DOCUMENT RESUME CS 214 355 ED 404 637 Cason, Nancy; And Others AUTHOR Improving Writing of At Risk Students with a Focus on TITLE the African American Male. PUB DATE 91 NOTE 5p. Reports Journal Articles (080) PUB TYPE Evaluative /Feasibility (142) Bread Loaf News; v5 n2 p26-29 Sum 1991 JOURNAL CIT EDRS PRICE MFO1 /PCO1 Plus Postage. Action Research; Blacks; Classroom Environment; DESCRIPTORS Cooperative Learning; *High Risk Students; Instructional Effectiveness; Secondary Education; *Teacher Behavior; *Teacher Student Relationship; *Writing Improvement; *Writing Instruction; Writing Research; Writing Skills *African Americans; Missouri (Webster Groves); IDENTIFIERS Process Approach (Writing) ABSTRACT An action research project designed and evaluated the effectiveness of an instructional strategy to improve the writing of all secondary students (particularly African-American males) in the Webster. Groves, Missouri school district. The first year was devoted to an intensive study of African American culture and literature. A list of six principles was developed, supplemented by two more principles developed after the first year: (1) emphasize the writing (3) encourage cooperative (2) individualize and personalize; process; (5) increase engagement with (4) build on strengths; learning; (7) build bridges to more writing; (6) increase control of language; challenging tasks; and (8) use the computer for word processing, editing, and publishing. In the third year, the project expanded to include all at-risk writers. Comparison of pre- and post-assessments indicated that all students improved their scores on district holistic writing tests, and that target students improved their scores even more than the general population. Results also indicated that, of the eight principles, the three most effective were: using the writing process; individualizing and personalizing; and using cooperative learning strategies. Among the changes in their behaviors, the teachers involved in the action research project gave more time for writing in class, arranged lessons to meet a variety of learning styles, valued ethnic diversity, acted more as facilitators rather than disseminators of knowledge, and became less confrontational in handling discipline. Findings suggest that the teachers' improved rapport with students and students' improved writing skills were worth the commitment of time and energy by the teachers. (RS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made Ic from the original document. Ic *********************************************************************** at risk students with a focus 'Improving writing of on the African American male by Nancy Cason, Sandy Tabscott, Joan Thomas, and members of the Webster Groves Action Research Team "PERMISSION TO REPRODUCE THIS Webster Groves, Missouri, is an old, MATERIAL HAS BEEN GRANTED BY Emphasize the writing process established community that covers Individualize and personalize the range of socio-economic levels, religious, Encourage cooperative learning educational, and ethnic backgrounds. Ap- Build on strengths proximately 25% of our students are African Increase engagement with writing American: Most of these are residents of Increase control of language ;: TO THE EDUCATIONAL RESOURCES O Webster Groves School District, but about INFORMATION CENTER (ERIC)." 5% are voluntary, transfer students from the After the second and third years, we added City of St. Louis., two more principles that had surfaced In the spring of 1987, two English V. DEPARTMENT OF EDUCATION Eaucaoona Reeag, ano onorovernont 004ce 04 throughout our fleldnotes during the first teachers, Joan Thomas and Theresa Wojak, EDUCATIONALcREF.STCE/leaS INFORMATION LiTh.s Oocument oas [leen re010000.0 as felt discouraged and frustrated after results of Wet.. ham the OeISOn or oegonoolion Oogmal.00 .1 the district holistic writing assessment were C M.no, Changes nave been vnaoe to .nnoore ,eoeoauctron ouatnv Build bridges' to tasks published. A disproportionate number of 0.1h0.1 Pont, stated view or .n1r11,00c0' 01 Use the computerfor word processing, not necessaotv reooesent 014.c.a. African American students scored low. They 0,0,0 00 p044. OEFO oospoon 0r editing, and-publishing. were far more likely than their white classmates to score below the, grade level Day by day, as we taught, we reflected on means on our annual fall writing assessment the principles, on our students, and on the for grades 7-12. lessons that reached them. We arranged our That first summer, a group of nine English curriculum around the eight principles and teachers'and Dr. Jane Zeni, director of the gradually developed strategies for each. The Gateway Writing Project, analyzed the strategies and lessons we developed reflected writing samples to answer the question, "Do our individual differences, but the principles the low-scoring papers written by black remained constant. students differ in any systematic way from During the first and second years, each of those by white students?" This analysis looked us focused on two or three black students who at rhetorical features as well as usage. We had scored below the mean in the writing concluded that features of Black English assessment. The students did not know they identified by Geneva.Smithennan and others were targeted, since we used the strategies rarely appeared in the writing of African- with entire classes. We kept fieldnotes American students in our district, a fact documenting our observations of target which contradictedour assumptions about students, our hypotheses and frustrations, what caused the low