Upload File

Download - Writing to Learn & Learning to Write

Transcript
Page 1: Writing to Learn & Learning to Write

Writing to Learn & Learning to WriteOdense, March 22, 2012

Page 2: Writing to Learn & Learning to Write

Gert Rijlaarsdam & Team

[email protected]

mailto:[email protected]
Page 3: Writing to Learn & Learning to Write

de la troupe

Tableau

Page 4: Writing to Learn & Learning to Write

Themes

Writing to learn versus Learning to Write What works for whom and when?

What works? Physics Observation writing strategies

Classroom practice

Page 5: Writing to Learn & Learning to Write

Learning to Write Texts & Writing to Learn

Does it make a difference?

Theme 1

Page 6: Writing to Learn & Learning to Write

Google counts.… 21 03 2012

“writing is complex” 52.800 hits

“Writing is a complex process” 283.000 hits

“Learning to write is a complex proces” 2.730

Page 7: Writing to Learn & Learning to Write
Page 8: Writing to Learn & Learning to Write

Text production/Writing strategies

Revising strategy preference Thinking through the act of writing Producing free (pieces of) texts, drafts, and then

reprocess, revise, rewrite, select etc.

Planning strategy preference First planning, notes, schemes etc., then write Little revision on line, when writing.

Page 9: Writing to Learn & Learning to Write

Sculptors Engineers

Page 10: Writing to Learn & Learning to Write

Hypothesis

Learning through writing: Attention must be focused on learning, not on writing. Thus:

Adapt writing tasks to writimng stategies: to plan/think-write-revise. write/plan-think-revise

Page 11: Writing to Learn & Learning to Write

Intervention

Learning to write argumentative texts about short short storiesAims twofold:

1. Learning to interpret van literary stories by writing about stories2. Learning to write argumentative texts (stand point, argumentation)

Page 12: Writing to Learn & Learning to Write

Learning content

lesson 1 2 3 4 5

Issue + + + + +

Stand point + + + + +

Introduction, closing (reader oriented)

+ + + +

Informing + + + +

Argumentation + +

Signaling +

Page 13: Writing to Learn & Learning to Write

Two conditions

Revisers condition

Planners condition

Random assignment to condition

Page 14: Writing to Learn & Learning to Write

composing for sculptors

Sculptors:1. write a discovery draft of a literary review2. reread draft and check on given criteria

(argumentative and rhetorical)3. write the final text

Page 15: Writing to Learn & Learning to Write

composing for engineers

Engineers:1. fill in a planning scheme 2. check planning scheme on given criteria

(argumentative and rhetorical)3. write the final text

Page 16: Writing to Learn & Learning to Write

Writing Style Inventory

‘When I finished my text, I start reading and revising thoroughly: a lot of things can change then.’

(Revising scale, α = .73)

‘I always create scheme before I start writing’. (Planning scale, α = .76)

Page 17: Writing to Learn & Learning to Write

Results

Page 18: Writing to Learn & Learning to Write

Writing to Learn

For instance: Writing to understand a literary text, a text in history, social sciences.

Page 19: Writing to Learn & Learning to Write

WEAK REVISORS STRONG

Qua

lity

of S

ubje

ct

Lear

ning

Writing by Revising Writing by Planning

Page 20: Writing to Learn & Learning to Write

WEAK Planner STRONG

Qua

lity

of s

ubje

ct

Lear

ning

Writing by Revising Writing by Planning

Page 21: Writing to Learn & Learning to Write

SO…If you use writing for understanding/acquiring subject matter, OptionsType Plan Explore/Revise

Planner

Non-planner

Revisor

Non-revisor

Page 22: Writing to Learn & Learning to Write

SO…If you use writing for understanding/acquiring subject matter, OptionsType Plan Explore/Revise

Planner X

Non-planner X

Revisor

Non-revisor

Page 23: Writing to Learn & Learning to Write

SO…If you use writing for understanding/acquiring subject matter, OptionsType Plan Explore/Revise

Planner X

Non-planner X

Revisor X

Non-revisor X

Page 24: Writing to Learn & Learning to Write

Learning to Write Texts

Teaching aim:; improve text quality

Page 25: Writing to Learn & Learning to Write

WEAK REVISING STRONG

Page 26: Writing to Learn & Learning to Write

WEAK PLANIING STRONG

Teks

t qua

lity

Writing by Revising Writing by Planning

Page 27: Writing to Learn & Learning to Write

SO?

If the Student has a outspoken writing approach?

Best Text Quality via PLANNING

If the student has no outspoken writing approach?

