Enhancing Reading and Writing Strategies for Student Success
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Professors Heather DeDominicis and Rachel M. Jasiczek
Norwalk Community College
Reading and
Writing to
Learn
H
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Developmental English Professor
First Year Experience FYE Professor
Coordinator of the Transitional Strategies
Course
Educational Background
M.Ed. in Literacy Education ~University of Pennsylvania
Email: hdedominicis@ncc.commnet.edu
Recap from
Part 1:
Reading to
Engage
•
The Importance of Creating an Optimal Setting
for Reading – when students
read or study in a
positive learning environment, they have been
shown to be more motivated, engaged, and
have a higher overall learning ability.
•
Reading with a Purpose - when students
understand the purpose for why they are
reading, it can have many benefits. Some
examples are:
•
Reduces becoming overwhelmed
•
Promotes focus
•
Improves comprehension
Agenda: Reading in the Disciplines
2:30 - 3:15 pm
•
Strategies for Mindful Reading
•
Small Group Discussion
•
Large Group Discussion
Q
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We need to help our students be mindful
readers. Those who are aware of their own
purposes for reading and of their own
thinking process during reading.
(Bean & Melzer 134)
What’s a reading strategy
you use to help you
understand challenging
text?
Question for the chat:
Suggested Strategies for
Helping Students Become
More Mindful Readers
•
Although
there are occasions
when quizzes may be
appropriate, they tend to
support surface rather than deep
reading
•
Quizzes encourage students to
extract the right answers from
the text rather than to engage
with the text’s ideas
Limit quizzes
to motivate
reading
•
Lecturing over readings can
create a vicious cycle
•
Of
course, teachers still need to
help with difficult portions of a
reading
•
But,
teachers should send the
signal that interacting and
engaging with the parts of the
text needs to be accomplished as
homework
Avoid
lecturing over
readings
•
Insider vs Outsider.
Students
are
not always the intended audience
•
Without encouragement from
teachers, students often feel
incompetent when they fail to
understand a text
•
“I had trouble with this text
because I’m an outsider” vs “I had
trouble with this text because I’m a
poor reader”
Help students
see why text
can be
difficult
•
Students need to see skilled
readers’ marked up text,
marginal notes, and note-taking
systems
•
Model this for students
•
Explain what/why you are
underlining or writing marginal
notes about etc…
•
Let them see visually
the way
you interact with a text
Show your
own note-
taking and
responding
process
•
Students’ reading
comprehension increases when
they are engaged with the text
•
Arouse students’ interest in a
text before they read it by
having them:
•
Make predictions
•
Make connections
•
Answer or ask questions…
Awaken
students’
curiosity
about
upcoming
readings
•
Reading guides steer students
through particularly difficult
material in an organized step by
step process
•
These guides may:
•
Fill in background knowledge
•
Have students write their
responses to several guided
questions
•
Encourage reflection
Create
Reading
Guides
In small groups, discuss the following:
•
Does it seem practical or useful to your course to move
beyond reading quizzes and lecturing over the reading?
•
Of the strategies suggested, which one(s) do you feel may
be useful
to incorporate into your course?
•
What strategies or assignments do you already use to
promote mindful reading?
•
What changes or results might you expect from students’
comprehension after applying
a
best practice to promote
mindful reading?
R
a
c
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l
M
i
l
l
o
y
J
a
s
i
c
z
e
k
Educational Background
Writing Across the Curriculum
Coordinator, NCC
Assist
faculty in all disciplines
to
integrate more/effective writing
activities and assignments that
engage students.
Promote a cultural shift in how
writing is perceived and valued by
demystifying writing instruction.
Encourage all faculty to see reading
and writing instruction as a shared
responsibility.
B.A. in Professional Writing
M.A. in English/Teaching Composition
Ph.D. in Rhetoric and Professional
Communication
Email: rjasiczek@ncc.commnet.edu
Recap from
Part 1:
Writing to
Engage
•
Writing to Learn (WtL)
•
Short, impromptu or otherwise informal and low-
stakes (ungraded) writing tasks to introduce
concepts and make connections.
•
Writing to Engage (WtE)
•
Using writing to solve problems or gain greater
control of the concepts, conceptual frameworks,
skills, processes, and issues addressed in a course.
•
Writing in the Disciplines (WiD)
•
Learning to write rhetorically using discipline-
specific genres for specific audience; introduce
students to the thinking and writing/language or
genre of that discipline.
Agenda: Writing in the Disciplines
3:15 – 4:00 pm
•
Opening Activity: Best & Worst Assignments
•
Best Practices for Formal Writing Assignments
•
Small Group Discussion
•
Large Group Discussion
T
h
e
B
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Y
o
u
E
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Think of one word/phrase to
describe what made it the
best.
T
h
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m
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Y
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E
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Think of one word/phrase
to describe what made it
the worst.
Q
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F
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“Using extensive data compiled from NSSE
surveys at a variety of institutions, the
researchers conclude that the use of writing
to promote deep learning depends less on
the amount of writing assigned in a course
than on the design of the writing assignment
themselves.”