scores. collected sample student writings, and In the fall of 1987, six teachers (Minnie interviewed target students. Every month our Phillips and Theresa Wojak from the senior team met for two hours in a study session, high and Joan Thomas, Sandra Tabscott, sharingLindividual disappointments and Nancy Cason, and Gail Taylor from the progress, speculating and providing support. middle school) and Jane Zeni of the Univer- This routine continued all three years. We sity of Missouri at St. Louis, set out to learn were becoming researchers. all we could about the discrepancy in scores of Each action researcher wrote an individual black and white students. How could we find synthesis at the end of the year, organized by ways to reach our black writers? Even more the eight principles. The action research team problematical, how could a group of white met for a week each summer and discussed female teachers design a plan to reach these the syntheses with the consultant who then students, the majority of them male? pulled them together into a final report. The study sessions and annual syntheses action research continued for all three years; the project changed significantly when it expanded During the first year of our study we com- the third year to include all students, black mitted time and energy to an intensive study and white, who met the criteria of of African American culture and literature. at risk writers with special attention still focused We studied culture, literacy, the writing on black male students. In addition to the district process, motivation, and language styles. We 1 writing acsessment scores, took part in workshops led by Geneva our process for selecting target students included task Smitherman, Walt Wolfram, Jackie Royster, completion and the previous teacher's Charlotte Reid, Frank Voci, Jeff Howard, and evaluation of writing ability Wayne Thomas. By the end of the first as determining factors. summer, the action research team developed a list of six principles that we hoped would 2 help black writers become more successful. BEST COPY AVAILABLE t Also by year three, the number of action ize, we were personalizing in every interaction researchers had increased, adding Mary Ann with target students. Building trust and Kelly, Stephanie Gavin, Carolyn Henly, and . establishing.* safe environment are: impera-- Cathy Beck, all white females. tive fOr any writer. We consider physical proxiniitY,irnixirtant,:alongwithpats and writing improvement sqUeeZei.and hiigS;;Encotiragement and positiye,:COnitrUcthe feedback are other ways The pre and post-assessment used the to personalize. One-on-One student- teacher same prompts, writing tasks, and procedures interaction-in fOrrnal and informal confer- as our annual district writing assessment. encesIirovei highly suCcessful although Papers were blind-scored by two readers on an admittedly diffictilt because of time con-. eight-point rubric, yielding scores that ranged straints. we djtist our teaching styles, from 2-16. Reliability was established through inalciiiideadlines more flexible the use of anchor papers prior to and during The third of the three most powerful scoring. Interreader reliability of the six princifiles has to do with encouraging scoring sessions hovered right at 90%. cooperative learning. All teachers had Readers of the pre-assessment were previously-used peer editing groups, among members of the entire junior and senior high h. other typeS of collaborative activities. Many school English department; readers of the of us, however, were dissatisfied with the post-assessment were action research team outcomes of group activities. In the fall of members plus non-project English teachers. 1988, all action team teachers attended an The same process has been repeated all three intensive training course in cooperative years and the results show the same positive learning by Johnson and Johnson. With this pattern. All students improved their scores. training; we developed a repertoire to Target students improved their scores even facilitate student accountability. We now more dramatically than the general popula- recognize some dramatic changes in student tion. attitude, self-concept, and achievement. There is more time on task, positive peer principles and the strategies pressure for achievement in a variety of areas, Through our discussions, we concluded and student empowerment. that all eight principles were indeed effective Building bridges to more challenging tasks with target students. The common threads was added in year three. We discovered as a direct result of action research that' each of us were "emphasizing the writing processes" and the belief in the importance of our task. Just was intuitively, yet systematically, designing what do these eight principles imply and what lessons so that each classroom activity or types of strategies did we use to implement experience bridged to a more complex one. each principle? Writing develops over the year from the All teachers model writing processes and personal mode, which is more familiar and products. We teach process not as linear comfortable and safer for our at risk Writers, to steps, but as the recursive tasks any writer the more formal and analytical essays. We plan lessons so that skills developed in the faces: prewriting, drafting, revising, proofread- ing, and responding throughout. We narrative mode are incorporated and encourage students to develop papers over expanded upon in expository and persuasive time and give credit to each phase of the writing. process rather than solely to the final product. The