Convey Ideas in Writing - Reflections on How Adults Use This EFF Skill

"Whether fresh insight comes first or fresh words I don't know. To this day, I am as bemused by the hen and egg dilemma as I was at six years old. But I know this: when we begin to get new insight we tend to find new words, for only by using the new can we, in turn, communicate the new insight to others or even to ourselves. Surely there is a simultaneity about this matter of fresh phrases gushing out of our vocabulary and fresh ideas gushing in to our minds. A new gestalt is formed, a new coming-together of multiple forces [internal and external] takes place and this gestalt transforms us and the situation in which we exist."2
-Lillian Smith

Insights From Field Research:
Using the Standard to Guide Teaching and Learning

Debbie Stowers and Michelle Miller
Canton City Schools ABLE, Canton, OH
 ABE and GED; In-class activity, series of lessons.
Teacher data from the second round of field review, conducted 1998-1999.
(Adapted from Equipped for the Future Content Standards, p. 26.)

Describe what you know about the level of performance of your students.
Many of the students are able to identify purpose and audience for writing. Some of the students can organize information well. A few struggle with format and sequence of materials. Some students can control barriers effectively. Few are able to edit and revise writing for effectiveness.

What are the steps you will look for in order to know if your students are making progress toward meeting the Standard?

  • Recognizes purpose and audience for writing; verbalizes the purpose and audience for writing; demonstrates in writing the purpose and audience for writing.
  • Selects a format for writing; writes the main idea; lists the paragraph topic idea; sequences the topic ideas in appropriate order.
  • Organizes paragraphs; uses topic sentences; uses supporting details; uses correct grammar.
  • Rereads text for possible problems; has others reread text for problems; recognizes need to change text; edits text for grammatical and structural errors.

Describe what took place during the learning experience.
Our first lesson with the Writing Standards involved making posters for our mentor luncheon. As a class we determined the purpose and organization of each poster. In groups they wrote the text for our posters. This was recorded on the Writing handout. Next, the students helped each other edit and make changes that were needed before transferring the text to the posters. Beginning with a group activity, they were able to get a better feel for the Standard and what each component meant.

In the follow-up lesson, students were to complete applications for our job shadowing program. On the application there were two short essay questions. Using the Standard and the Writing sheet, the students worked individually to complete their essays. Once they identified the purpose/audience and organized their ideas, they wrote a rough draft. Peers, as well as teachers and tutors, assisted in the editing. After rough draft revisions were completed, a final copy was made on the application.

Look at the steps you identified above. How does the evidence you collected relate to these steps?

  • Students expressed the purpose/audience both in words and on paper.
  • Students selected a format; wrote down thoughts and ideas; and, with help, organized and sequenced ideas.
  • Students put ideas into paragraphs and began each paragraph with a topic sentence.
  • Students had others read their writing and, with help, revised text to correct errors.