Best Text Quality via EXPLORATIVE WRITING/REVISING

Page 28: Writing to Learn & Learning to Write

What works in teaching writing

Theme 2-3:

Page 29: Writing to Learn & Learning to Write

What lesson is this …

Page 30: Writing to Learn & Learning to Write

Learning about texts from Readers’ behaviour

Rijlaarsdam, G. Couzijn. M, Janssen, T., Braaksma, M. & Kieft, M. (2006). Writing Experiment Manuals in Science

Education: The

impact of writing, genre, and audience. International Journal of Science Education, 28, 2–3, pp. 203–233.

Page 31: Writing to Learn & Learning to Write

Physics Experiment (Steps 1-3): Proof that air takes space….

Page 32: Writing to Learn & Learning to Write

Effect Sizes Text Quality

0 1 2 3

Revision first draft

Revision after observing own manual

Revision after observing own manual + writtencomments

Revision after observing someone else'smanual

Effect Size

Page 33: Writing to Learn & Learning to Write

Effect Text Knowledge

Three weeks later:Writing a letter to a new student in class: how to write a manual….

Most genre awareness: those writers who saw a tekst being read

Page 34: Writing to Learn & Learning to Write

Transfer Potential: Effect Sizes

-0,5 0 0,5 1 1,5 2

Revision first draft

Revision after observing own manual

Revision after observing own manual + writtencomments

Revision after observing someone else'smanual

Effect SizeAdvices on Content Avices on Style Advices on Process

Page 35: Writing to Learn & Learning to Write

Conclusion Physics Experiment

Inquiry of readers’ processes support the development of knowledge about what an effective text entails (‘genre awareness’). (Reader in reader’s role)

Page 36: Writing to Learn & Learning to Write

Three roles to connect in writing education

Reader

WriterObserver/learner

Page 37: Writing to Learn & Learning to Write

Complete Communication Participation Learning Model

Communicative roles/pairs Writing is reader oriented, has a goal to achieve and a reader to read Writer has access to the reading process; what happens during reading, what happens with the text

being read?. Instructive roles/pairs:

Reader informs writer about the quality of the text, as experienced. Observer/analyse role:

Learners study the writing, reading or writing-reading process..

Writer Reader

Researcher Observer

Page 38: Writing to Learn & Learning to Write

Inquiring/Observing writing and reading strategies in peers processes. Effects on learning and transfer

Page 39: Writing to Learn & Learning to Write

Main focus Effects of inquiry/observation versus learning by

practicing, on Learning: effects in same modus:

writing -> writing; reading -> reading)

Transfer: effects to other modus: writing -> reading; reading -> writing)

Lesson series (four hours in total) about argumentative reading or writing; Grade: 9, age 15 Theory: same Application: practicing ersus inquiry tasks

Page 40: Writing to Learn & Learning to Write

Observation tasks (observing writing)

Presentation of the task Observing two students at work, performing the

writing task: observation of writing processes Presentation of the texts the students wrote:

observation of writing products Answering two questions about the observations

Page 41: Writing to Learn & Learning to Write

Presentation of the task

In a little while, you are going to watch on CD-ROM videotape recordings. You will see two peers writing a short argumentative text based on the following argumentation structure. The models had to make sure that the reader will understand the standpoint and arguments in their text. Next page you will find the argumentation structure the models received.

Page 42: Writing to Learn & Learning to Write

Argumentation structure

(1) It is better to live in a city than in a village

(1.1) In a city, you can choose from different shops, schools, and swimming pools

(1.2) You can better develop yourself in a city

(1.3) The opportunity for finding a job is getter in a city

(1.2.1) You can meet more different people

(1.2.2) There are more cultural events

(1.3.1) There are a lot of companies close to each other

Page 43: Writing to Learn & Learning to Write

Questions guiding the observations

1. Which student did less well?2. Explain briefly what this (less good) student did worse.

Make your notes here, when you observe the students:

…………………………………………………………………………………………………………………….......................................................................

Page 44: Writing to Learn & Learning to Write

Student to observe (one of a pair)

Page 45: Writing to Learn & Learning to Write

Presentation of the models’ texts and answering two questions

You saw two students performing the writing task. They wrote the following texts:

Student 1 Student 2texttext texttexttexttext texttextAnswer two questions:1. Which model did less well?2. Explain briefly what this (less good) model did worse.

Page 46: Writing to Learn & Learning to Write

Learning effects? Yes, see effect sizes:

0 0,2 0,4 0,6 0,8 1 1,2

Writing

Reading

Effect Size

Lear

ning

Mod

us

Effect of Observation

Effect of Observation

Learning & Instruction, 1999

Page 47: Writing to Learn & Learning to Write

Transfer effects? Oh, yes!

0 0,1 0,2 0,3 0,4 0,5 0,6 0,7 0,8 0,9 1

Effect Size

To Writing To Reading

Obs Reading vs Pract Writing

Obs Writing vs Pract WritingObserving the other modus

Learning & Instruction, 1999

Page 48: Writing to Learn & Learning to Write

The Yummy Yummy Story ... Or …the bright side of writing education

Theme 4: Practice

(Finally!)

