Carol Wickstrom

Writing Instruction That Makes a Difference to English Learners

This paper presents the actions of two high school English language arts teachers as they engage in writing instruction with adolescent English learners. Using a naturalistic, qualitative methodology we investigate the actions two high school English language arts teachers engage in to meet the needs of their students. Findings suggest that embracing the students’ resources, building on linguistic knowledge, taking time to choose the right books and activities, being explicit about writer’s workshop and accepting its frenetic pace because it meets the students’ needs, and using the act of writing as a thinking activity, were the actions that made a difference to promote student success.

Powerful Writing Instruction: Seeing, Understanding, and Influencing Patterns

Abstract Purpose Our purpose in this chapter is to examine the implementation of a set of lesson frameworks to set conditions for teachers to deal with the complex challenges related to writing instruction in a high-stakes testing environment. These lessons provided a flexible framework for teachers to use in tutorials and in summer writing camps for students who struggle to pass the state-mandated tests, but they also build shared understandings about writing as a complex adaptive system. Design/methodology/approach We look to two sources for our theoretical framework: the study of complex adaptive systems and research-based writing instruction. In the chapter we summarize insights from these sources as a list of patterns that we want to see in powerful writing instruction. The analysis presented here is based on open-ended interviews of 17 teachers in one of the partner districts. The results of an inductive analysis of these transcripts is combined with a summary of 9th and 10th grade test results to inform the next iteration of this work. Findings Our findings suggest a shift toward patterns that imply shared understandings that writing and writing instruction require dialogue, inquiry, adaptability, and authenticity. These lesson frameworks, rather than limiting teacher’s flexibility and responsiveness, provide just enough structure to encourage flexibility in writing instruction. Using these frameworks, teachers can respond to their students’ needs to support powerful writing. Practical implications This set of lesson frameworks and the accompanying professional development hold the potential to build coherence in writing instruction across a campus or district, as it builds shared understandings and practices. We look forward to further implementation, adaptation, and documentation in diverse contexts.