(Anderson, Anson, Gonyea, and Paine
summarized in Bean & Melzer 64)
Q
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k
F
a
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s
o
n
W
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Article “Considering the Effects of
Assignment Choices on Equity Gaps”
by Hobbs, Singer-Freeman, & Robinson
Compared “underrepresented
minorities (URM) & non-URM students”
at a university
Largest equity gaps for multiple choice
exams and formal writing assignments
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Best Practices for Designing
Writing Assignments
•
Let students know what they will be
able to demonstrate about their
learning by completing the
assignment
•
Prioritize 3 – 4 learning outcomes per
assignment
•
Outcomes can indicate the specific
skills students should demonstrate
and/or connect to larger course
outcomes
•
Include brainstorming and planning
activities
•
Incorporate a feedback loop between
peers and/or instructor
•
Encourage use of writing tutors
•
Require multiple drafts & reflections
•
Promote critical thinking
•
Write about “problems” that matter to
the student
•
Situate the assignment within a
discourse community or rhetorical
situation (audience, purpose,
subject/relevance)
•
Connect to students’ past and current
experiences
•
Connect to class notes & discussions
•
Connect to students’ future goals
(personal,
academic, professional)
•
Connect
to material learned in other
classes
•
Offer metacognitive learning
opportunities (think about their own
thinking)
•
Make the purpose clear
•
Indicate the type of writing students
should complete
•
Define common terms for students
•
Provide grading criteria along with the
instructions
•
“Grade” a sample paper in class
•
Give students choice in demonstrating
their learning
•
Allow students to explore a topic they
are passionate about
•
Offer a revision option for those who
want to strengthen their
writing/thinking skills
•
Develop grading rubrics together
Please review the
Sample Formal Writing Assignment
. In
small groups, discuss the following:
•
Do you see each best practice applied?
If not, w
hat
improvements might you make to this assignment?
•
Is the assignment student-friendly? Does it have utility value
and give students confidence that they can succeed?
•
Which best practices do your own assignments currently
employ and which could you more effectively implement?
Workshop #3: Showcase for Reading and Writing to Learn
January 10th from 2:30 – 4:00 pm via WebEx
The final R&W2L workshop will consist of a showcase of emerging
and best practices from faculty across CT State that center on the
activities used to support students’ ability to read and write well in
their classes regardless of their discipline. We will be inviting faculty
and staff from across the system to submit proposals later in the Fall
2022 semester to participate in this event!
Explore effective reading and writing strategies in a multi-disciplinary approach for student success across all courses. Professors Heather DeDominicis and Rachel M. Jasiczek share crucial tips on engaging students, promoting critical thinking, and creating optimal learning environments. Discover the importance of mindful reading, purpose-driven reading, and strategies to help students become more engaged readers. Join the discussion on fostering a positive learning environment through strategic reading skills.
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Reading & Writing to Learn Reading & Writing to Learn A Multi-Disciplinary Approach: Reading & Writing Strategies in the Disciplines Professors Heather DeDominicis and Rachel M. Jasiczek Norwalk Community College
Crucial to students success in all courses Reading and Writing to Reading and Writing Simple strategies faculty can implement that have a big impact Demonstrate critical thinking Learn Engage students in the learning process
Heather DeDominicis Heather DeDominicis Developmental English Professor First Year Experience FYE Professor Coordinator of the Transitional Strategies Course Educational Background M.Ed. in Literacy Education ~University of Pennsylvania Email: hdedominicis@ncc.commnet.edu
The Importance of Creating an Optimal Setting for Reading when students read or study in a positive learning environment, they have been shown to be more motivated, engaged, and have a higher overall learning ability. Reading with a Purpose - when students understand the purpose for why they are reading, it can have many benefits. Some examples are: Reduces becoming overwhelmed Promotes focus Improves comprehension Recap from Part 1: Reading to Engage
Agenda: Reading in the Disciplines 2:30 - 3:15 pm Strategies for Mindful Reading Small Group Discussion Large Group Discussion
Quick Insight on Reading Quick Insight on Reading We need to help our students be mindful readers. Those who are aware of their own purposes for reading and of their own thinking process during reading. (Bean & Melzer 134)
Whats a reading strategy you use to help you understand challenging text? Question for the chat:
Suggested Strategies for Helping Students Become More Mindful Readers
Although there are occasions when quizzes may be appropriate, they tend to support surface rather than deep reading Quizzes encourage students to extract the right answers from the text rather than to engage with the text s ideas Limit quizzes to motivate reading
Lecturing over readings can create a vicious cycle Of course, teachers still need to help with difficult portions of a reading But, teachers should send the signal that interacting and engaging with the parts of the text needs to be accomplished as homework Avoid lecturing over readings
Insider vs Outsider. Students are not always the intended audience Without encouragement from teachers, students often feel incompetent when they fail to understand a text I had trouble with this text because I m an outsider vs I had trouble with this text because I m a poor reader Help students see why text can be difficult
Students need to see skilled readers marked up text, marginal notes, and note-taking systems Model this for students Explain what/why you are underlining or writing marginal notes about etc Let them see visually the way you interact with a text Show your own note- taking and responding process
Students reading comprehension increases when they are engaged with the text Awaken students curiosity about upcoming readings Arouse students interest in a text before they read it by having them: Make predictions Make connections Answer or ask questions
Reading guides steer students through particularly difficult material in an organized step by step process These guides may: Fill in background knowledge Have students write their responses to several guided questions Encourage reflection Create Reading Guides
Small Group Discussion In small groups, discuss the following: Does it seem practical or useful to your course to move beyond reading quizzes and lecturing over the reading? Of the strategies suggested, which one(s) do you feel may be useful to incorporate into your course? What strategies or assignments do you already use to promote mindful reading? What changes or results might you expect from students comprehension after applying a best practice to promote mindful reading?
