph-length writ
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How many weeks are there in a full
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Was this assignment ___Required ___
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Writing and Learning Activities 200
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The National Study of Writing Instruction - University at Albany

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