Page 49: Writing to Learn & Learning to Write

Introducing the Case

Imagine….

On the wrappers of the Yummy Yummy candy bars,which you occasionally eat, you have seen that you canget two free cinema tickets. The wrapper reads:

Page 50: Writing to Learn & Learning to Write

Advertisement Yummy Yummy Candy bars

SAVE FOR TWO FREE CINEMA TICKETS!!! This is what you must do: On each Yummy Yummy candy bar wrapper there is 1point. Collect 10 points and send these in a sufficientlystamped envelope to: Yummy Yummy Candy Bars PointsOffer, PO Box 3333, 1273 KB Etten-Leur, theNetherlands. Also include € 0.39 in stamps to cover postage. Clearlywrite your name, address and postal code, and the free(FREE!) cinema tickets will be sent to your home as soonas possible. This offer is open until April 15 2003.

Page 51: Writing to Learn & Learning to Write

Communicative Situation

It is April 7 2003. You have collected a total of 8 points, butyou cannot find any more bars with points. The bars in theshops have no points on the wrappers, but it is still notApril 15. Thus, you cannot get your 10 points together. Nevertheless, you wish to receive the two cinema tickets.

Therefore, you send your 8 points along with two completewrappers without points.

Page 52: Writing to Learn & Learning to Write

Assignment

Write a letter to enclose with the points and wrappers.

Explain why you are unable to send ten points. ConvinceYummy Yummy Candy Bars that you want to receive thetwo cinema tickets and that there was nothing you coulddo to get ten points. Make sure that they send you thecinema tickets! Then address the envelope.

Page 53: Writing to Learn & Learning to Write

Theory…

Page 54: Writing to Learn & Learning to Write

Three roles, connected in a learner-to-read & -to-write

Reader

WriterObserver

Page 55: Writing to Learn & Learning to Write

Complete Communication Participation Learning Model

Communicative role/pairs: Writing has a purpose and an audience Writer has access to reader’s process.

Instructive role/pairs: Reader informs writers about perceived quality of text.

Inquiry/Observing/Analyzing role: Learners study the writing, reading or writing-reading process.

ParticipantWriter

ParticipantReader

Researcher Observer

Page 56: Writing to Learn & Learning to Write

Intervention

Get what they owe you

The Yummy yummy Candle Bar Case….

Introducing the Case

Page 57: Writing to Learn & Learning to Write

Introducing the Case

Page 58: Writing to Learn & Learning to Write

At work!

Page 59: Writing to Learn & Learning to Write

Omar (12); First Letter

Dear employees of Yummy Yummy Candy BarsI participated in the Yummy Yummy Candy Bars offer to win twocinema tickets. After some time I had already saved eight points.After some time I could find no more Yummy Yummy candy barswith offer points. I went to every sweetshop where Yummy Yummy candy bars are sold, but I have found absolutely nothing! Therefore, I give you two wrappers with no points on them to prove that I have eaten ten bars. I hope that you can help me by still giving me the cinema tickets. I hope that you understand my problem.

 Yours faithfully,Omar van der Veen

Page 60: Writing to Learn & Learning to Write

Lesson 2

Implementing the Reader’s role: Board of Yummy Yummy Candy Bars….has to

select three out of 18 letters to send cinema

tickets… Implementing the Inquiry role:

Research team observes the meeting, to collect

the argument and criteria for selecting letters

Page 61: Writing to Learn & Learning to Write

Yummy yummy Board Meeting…

Page 62: Writing to Learn & Learning to Write

Poster Research Team 1

Page 63: Writing to Learn & Learning to Write

Poster Research Team 1

Must not be too neatlyWriter must have a GOOD REASONNot too short or too LARGEIn The letter you must see that a

child wrote it (not too formal)Must be neat/proper/reasonableFew spelling errorsNot using the same words alwaysNot too much hoping and drawlingAddressing more persons

Page 64: Writing to Learn & Learning to Write

Poster Research Team 2

Page 65: Writing to Learn & Learning to Write

Poster Team 2

Must be convincing

Explain that you did everything you could

Explain the problem

Be clear what you want from them

Page 66: Writing to Learn & Learning to Write

Researchers Present Findings

Page 67: Writing to Learn & Learning to Write

Board Presents Winning Letters

Page 68: Writing to Learn & Learning to Write

Revising the Letter

Page 69: Writing to Learn & Learning to Write

Question!

Which group improved most:

Management board? (discussing and evaluatiing

texts?) Observers/Researchers?