Rachel Milloy Jasiczek Rachel Milloy Jasiczek Writing Across the Curriculum Coordinator, NCC Educational Background Assist faculty in all disciplines to integrate more/effective writing activities and assignments that engage students. Promote a cultural shift in how writing is perceived and valued by demystifying writing instruction. B.A. in Professional Writing M.A. in English/Teaching Composition Encourage all faculty to see reading and writing instruction as a shared responsibility. Ph.D. in Rhetoric and Professional Communication Email: rjasiczek@ncc.commnet.edu
Writing to Learn (WtL) Short, impromptu or otherwise informal and low- stakes (ungraded) writing tasks to introduce concepts and make connections. Recap from Part 1: Writing to Engage Writing to Engage (WtE) Using writing to solve problems or gain greater control of the concepts, conceptual frameworks, skills, processes, and issues addressed in a course. Writing in the Disciplines (WiD) Learning to write rhetorically using discipline- specific genres for specific audience; introduce students to the thinking and writing/language or genre of that discipline.
Agenda: Writing in the Disciplines 3:15 4:00 pm Opening Activity: Best & Worst Assignments Best Practices for Formal Writing Assignments Small Group Discussion Large Group Discussion
The Best The Best Assignment You Assignment You Ever Completed Ever Completed Think of one word/phrase to describe what made it the best.
The Worst The Worst Assignment You Assignment You Ever Completed Ever Completed Think of one word/phrase to describe what made it the worst.
Quick Facts on Writing Quick Facts on Writing Using extensive data compiled from NSSE surveys at a variety of institutions, the researchers conclude that the use of writing to promote deep learning depends less on the amount of writing assigned in a course than on the design of the writing assignment themselves. (Anderson, Anson, Gonyea, and Paine summarized in Bean & Melzer 64)
Quick Facts on Writing Quick Facts on Writing Article Considering the Effects of Assignment Choices on Equity Gaps by Hobbs, Singer-Freeman, & Robinson Compared underrepresented minorities (URM) & non-URM students at a university Largest equity gaps for multiple choice exams and formal writing assignments
But wait . . . But wait . . . The research shows writing The research shows writing is the most effective way to is the most effective way to increase engagement and increase engagement and promote deep learning, promote deep learning, right? right?
Best Practices for Designing Writing Assignments
Let students know what they will be able to demonstrate about their learning by completing the assignment Prioritize 3 4 learning outcomes per assignment Outcomes can indicate the specific skills students should demonstrate and/or connect to larger course outcomes
Include brainstorming and planning activities Incorporate a feedback loop between peers and/or instructor Encourage use of writing tutors Require multiple drafts & reflections
Promote critical thinking Write about problems that matter to the student Situate the assignment within a discourse community or rhetorical situation (audience, purpose, subject/relevance)
Connect to students past and current experiences Connect to class notes & discussions Connect to students future goals (personal, academic, professional) Connect to material learned in other classes Offer metacognitive learning opportunities (think about their own thinking)
Make the purpose clear Indicate the type of writing students should complete Define common terms for students Provide grading criteria along with the instructions Grade a sample paper in class
Give students choice in demonstrating their learning Allow students to explore a topic they are passionate about Offer a revision option for those who want to strengthen their writing/thinking skills Develop grading rubrics together
Small Group Discussion Please review the Sample Formal Writing Assignment. In small groups, discuss the following: Do you see each best practice applied? If not, what improvements might you make to this assignment? Is the assignment student-friendly? Does it have utility value and give students confidence that they can succeed? Which best practices do your own assignments currently employ and which could you more effectively implement?
Save the Date! Plan to Participate! Workshop #3: Showcase for Reading and Writing to Learn January 10th from 2:30 4:00 pm via WebEx The final R&W2L workshop will consist of a showcase of emerging and best practices from faculty across CT State that center on the activities used to support students ability to read and write well in their classes regardless of their discipline. We will be inviting faculty and staff from across the system to submit proposals later in the Fall 2022 semester to participate in this event!