use of the computer surfaced in many of our fieldnotes during the first year.of our Because of these factors, we do more writing in the classroom where support, encourage- project and was added in the second year as ment, and direct instruction, especially in the eighth principle. We are now fortunate that both the high School and junior high revision, are more readily available to the student. school have writing centers, equipped with Individualizing and personalizing is one of Apple II E computers and staffed with an aide the most significant principles to assure trained in writing process. The computer motivates the students. It is writing improvement of all our at risk students. This principle began in year one a new writing tool, one that helps them manipulate the written word, often an simply as "individualizing" by adjusting tasks, overwhelming task for the at risk student. expectations, deadlines, and responses. Through our action research, we became Revision with multiple drafts is no longer acutely aware that in the effort to individual- time-consuming and laborious. Editing mechanics such as spelling, capitalization, AVAILABLE BEST COPY SUMMER 1991 27 BREAD LOAF NEWS 28 Language games motivate all students but are punctuation, and paragraphing often becomes extremely effective with our at risk writers. an enjoyable as well as a challenging task. The final product is a clean, neat publica- Of these eight principles, we found the tionan author's pride. For the teacher, the following three to be the most effective when computer serves as an invaluable tool in working with target students. modeling the Writing process and makes Using the writing process is a giveri fdr all reading drafts easier and more efficient. Many of us and the base of all our work. teachers design interactive software to Individualizing and personalizing is the supplement traditional classroom activities. most effective strategy with target students. Because our original text analysis revealed Those with whom we are able to form a warm the gift of personal voice in the writing of low personal connection prospeC and improve scoring black writers, we develop lessons that scores. Interestingly, even those more build on this strength. We value oral skills: aggressive student with whom we must work storytelling and oral traditions that may be harder to establish a relationship, improve culturally distinct. Some lessons stress their scores. When we are not able to awareness of language diversity and apprecia- establish rapport, those few students make less tion of dialects. We give class time for talking progress. through ideas with peers and teacher. Instead Cooperative learning strategies motivate of expecting students to pick up a pencil and reluctant writers by building confidence, begin writing, we bite our tongues and let the responsibility, and positive peer pressure. talk and ideas flow. It pays off. We encourage The computer plays a significant role in role playing and design lessons to incorporate every part of the process. Target students are it into writing process activities. When especially motivated by the ease in making students have strong interests in areas such as revisions, the professional look of their art or sports, we design lessons or activities to printouts, and the "hands-on" aspect of it. draw on the area of strength for that particu- lar student. The eight principles and the implement- To increase involvement with writing, we ing strategies appear to be good teaching provide-choices in purpose, mode, and topics. practices. Our target students' improvement Students brainstorm various audiences and may be better understood by examining how purposes for their chosen topic. When our own teaching behaviors changed. All the students select the topic, audience, purpose, research team members had been writing and mode, they own their writing. They have process teachers prior to this study, certainly made an investment. We value personal had believed in the efficacy of the eight response journals used with literature. principles, and had been consciously using Hooking young writers on topics of personal strategies that we hoped would be successful concern and interest is a key to involvement. with all students. What, then, is different If students care about the topic or think the about our teaching today? assignment is fun or enjoyable, they spend more time and care in developing a paper. teaching changes Exploring writing, the genres, the modes, and the purposes is our primary task. In a discussion of changes in our teaching, All writers struggle continuously for Jane half jokingly described our research team control of language: to select the best word, as "intuitively with it." This intuition surely the clearest phrasing, the smoothest flowing isn't accidental. Three years of action order. Inexperienced writers must realize that research have given us the confidence to go good writing develops over time, and they with our intuitive impulses. We know we should not be satisfied with first efforts. We have changed in the last three years and that provide situations in which students learn to more changes will be added to this section as create alternate wording, phrasing, and order. our project continues. Teacher change is an Students develop the skills for selecting the inevitable and desirable result of action most appropriate option. All writers work to research. avoid errors in spelling, punctuation, and other mechanics; inexperienced writers need We had all used peer response groups help in identifying as well as correcting such and