Impact of Extended Writing Instruction on Student Performance

The Missing The Missing R R: Reading, ____ and A(R) : Reading, ____ and A(R)ithmetic What is the impact of extended What is the impact of extended W(R) Instruction on student performance? Instruction on student performance? ithmetic: : W(R)iting iting By: William McMurtrey By: William McMurtrey AFT and WTU Teacher Leader 2018 AFT and WTU Teacher Leader 2018- -2019 2019

Why this Research? At my current school 12.6% of 8thgrade students scored proficient or above grade level. Locally 33.3% of all students grades 4, 8, and 12, scored proficient or above grade level equaling 2857 of 8582 students districtwide. Nationwide 27% of all students in grades 4, 8, and 12, scored proficient or above grade level.

Literature Review It would be false to claim that most students cannot write. What most students cannot do is write well. The latest findings from the National Assessment of Educational Progress ( the nations report card ) support those conclusions. These findings indicate that most students have mastered writing basics, but few are able to create precise, engaging, coherent prose. These 2004 findings indicate that about four out of five students in grades 4, 8, and 12 are at or above the basic level in writing. However only about one-quarter at each grade level are at or above the proficient level. Even more telling, only one in one hundred is thought to be advanced . (Totten, 2004) Teachers voice an understanding of the ways in which writing can contribute to learning teachers view writing as a valuable tool for assessing students understanding, and in many cases see unique and particular roles that writing could play within their disciplines; however, traditional writing instruction has been replaced with students copying directly from a teacher s presentation, completing worksheets and chapter summaries, replicating highly formulaic essay structures keyed to the high-stakes tests or writing the information the teacher is seeking. Writing as a way to study, learn, and go beyond as a way to construct knowledge or generate new networks of understandings is rare. (Langer, 2011)

Data Methodology Seven, eighth-grade students were selected to participant in an extended writing instruction class based on their-2017-18 Partnership for Assessment of Readiness for College and Careers ELA Writing score (PARCC). Students were one or two levels away from scoring the highest on the PARCC writing assessment. Students also scored within the same percentile on their first 2018-19 Achievement network (Anet) writing assessment which is an indicator of how well they will score on the PARCC. The English Department using the PARCC writing rubric only focusing on one area on the rubric, Reading Comprehension and Written Expression. Students met two times per week for four weeks.

Action Research Students were asked to read excerpts from two text, The Joy Luck Club and This Song Will Save Your Life. Both excerpts were about two girls who respond differently to the pressures of conformity. Students were asked to write an essay that argues which girl they believed demonstrated a better response to pressure. Students had to use evidence from both texts, including details about the characters thoughts, feelings, the pressures they faced, and how the girls ultimately cope or respond to the pressures.

Action Research-continued Day 1-2 Students read the excerpts and were asked to write the essay without any instruction. The essays were scored by my school's English department. Student essays were returned. The students reviewed the feedback and were given the opportunity to review the scoring rubric and ask questions. Day 3- Students read the same excerpts and were asked to identify what the pressures were for each girl. Day 4- Students explained which girl they thought responded best to the pressure to conform and they cited one piece of evidence or an interesting detail that supported their belief. Day 5- With the assistance of a writing organizer students worked on developing their claim which had to be supported with evidence. Day 6- Students were given a list of counter-claim transitional phrases. A counter claim anticipates the opposite to what is being argued. Students were asked to select one phrase and provide a piece of evidence that someone could use to support an opposing argument. Day 7-Students were asked to use adjectives that described the feelings and actions of each girl in their claim and counterclaim. Day 8- Write, write, write. Students were asked to write an essay that argues which girl they believed demonstrated the better response to pressure using textual evidence.

Data Analysis 9 8 7 6 5 4 3 2 1 0 Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Anet2 Anet3 Days Attended out of 8

Recommendations Implement extended time using strategy-focused writing instruction. Teach students how to write traditional essays so they won t be at a disadvantage when they attempt to receive a post-secondary education. Further research using larger sampling to determine the impact of extended writing instruction.