how we got here.
Writing to Win's evidence-based learning practices result in significantly higher student achievement and greater engagement across core academic subjects. We emphasize growing teacher capacity by setting up and coaching model classrooms in each school with online and onsite training.
Writing to Win is an established research and evidence-based school improvement provider to K-12 public and private schools and homeschool associations since 1986. The progress of students we serve is measured independently on end-of-year and end-of-course state tests. Our three instructional solutions – Frequent Writing on Demand – Applied Grammar online – Paired Texts Packets – show a consistently positive impact on student achieve in combination or standalone.
Recent definitive research in writing, Writing Next, identifies 11 effective writing practices that easily fit into any curriculum. Most of the studies blend reading into writing practices to impact student achievement positively. Click here to see the full correlation between the three Writing to Win solutions and Writing Next recommendations.
A positive and engaging learning environment in every classroom
Classrooms using Writing to Win instructional solutions are intentionally designed. Student materials (Frequent Writing on Demand, Applied Grammar, or Paired Texts Packets) are stored for ease of access. Students know what to do when they enter the classroom and eagerly perform their assigned roles in a day of teaching and learning. Teachers who follow a Writing to Win pacing guide replicate the evidence-based impact of Writing to Win pilot initiatives. Online instructional resources spring into action with a click on the teacher’s computer. Projected Writing on Demand prompts activate or close the work session in every class. Armed with self-assessment and peer-response rubrics, students respond to the quality of their own writing and that of their PALs.
Exemplary teacher and learning in every classroom
Teachers trained in the Writing to Win solutions see their students and integrated reading-writing in a new light. They use writing as the ultimate differentiator for learning. Students work with the Writing to Win tools in groups, each with an assigned task to report to the rest of the group or class. They read their writing aloud to a PAL and cite evidence from their writing for their score on a 3-trait rubric for the PAL to confirm or question (Writing on Demand). They eagerly participate as a whole-group in an oral-kinesthetic mini-lesson (Applied Grammar online). They assume the task of a spotter in analyzing and reporting the role of a key term in a reading text to their class (Paired Texts Packets). Teachers spend time and effort on small-group conferencing and on coaching, facilitating, and tracking student progress, all hallmarks of exemplary teaching.
An emphasis on purpose in learning
With every writing task, students accept and come to understand the purpose of their writing for a specific audience. Everything they write reaches a specific audience, from an assigned PAL to a small group, their whole class, the class next-door, or a special person the choose to send it to. Since students know their audience will provide a rubric-based response, write with greater engagement. Their writing does more than satisfy that requirements of the argument/opinion, informational, or narrative genres. Their narratives entertain, surprise, or provoke empathy. Their informational essays intrigue or marvel as they explain content-rich texts. Their arguments / opinion writing compels readers to agree, rethink ideas, or take action. In student-centered learning, simple, specific reading-writing tasks empower students to take the lead in their learning. As they perform their tasks, their performances divulge what they understand and misunderstand about course standards.
|W2Win solution||W2Win title||Improved student achievement|
|Writing on Demand (online/print)||Daily Writing to Learn the Curriculum, gr K-12||Benchmark tests, end-of-grade and end-of-course tests, ELA, math, science, social studies, CTAE|
|Paired Texts Packets (print)||Paired Texts Packets, gr 3-12||Tests of reading comprehension and constructed and extended responses to texts|
|Applied Grammar (online/print)||Sentence Building, levels 1-10||End-of-grade ELA tests; end-of-grade and end-of-course tests of written expression; benchmark writing tests|
Our Writing to Win Team
Warren E. CombsFounder of Writing to Win
With this paradigm shift in place, Dr. Combs noticed a need for two more. For the first of these, he developed a system that used short frequent writing for vocabulary building in math, science, and social studies. Writing on Demand Online solves the problem of learning and retaining core content. For the second, he developed Paired Texts Packets to ensure that students used the writing process to respond with ease and insight to content-rich texts. These three instructional routines fully integrate reading and writing from the level of words to sentences to full texts.
In his career, Dr. Combs has taught at several universities from Washington state to Georgia. As an author of three best-selling professional development books, nine Writing to Win titles, and multiple journal articles, he has spoken at conferences across the U.S. Dr. Combs champions the Writing to Win core values of integrity and communication.
Taylor E. CombsDirector of Instructional Technology
Taylor was a contributing author of Writing to Win Paired Texts Packet for grades 6-12. As a Writing to Win trainer, he works with all levels of students and teachers. He enjoys using the routines to introduce 3rd graders to the U.S. Constitution just as much as 8th graders to genetic inheritance, or 12th graders to models of human learning.
He contributed much to the development of Writing to Win’s online instructional routines. He currently leads the team in launching and supporting interactive orientation videos for distance learning and online tutorials for targeted lessons. The team recognizes his contribution of the core value of creativity.