Writing to Win Writing on Demand is a system of writing strategies for building the vocabulary of content standards. Teachers choose from over 12 critical-thinking writing strategies to support the essential question of a lesson. Students respond with a writing strategy to explain what they understand.
This systematic approach to writing empowers students to explain what they have learned in a different way than the teacher taught it. A teacher manual, Daily Writing to Learn the Curriculum, follows five key practices for each critical-thinking writing strategy. Teachers are prompted to
- Quantify their expectations (number of key terms used in the writing)
- Model a written response that exceeds their expectations
- Guide student choices
- Secure student self-assessment with a scoring rubric
- Prompt peer response to the quality of writing with PALS (peer-assisted learning system)
Over three decades of research confirms the positive impact of writing to learn content standards.
Research base –
Writing Next: 11 effective strategies to improve writing
Strategy 11 Writing for Content Learning – 23 studies in ELA, math, science, and social studies with average Effect Size of + .35 where + .10 is significant
Evidence base –
The experimental treatment included short written entries for content learning 3-5 times / week for 12-20 weeks
Elementary grades 3-5 – increased scores on tests of knowledge in ELA (from 6 to 28%), math (11 to 38%), science (9 to 35%), and social studies (11 to 28%)
Middle grades 6-8 – increased scores on tests of knowledge in ELA (9 to 17%), math (11 to 30%), science (17 to 24%), and social studies (18 to 31%)
High school grades 9-12 – increased scores on tests of knowledge in ELA (8 to 12%), math (6 to 26%), science (14 to 29%), and social studies (13 to 18%)