Page 70: Writing to Learn & Learning to Write

Role Effects: Effect Sizes

0

0,2

0,4

0,6

0,8

1

1,2

1,4

Board Researcher

Effe

ct S

ize

Page 71: Writing to Learn & Learning to Write

Omar’s revised letter

Dear employees of Yummy Yummy Candy Bars,

Concerning the Yummy Yummy Candy Bars offer, I read that you can wintwo cinema tickets if you collect ten points. For this reason I participatedand after a while I had obtained 8 points! Joyfully I went to a sweetshopwhere they sell Yummy Yummy candy bars, but I have not been able tofind a single bar with a point on it! Therefore, I then thought that theoffer was already over, but of course that is not possible, because theoffer is open until April 15! Then I went to another shop but it was thesame there, and when I had gone along to a lot shops I thought of buyingtwo wrappers without points and writing you a letter to explain that Ihave done everything possible to collect ten points. In this letter you willalso find the two wrappers without points and the wrappers with points toprove to you that I have bought ten bars. I hope that you understand myproblem and that you can help me with my problem. Is it possible that youcan still send me two cinema tickets?

Yours faithfully,

Page 72: Writing to Learn & Learning to Write

To conclude

Writing lessons can be fun Take into account different writing styles Create communicative pairs (writers-readers)

learning by observing your readers can be fun (and is

effective) Create Reflective activities

Learning to write by observing other writers/readers Observing readers discussing texts

Page 73: Writing to Learn & Learning to Write

Instructional script

Write: experience the process

Participate as Reader (participant in communication) or Researcher (observe of communication)

Reflect Abstractions: Researchers (communicative

effect, text qualities), Real examples: Readers (texts)

Revise

Page 74: Writing to Learn & Learning to Write

Studies available

1. Learning from Inquiring Learners behaviour (Learners Model), Learning to Write Synthesis Texts (First Year University) (Mariet Raedts, Brussels) Argumentative Texts (Grade 9). Transfer to the other modus (Reading) (Michel Couzijn, Amsterdam Argumentative Texts (Grade 8) (Martine Braaksma, Amsterdam):

Interaction with Learner characteristics and observation tasks

Expository texts in hypertext (Grade 10-11), Martine Braaksma Literary texts (poems, short short stories) (grade 9): Talita Groenendijk Learning to Revise in L2 (First Year Students) (Elke van Steendam, Leuven)

Interaction with Learner Characteristics

2. Learning from Inquiring Readers’ behavior (Communicative Model),Learning to Write Letters of Complaint (Grade 7): Yummy Yummy Case (Martine Braaksma) Instructional Texts (Grade 8): The Physics experiment (Michel Couzijn) Stories (Grade 7): Trying out stories on target group readers/listeners (Anne Toorenaar)

3. Writing as a learning tool Writing expository texts based on research data (Michel Couzijn, grade 10-12), with observation Writing as preparation on vocational choices (grade 7), Anne Toorenaar


Top Related

TECHNIQUES FOR TEACHING WRITING...Handouts Techniques for Teaching Writing 4 Helping People Learn to Write Provide models, allow learners to see others write. Have a purpose for writing
TECHNIQUES FOR TEACHING WRITING...Handouts Techniques for Teaching Writing 4 Helping People Learn to Write Provide models, allow learners to see others write. Have a purpose for writing
Moving in the "Write" Direction: Learning to Write, Writing to Learn
Moving in the "Write" Direction: Learning to Write, Writing to Learn
Writing to learn and learn to write send to portland · Write to learn & Learn to write Write to learn Learn to write 1. Emphasis on teaching Emphasis on students developing course
Writing to learn and learn to write send to portland · Write to learn & Learn to write Write to learn Learn to write 1. Emphasis on teaching Emphasis on students developing course
Technology Lesson Plan Writing. In this session you will: Learn what technology is available on students computers Learn how to write effective technology
Technology Lesson Plan Writing. In this session you will: Learn what technology is available on students computers Learn how to write effective technology
Moving in the "Write" Direction: Learning to Write, Writing to Learn - Part II
Moving in the "Write" Direction: Learning to Write, Writing to Learn - Part II
Learn to write
Learn to write
Writing to learn and learn to write send to portlandcarla.umn.edu/conferences/past/immersion2012/...writing skills and strategies. gg ideas. 2. “Getting better” as a writer is
Writing to learn and learn to write send to portlandcarla.umn.edu/conferences/past/immersion2012/...writing skills and strategies. gg ideas. 2. “Getting better” as a writer is
Teach writing Group 8. 1. Why we need to teach writing? Ten Reasons Why Students Should Write? a. Main reason: Students learn English by writing it. b
Teach writing Group 8. 1. Why we need to teach writing? Ten Reasons Why Students Should Write? a. Main reason: Students learn English by writing it. b