https://padlet.com/cwenger1/kz57rk2572f8 en-us 2017-12-04 18:51:12 UTC 2018-01-22 17:39:07 UTC hello@padlet.com cwenger1 https://padlet.com/cwenger1/kz57rk2572f8/wish/213016591 We determined that the following skills are taught across departments at the freshman level:

• Beginning writing process (drafting, revising, etc)
• Paragraph structure
• Claim/evidence/analysis
• Some word and sentence work

]]> 2017-12-04 18:51:48 UTC https://padlet.com/cwenger1/kz57rk2572f8/wish/213016591 cwenger1 https://padlet.com/cwenger1/kz57rk2572f8/wish/213016721 We determined that the following skills are taught across departments at the sophomore level:

• Building sophisticated thesis statements
• Analyzing and explaining rather that simple summarizing
• Integration of multiple sources (synthesis)
• Higher order thinking skills
• Well-structured essays
• Using examples and specific details/supporting details (e.g. evidence)
• Abstract thinking
• Finding, cross-referencing, and synthesizing information into writing
• Authentic, but very academic voice (e.g., write in 1st or 3rd p.o.v. depending on situation, but rarely 2nd)
• Using Turnitin.com

]]> 2017-12-04 18:52:01 UTC https://padlet.com/cwenger1/kz57rk2572f8/wish/213016721 cwenger1 https://padlet.com/cwenger1/kz57rk2572f8/wish/213017254 We identified the following gaps:

• Direct instruction in grammar and style
• Some members also felt there needed to be more instruction in writing texts to speak for a listening audience

]]> 2017-12-04 18:52:57 UTC https://padlet.com/cwenger1/kz57rk2572f8/wish/213017254 cwenger1 https://padlet.com/cwenger1/kz57rk2572f8/wish/213017596 We stated that the following skills should be expected by the end of sophomore year:

• Thoughtful application of the writing process
• Avoidance of Big 5 errors
• Sophisticated thesis statements
• Effective academic voice
• Effective selection, use, and citation of evidence
• Sophisticated analysis

]]> 2017-12-04 18:53:33 UTC https://padlet.com/cwenger1/kz57rk2572f8/wish/213017596 cwenger1 https://padlet.com/cwenger1/kz57rk2572f8/wish/213021827 We identified the following gaps:

• Research--there's none assigned at the 9th grade level
• Instruction of the multiple paragraph essay (though some teacher assign it, it isn't directly taught in most classrooms, including English)

]]> 2017-12-04 18:58:27 UTC https://padlet.com/cwenger1/kz57rk2572f8/wish/213021827 cwenger1 https://padlet.com/cwenger1/kz57rk2572f8/wish/213023126 We stated that the following skills should be expected by the end of the freshman year:

• Beginning understanding of the balance between academic and authentic voice
• Understanding of audience and purpose of their writing situations
• How to develop a logical argument: start with evidence, draw observations, create a claim, collect into a structure that your audience will understand
• When and how to cite
• How to construct an effective paragraph
• Be able to explain an example and how it connects to the assertion

]]> 2017-12-04 19:00:55 UTC https://padlet.com/cwenger1/kz57rk2572f8/wish/213023126 cwenger1 https://padlet.com/cwenger1/kz57rk2572f8/wish/213450855 We determined that the following skills are taught and assignments are given: 

• Synthesis between texts of similar and different types as well as information across units
• _{Annotation as a thinking/pre-writing skill}
• Annotated bibliographies
• Developed arguments that consider multiple views and nuanced positions
• Developed approach to the writing process
• Writing for different purposes and in different genres (more experiential, more persuasive and argument essays)
• Reflective/personal essaysimmigration project (in preparation for personal statements)
• Some teachers assign notes for scores rather than asking students to choose thinking/planning/prewriting tools that students  feel work best for them
• Sophisticated thesis statements

]]> 2017-12-05 18:47:00 UTC https://padlet.com/cwenger1/kz57rk2572f8/wish/213450855 cwenger1 https://padlet.com/cwenger1/kz57rk2572f8/wish/213452007 We identified the following gaps:

• Writing about nonfiction texts--are we teaching students how to read a variety of text types, or are we expecting them to just know how to read and write about a variety of texts. (Social Studies will have taught informational text reading by this time.)
• Common expectations within a department and grade-level. Teachers expressed the need to be more aligned in expectations within their own department.

]]> 2017-12-05 18:49:16 UTC https://padlet.com/cwenger1/kz57rk2572f8/wish/213452007 cwenger1 https://padlet.com/cwenger1/kz57rk2572f8/wish/213453350 We stated that the following writing skills should be expected by the end of the junior year:

• Advanced citation skills
• Effective self-editing skills
• Effective note-taking skills--self-selected note-taking strategies based on learning needs.
• Deep and effective written analysis
• Synthesis: finding and writing about connections across texts and units and the significance of those connections (e.g. DBQs)

]]> 2017-12-05 18:52:06 UTC https://padlet.com/cwenger1/kz57rk2572f8/wish/213453350 cwenger1 https://padlet.com/cwenger1/kz57rk2572f8/wish/215606960 We determined that the following skills are taught and assignments are given: 

• Supporting a self-generated thesis statement
• Deep research projects
• Literary analysis of theme and characterization
• Synthesizing sources
• Answering "so what?" in a piece of writing
• Using writing tools to build an engaging voice (active verbs, syntax variety, etc)
• Literary analysis papers
• Reviews
• Political research-based argument essays

]]> 2017-12-12 20:25:41 UTC https://padlet.com/cwenger1/kz57rk2572f8/wish/215606960 cwenger1 https://padlet.com/cwenger1/kz57rk2572f8/wish/215642258 We identified the following gaps:

• Not much research before senior year (except at sophomore level in social studies)
• Students have had little opportunity to pursue their own interests in research and writing instead of recapping what the teachers have told them in class. In other words, students have little opportunity to chase the "phenomenon of interest."
• The opportunity to express students' own authentic ideas. Hit or miss by department and/or teacher.

]]> 2017-12-12 23:12:39 UTC https://padlet.com/cwenger1/kz57rk2572f8/wish/215642258 cwenger1 https://padlet.com/cwenger1/kz57rk2572f8/wish/215932752 We stated that the following writing skills should be expected by graduation:

• Students should be effective self and peer editors
• Authentic voice
• Write to support positions that START with research
• Stairstep argumentation
• The "So what?" (historical significance, social impact, etc)
• Recognizing that their arguments are part of the "grand conversation."
• Ability to chase their interests, research them deeply, and build effective arguments around their interests.
• Effective application of "they say/I say" tools.
• Understanding of the non-linear nature of the writing process
• Recognize that they have tools (syntax variety, analogies, active verbs, other style and rhetorical tools) and know when to use them
• Understand the rhetorical situation of the writing occasion
  
  

]]> 2017-12-13 18:39:48 UTC https://padlet.com/cwenger1/kz57rk2572f8/wish/215932752