The National Study of Writing Instruction - University at Albany

INITIATIVES & SUPPORT
How does your school support the teaching of writing? (e.g., through curriculum, instructional
materials, or professional development.)
6. What school-wide or department-wide writing initiatives have been undertaken
recently? How have such programs/policies/procedures been implemented? How well do you
think they have worked? Why?
7. What curricular guidelines and materials for writing does your school or district provide?
How are these chosen or developed? What involvement, if any, have you had with choosing or
developing curriculum?
8. What opportunities have you had to learn more about writing instruction through
conferences, workshops, courses, or other contacts? How and to what extent have you used ideas
from these sources in your classroom?
9. Do teachers collaborate to plan writing assignments or evaluate student writing? How
and to what extent?
10. How does the daily schedule affect the kinds of writing and extent of writing students
do in your classes?
11. How are students grouped within subjects and grades? What impact does this grouping
have on writing? How do expectations and assignments differ for different groups?
a. What arrangements or special services are provided for English language learners, gifted
and talented students, special education students, or students struggling in a particular
area? How do these arrangements and services influence writing for these students?
TYPES OF STUDENT WRITING
Think about a typical class that you teach.
13. What kinds of student writing are important in this class?
14. What types of student writing are included in high stakes examinations (e.g., state tests,
AP exams, college entrance exams) that students will take in your subject area?
15 How have these examinations influenced your choice of writing tasks and the way you
use writing in your classroom?
EXTENT OF STUDENT WRITING
How much writing do your students do?
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