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| Instructing the Writing and Learning Process |
| Tuesday, May 29, 2007 |
| 11:30 AM–12:50 PM |
| America's Cup C |
| Area: EDC; Domain: Applied Research |
| Chair: Jonathan Weinstein (University of Mississippi) |
| Discussant: Jonathan Weinstein (University of Mississippi) |
| Abstract: The efficient organization of ideas into a coherent framework for presentation in written form is a sophisticated skill that depends on the mastery of more than one form of literacy. This symposium will examine writing data across the developmental spectrum and discuss methods for instructing both the writing process and the transfer of academic content. |
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| The Written Word: Secondary School Data. |
| ABIGAIL B. CALKIN (Calkin Consulting Center) |
| Abstract: At middle grade levels, writing often begins with retelling a story. At one school, the teacher led the students through this written retelling part by part until, across the year, they wrote independently. In high school, the students retold the story independently from the beginning. The English teacher held the senior students to standards of high quality and quantity of work. The presentation includes the retelling sheet used through 11th grade, charted data from 10 seniors, and writing samples. |
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| Differential Daily Writing Conditions and Performance on Major Multiple-Choice Exams. |
| HALEY CRISP TURNER (University of Tennessee), Megan Parker (University of Tennessee, Knoxville), Katherine R. Krohn (University of Tennessee), Briana L. Hautau (University of Tennessee, Knoxville), Robert Lee Williams (University of Tennessee) |
| Abstract: Students (N = 153) in three equivalent sections of an undergraduate human development course compared pairs of related concepts via either written or oral discussion at the beginning of most class sessions. A writing-for-credit section achieved significantly higher ratings on the writing activities than did a writing-only section (p < .001). The writing-for-credit section also obtained significantly higher correlations (p < .01) between the writing ratings and scores on multiple-choice exam items related to the conceptual pairs (r = .74) and on total exam scores (r = .78) than did the writing-only section (rs = .45 and .43, respectively). Finally, the writing-for-credit condition produced significantly higher scores on exam items related to the conceptual pairs (p < .02) and on total exam scores (p < .01) than did the oral-discussion condition. |
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| A Charted Biography of an Article and a Book. |
| ABIGAIL B. CALKIN (Calkin Consulting Center) |
| Abstract: Daily data from 3 years splays one author's writing processes and products. Behaviors charted are Thinks creative writing ideas, Thinks about writing, Writes words, and Edits. The author collected the data when writing articles published in EJOBA, poems, and a partially completed book manuscript. The analyses include frequency, celeration, and variability. |
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