Writing Across the Curriculum Pedagogy Workshop The Writing Across the Curriculum Pedagogy Workshop brings together WPU faculty to discuss current theory and practice in writing for all disciplines, to share and develop teaching strategies using writing as a means of learning in all disciplines, to offer the opportunity to develop new assignments, exercises, and rubrics for individual courses, and to encourage new classroom approaches that support the use of writing for teaching content and critical thinking in all disciplines. Using informal writing throughout a course journals, in-class exercises, etc. The contest, which is open to all WPU undergraduate students, encourages participation by all university departments; excellent student writing is nominated by faculty members. Winning work--personal essays, formal research, creative writing, lab reports, reading logs, any form of writing in any discipline and at any academic level--is published in the Celebrating Student Writing Across the Curriculum annual publication.
One of the most important of these is that raising the level of literacy for children is an act of social justice.
John Dewey, one of the founders of Teachers College, wrote: Our work aims to prepare kids for any reading and writing task they will face or set themselves, to turn them into life-long, confident readers and writers who display agency and independence in their future endeavors.
That is, our aims reach beyond state testing and fulfillment of tasks for schools. We aim to strengthen a generation of readers and writers.
To achieve these goals, the Reading and Writing Project supports teachers, administrators, and school change agents with professional development, curriculum, and instructional methods.
The work of the Reading and Writing Project is informed by research in all of these areas as well as the more specialized categories of literacy. Turning children into readers through an emphasis on a high volume of high-success, high- interest reading: TCRWP reading instruction relies on research that shows that kids need to read a lot of texts, with high comprehension, in order to move up levels of text complexity.
TCRWP reading workshops are structured to allow for students to read eyes on print every day for minutes in the reading workshop. Volume is vigilantly watched. Anderson, Wilson, and Fielding researched the relationship between the amount of reading done and reading achievement.
More recently, in her article, Independent Reading and School Achievement, Cullinan reviewed the research on the effects of independent reading for the purpose of informing policy makers, curriculum developers, parents, teachers, and librarians about the importance of independent reading and programs that support it.
The review concludes that independent reading, defined as the reading students choose to do, supports learning and school achievement. Providing students with protected reading time is necessary in order to support their growth in reading.
Teachers re-assess often with informal running records in independent reading novels and many schools conduct more formal running records least times a year. Teachers closely monitor both reading volume and progress up levels.
Multiple studies have found specifically that matching readers to texts supports growth in reading. There is little research available, however, to support the idea of readers reading texts which are too challenging for them. The authors review research on text complexity and learning to read and come away with two major conclusions: The authors conclude by contending that in order for students to become proficient readers, they must read texts which match their independent reading levels.
To progress as readers, readers must have ample time to read a lot and they must have texts they can read independently. The following are some of the sources we recommend consulting to learn more about the research in this area: What research says about text complexity and learning to read.
The Reading Teacher, pp. What really matters for struggling readers: Designing research-based programs 3rd ed. Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23, Lessons learned from three PISA countries.
Journal of Adolescent and Adult Literacy, 51 4 Journal of Experimental Child Psychology, 54, Independent reading and school achievement. School Library Media Research, 3, An effective tutoring intervention model for language minority students who are struggling readers in first grade.
American Educational Research Journal, 44 2Reading. Read the first ten stories. Stop when you get to the fox and crow picture. (Parents: Use this link to download it if you want it on an ereader.) Draw a picture of one of the other fables.
Show your picture to someone and explain what happened in the story. Looking for an 8th grade reading list?
Here is a recommended reading list for you. We found some excellent biographies, classic books and short stories that are ideal for a middle school student. Reading, Writing & Reflecting Mathematics from Holly Young, NumberFix Coordinator Here's a simple writing across the curriculum project for math class: assign alphabet books on math topics for small groups to complete.
Start by sharing a published alphabet book that bases its content on vocabulary words;. Content Area Reading Literacy and Learning Across the Curriculum Richard T. Vacca Kent State University, emeritus Jo Anne L. Vacca Reading and Writing as Exploration and Clarification BOX / WHAT ABOUT Content Standards and Assessment?
Exploratory Writing Activities Writing Across the Curriculum: Classroom Activities.
Here are sample syllabi, employing Writing and Reading Across the Curriculum, Brief Edition, for a ten-week quarter and a fifteen-week semester. Naturally, the. For courses in Writing across the Curriculum or Writing in the Disciplines. Effective writing skills for students of all majors and interests One of the best-selling interdisciplinary composition texts for over twenty-five years, Writing and Reading Across the Curriculum guides students through the essential college-level writing skills of. found in WPA: Writing Program Administration /2 (): 59– Writing and Reading Across the Curriculum’s approach provides students with ample practice in those areas that the WPA has identified as important outcomes: rhetorical knowledge; critical thinking, reading and writing; writing as a process; and knowledge of conventions.
October 11, Writing Across the Curriculum: Activities for Any Content Area. Reading and Writing Across the Curriculum tips. Samples and Suggestions for Informal Out-of-Class Writing Assignments. Share this: Twitter; Facebook;.
Across the Disciplines metin2sell.com A Journal of Language, Learning and Academic Writing ISSN Across the Disciplines is an open -access, peer- review scholarly journal published on the WAC Clearinghouse and supported by Colorado State University and Georgia Southern University.