partners, but intensive training in errors. cooperative learning helped us become more Quick edits, sentence play, mini-lessons, comfortable and effective. We are more individual conferences, and computer spelling skilled in assigning roles, setting tasks, and checkersnot worksheets or grammar relying on each other, being accountable for exercises--help increase control of language. our individual work. . WereinfaMethe.itudents' understand-. The paper remains in the student's hands ing of the "big *tine.," how the day's activity while we make comments. fits. We see ourselves as facilitators, rather ': WOu.s.SOiterieeeiParisiori techniques than disseminators of knowledge. The student rather than sentence: c-Otabinini With target is the focus; the method is inductive. stUdenti. beCarisethei....need..1#cti4 -lot:adding observe; hint, suggest, but respect the writer's detailstbaeYelaiiftheitirleaS investment and ownership in a piece of We focus on target students more pur -..: . writing. Learning is reciprocal: We learn from - rifitii*Orttf-jOirinals about the the Students and., the suident learns. form Posefu,11)Y interactions;,f:interpretrition4 qiiestions,. and Our job is to arallfrOiri the Student what a practice whuh transformed hypotheses, is already known 4ndfind WayS for. the responses to their writing student teidiscoYet]die better wording, ordei, WeallMVMOretime in incl.-Out of class inticatietioni, etc: Weare ditective; but the foistudentS whOrieed change is that we are learning from the in class so that We give time_ for. studentthe heart of action research. writers can t.h..en.ckituageTnerit'and We try to build an atmosphere of trust . coaching theYrieettfrOin teachers and peers.. and safety. : Students are.able;ici aeYelop confidence in We are lessconfrontational in handling that ntirturingenyironment;.and produce discipline: Underttanding and appreciating more and bettet work. ethnic differences has made us less afraid of. We aesignleSsOnS to build on students' losing control of our classrooms. We are apt oral language.-Role playing, script writing, to stay calm, ask a question such as, "Did you narrative requiring dialogue are some mean that remark to hurt my feelings?" It examples. giYes a student the chance to save face, think We model more formats, prewriting about the behaviot, and appreciate the fact activities,.revision.methods, and editing that the teacher did not blow her stack. The techniques with our own writing as well as change is from authoritarian and tense to firm student Work. but accepting. We arrange 1.cons that meet a variety learningl.Stylei:Now, we more consciously summary incorporate "right brained" activities and are We respect our students, their thoughts, getting good results with target students. their opinions, and their feelings. :We use a whole language approach that They are writers who have something integrates re.acling;:Writing, speaking,- and to say. Writing is not a safe activity for many of themor listening. No skills.are.taught-in isolation.. us. . Our goal is to build Our classrooms IllaVe.a Wpikihop atmosphere. our students' confidence in their own ideas; then, .. We teach-"inirii4essons".: aitrou-: .11. we must encourage them to express their thoughts bleshooteri taindividuaLs, small groups, or. in writing. We the whole class. must share in their delight and surprise action researchteam is at what they say and how they predominantly white female,.but we use say it. We must . African American literature. Wealso include encourage them to take the risk to write and share. materials.from abroad spectrum of regional As a result of this action research, and ethnic groups; such as Cajun and Ozark, we have grown professionally and personally to build student appreciation for the diversity The . improved rapport with of Americanlanguage and culture. our students and their We value ethnic diversity. All dialects improved writing skills and attitudes have been well worth our commitment of aretreated with respect.. Lessons are designed time and energy.0 to explore, understand, and enjoy our differ- ences. . We draw Our. vocabulary lists from the This project was sponsored by the School reading and writing of our students. Imaging, District of Webster Groves and a Missouri dramatizing, and other non-analytical Incentive Grant. In publication is a book entitled, approaches are part of our classroom prac- Improving Writing of At Risk Students with tices. a Focus on the African-American Male. It is a We make sure our body language summary of the action research project and conveys the respect and. confidence we have contains lessons designed by project teachers, in our students. Foi instance, in conferences, specifically to reach the at risk student. For we sit beside them, rather-than on the other further information contact Nancy Cason, Hixon side of a desk, or worse, towering over them. Middle School, 630 S. Elm, Webster Groves, MO 63119. BEST COPY HAM A' BLE e ERIC U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement (0ERI) Educational Resources Information Center (ERIC) NOTICE REPRODUCTION BASIS iz This document is covered by a signed "Reproduction Release (Blanket)" form (on file within the ERIC system), encompassing all or classes of documents from its source organization and, therefore, does not require a "Specific Document" Release form. n This document is Federally-funded, or carries its own permission to reproduce, or is otherwise in the public domain and, therefore, may be reproduced by ERIC without a signed Reproduction Release form (either "Specific Document" or "Blanket"). (9/92)