The Writing and Revising Interventions to Excel (WRITE) project provides high school teachers with a map-based instructional framework. The framework will improve writing instruction and student writing at all skill levels. WRITE project staff will also create quality resources and professional development for teachers. We want to boost confidence in teaching writing and increase teachers’ content knowledge.
We will address gaps in current practice using research and culturally relevant practices in writing instruction.WRITE Staff
Timeline
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Phase 1
December 2021 – June 2023Develop maps and supporting resources
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Phase 2
April 2022 – June 2023Develop professional development portal and coaching materials
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Phase 3
March 2023 – September 2023Beta-testing and teacher training
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Phase 4
January 2023 – October 2024Research activities
♦Surveys to measure the extent to which teachers improve their pedagogical content knowledge for writing, self-efficacy, and expectations for student writing♦Surveys of student attitudes, engagement, and self-regulation in writing♦Review of writing products to measure the extent to which students improve their writing and editing skills -
Phase 5
September 2023 – May 2024Implementation and coachings
Timeline
-
Phase 1
December 2021 – June 2023Develop maps and supporting resources
-
Phase 2
April 2022 – June 2023Develop professional development portal and coaching materials
-
Phase 3
March 2023 – September 2023Beta-testing and teacher training
-
Phase 4
January 2023 – October 2024Research activities
♦Surveys to measure the extent to which teachers improve their pedagogical content knowledge for writing, self-efficacy, and expectations for student writing♦Surveys of student attitudes, engagement, and self-regulation in writing♦Review of writing products to measure the extent to which students improve their writing and editing skills -
Phase 5
September 2023 – May 2024Implementation and coachings
Project Goals
The WRITE Project is intended to:
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Help Career and Technical Education teachers incorporate real-world writing into their instruction.
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Develop learning map models for writing as an organizing model to show the relationship among the skills students need to get “from here to there” as effective writers.
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Provide high quality professional development to improve teacher pedagogical content knowledge in teaching writing in areas such as science and career and technical education, formative assessment practices, and self-efficacy for argumentative writing instruction.
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Provide coaching and writing support for teachers to implement learning map models and resources in realistic, engaging ways. The anticipated outcome is students who are better writers, with the ability to reflect on and revise their own writing.
Theory of Action
WRITE will address the gaps in current writing instruction by developing a series of learning map model neighborhoods. The maps will combine empirical research on writing skill development and evidence-based practices in writing instruction for Career Technical Education students. These maps will form the basis of instructional materials, assessments, and online professional development.
Our plan is to provide teachers with a coherent instructional framework that improves their writing instruction and the writing products of students at all ability levels. The learning map model neighborhoods and aligned instructional resources support that goal.
WRITE incorporates the self-regulated strategy development framework (Graham & Perin, 2007). This approach engages students in their own writing assessment. In doing so, students develop engagement and self-regulation (Heritage, 2013).
As a result of increased educator knowledge and skills about writing, as well as more intentional writing instruction and involvement of students in their own assessment, students will improve their writing skills. Providing an instructional framework and engaging students in their own assessment will support improvements in student writing skills. Students will graduate from high school better prepared for career writing. This work addresses employer and industry need for better writing skills in job candidates.
WRITE Components
- Learning Maps with Resources and Instructional supports
- Professional Development
- Coaching
Proximal Teacher Outcomes
- Improved CTE writing pedagogical content knowledge
- Improved self-efficacy for writing instruction
- Higher expectations for student writing
Distal Teacher Outcomes
- Better writing instruction
Student Outcomes
- Engagement
- Self-regulation
- Improved writing and editing skills
- Better preparation for career writing
Project Staff
The WRITE project is a collaboration between Accessible Teaching, Learning, and Assessment Systems (ATLAS) at the University of Kansas and the Arctic Slope Community Foundation in Alaska. To learn more about the individuals responsible for creating these instructional resources, visit our project staff page.
