RDI, Set, Write!

Research, Development and Implementation of

Cross- Curricular Writing

Rachael Leon and Katie Wissman

Goal of Initiative

The research and evaluation of current

writing practices and creation of a cross-
curricular writing initiative to aid in
vertical and horizontal alignment and
increasing writing opportunities and literacy
in all content areas.
Why Write Across The Curriculum: Our School

Previous Writing SOL scores the past three years:

● Overall: 75%- 80%- 82%

● Pass Advanced 55%- 82%- 73%

Gap Groups:

● SPED 20%- 28%- 19%

● ELL 25%- 49%- 51%
Why Write Across The Curriculum: Research

The 2011 National Assessment of Education Progress results

indicated that only a quarter of students in grades 8 and 12
are proficient in writing (U.S. Department of Education,
2011).

Several reports have indicated that businesses and hiring

managers feel that college graduates lack the writing
proficiency needed to succeed in the workplace (Payscale,
2016).
Why Write Across the Curriculum: Research

“To learn how to write, students have to engage in the

writing process on a regular basis. But just assigning papers
doesn’t teach students to write.” (Beers & Howell, 2012).

“Not providing students with experiences in writing,

evaluating, and reflecting about their understanding betrays
their learning and stifles their voices” (Friedman, 2000)
Teacher Interview Results: Language Arts

● Research projects
● Expository, narrative, persuasive writing multiple times
per month
● RAFT writing
● Reflections, journaling, summarizing
● Reading responses
● Evidence Based Writing (RACE)
● Vocabulary is ongoing, in context
Teacher Interview Results: History

● Short answer and essay response questions on tests

● Document Based Assessment responses
● Reflections
● Vocabulary is front loaded
● Journaling
● Poetry writing for Native American Unit
● “If you were there” analysis
Teacher Interview Results: Math

● Vocabulary is front loaded

● “Flash Card Fridays”- vocabulary review
● Justifications for answers
● Word problems
● Reflections
Teacher Interview Results: Science

● Lab reflections & conclusion paragraphs

● Current events
● Portfolios
● Vocabulary is front loaded
● Research projects
● Project analysis and reflections
Teacher Interview Results: Related Arts, Music, PE

● Journals (all)
● Essays on important musicians, musical reflections
(Chorus)
● Reflective paragraphs on physical fitness activities,
researching sports for injured students
● Letters, research on healthy foods (FACS)
● Word maps
● Short answer prompts (economics, personal goals,
nutrition, etc.)
● Lab results and explanations of design concepts (Tech Ed)
● Letters, weather forecasts, descriptions (Spanish)
Summary of Research

● Most areas besides Language Arts make an attempt, but due

to time constraints, writing is not a priority.
● Writing is not taught specifically in content areas
● Many teachers are intimidated by the idea of teaching
writing because they believe it to be about grammar and
not composition.
● The use of a rubric will help make grading written
responses manageable and consistent.
Proposed Writing Initiative

Develop and implement writing rubrics that can be used across

the grade levels and content areas.

Consistency in structure of responses and expectations

will reinforce writing skills.

Teach teachers to use writing in their content areas and

effectively evaluate it using the rubric
Example Cross-Curricular Rubric

Science classes in a
middle school in
Massachusetts
implemented a writing
rubric when writing
lengthy responses.

The school’s test

scores and growth in
writing increased as
a result.
Writing Recommendations

● Specifically teach what writing looks

like in your content area

○ A lab report looks different from a literary response

● Nonfiction writing
○ Real world applications: magazine/newspaper articles,

letters, fact sheets, advertisements (Faber, 2012)

● Word walls
● Content specific vocabulary instruction
● Reflections and explanations
Evaluating Writing Across the Curriculum

● Quarterly benchmarks
○ Focus on structure, content, topic sentences, editing (minimum)
○ Imbedded within already existing assessments
○ Short answer responses, reflections, lab reports, DBA responses

● Content specific rubrics

Next Steps:

● Form committee of teachers to create rubrics

○ Representatives from all grade levels and content areas

● Professional development on rubric use

○ Given sample writing responses across content areas, teachers will
practice with the rubric and learn how to use it according to their
discipline and be consistent across all teachers and content areas
References
Faber, K. (2012). Cross curricular links: Using non-fiction writing. British Journal of School Nursing, 7(9), 1-2. Retrieved November 26, 2018, from

http://web.a.ebscohost.com.proxy.longwood.edu/ehost/pdfviewer/pdfviewer?vid=1&sid=85c886d5-a59b-4603-99d8-894128d6e897@sdc-v-sessmgr01

Friedman, A. (2000). Writing and Evaluating Assessments in the Content Area. The English Journal, 90(1), 107-116. doi: 10.2307/821740

Grymonpré, K., Cohn, A., & Solomon, S. (2012). Getting Past "Just Because": Teaching Writing in Science Class. Science Scope, 35(5), 24-31. Retrieved November

26, 2018 from http://www.jstor.org.proxy.longwood.edu/stable/43184529

U.S. Department of Education/Institute of Education Sciences/National Center for Education Statistics (2011). National Assessment of Educational Progress (NAEP),

2011 Writing Assessment. Retrieved November 26, 2018 from https://nces.ed.gov/nationsreportcard/pubs/main2011/2012470.aspx