The Outcomes Book: Debate and Consensus After the WPA Outcomes Statement

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EDITEDBY 3USANMARIE(ARRINGTON +EITH2HODES 2UTH/VERMAN&ISCHER 2ITA-ALENCZYK

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!LMOSTASSOONASTHEIDEAOFAN/UTCOMES3TATEMENTWASUNDERCONSIDER ATION THEIDEAFORABOOKLIKETHISWAS TOO&ROMTHEEARLIESTDAYS THOSE INVOLVEDWITHTHE3TATEMENTRECOGNIZEDTHATINMANYWAYSASHORTSTATE MENTOFCOMMONOUTCOMESWOULDBETHEMOSTUSEFULSTATEMENT BUTTHAT ASHORTSTATEMENTWOULDALSOBETHEMOSTRISKYSTATEMENTINMANYWAYS! SHORTSTATEMENTWOULDNECESSARILYBESIMPLE ANDPOTENTIALLYOVER SIMPLI FIED.OONEWANTEDASTATEMENTTHATWOULDSEEMTOGIVEAIDTOTHOSEWHO MIGHT WISH THE TEACHING OF WRITING COULD BE REDUCED TO TEACHING GRAM MAR7EHOPEDTHATTHEPUBLICATIONOFABOOKDEBATINGOUTCOMESINCON JUNCTIONWITHTHE/UTCOMES3TATEMENTWOULDDRAWATTENTIONTOTHEMANY COMPLICATIONS ANY SUCH STATEMENT RAISES 4HERE ARE MANY MANY PEOPLE WHODESERVETHANKSFORHELPINGTHISBOOKFINDITSAUDIENCE &IRST WE THANK THE MANY TEACHERS WHO ATTENDED /UTCOMES EVENTS BETWEENAND3UBSCRIBERSTO70! ,FIRSTGAVETHEPROJECTENERGY WITHTHEIRINITIALDISCUSSION ANDANINFORMALMEETINGATTHE#### LEDTOTHEFIRSTOFASERIESOFWORKSHOPANDFORUMPROPOSALS0ARTICIPANTS INTHOSEFORUMSAT#### #OMPUTERSAND7RITING THE#OUNCILOF7RITING 0ROGRAM!DMINISTRATORS3UMMER#ONFERENCE ANDOTHERSMALLERCONFER ENCES HELPED SHAPE THE 3TATEMENT BUT MORE IMPORTANTLY HELPED RAISE MANYISSUESANDQUESTIONSWHICHHAVEBEENTAKENUPBYTHEAUTHORSOF THIS VOLUME 4HE YEARS OF RUNNING DEBATE ABOUT TEACHING PRACTICE AND THEORYASWELLASABOUTTHELANGUAGEOFTHE3TATEMENTHELPEDSHAPETHE SCOPEOFTHISVOLUME #HET0RYORDESERVESSPECIALTHANKSFORHISROLEIN/UTCOMESPROCESS /F THOSE WHO HAVE NOT CONTRIBUTED CHAPTERS TO THIS BOOK HE HAS BEEN THEMOSTPERSISTENTBOOSTEROFTHEPROJECT(ISMANYCONTRIBUTIONS FROM IDEASTOENCOURAGEMENTTOSPECIALCOLOR THEMEDPENS HELPEDTOFEEDAND SUSTAINTHEPROCESSATMANYCRITICALMOMENTS 7EAREALSOINDEBTEDTOTHECONTRIBUTORSTOTHISVOLUME WHOSEWILLING NESSTOREVISEHASHELPEDTHEMANUSCRIPTRE INVENTITSELFSEVERALTIMESOVER -ICHAEL 3POONERS ENTHUSIASM FOR THIS PROJECT HELPED WITH THE LASTAND MOST PROFITABLEOVERHAUL OF THE MANUSCRIPT AND WE APPRECIATE THE WAY HISVISIONFORTHEPROJECTHELPEDUSHIGHLIGHTTHECOLLECTIONSSTRENGTHS

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!TTHISFIRSTWORKSHOP WEDISCUSSEDTHEHISTORYANDTHEORYOFWRITING TO LEARNPROGRAMS4HEGOALOFTHEWORKSHOPWASTOHELPTHEPARTICIPANTS FORM A CLEARER UNDERSTANDING OF HOW WRITING CAN BE USED TO IMPROVE LEARNING ACROSS THE CURRICULUM IDENTIFY KEY ELEMENTS OF MOST WRITING TO LEARNPROGRAMS DEVELOPACOMMONVOCABULARYFORDISCUSSINGWRITING ANDLEARNING ANDDEVELOPASETOFQUESTIONSTHATWOULDGUIDEOURFUTURE DISCUSSIONSABOUTTHECONNECTIONBETWEENWRITINGANDLEARNINGACROSSTHE DISCIPLINES >VYRZOVW>YP[PUN[V3LHYU!*YP[PX\LVM*\YYLU[7YHJ[PJLZ

4HE FOLLOWING WEEK WE DISCUSSED A VARIETY OF WRITING TO LEARN TECH NIQUES COMMONLY EMPLOYED IN CLASSES ACROSS THE CURRICULUM 4HE GOAL OF THIS WORKSHOP WAS TO HELP THE PARTICIPANTS IDENTIFY A WIDE RANGE OF WRITING ACTIVITIES AND ASSIGNMENTS THAT PROMOTE LEARNING UNDERSTAND HOWBOTHFORMALANDINFORMALWRITINGASSIGNMENTSCANPROMOTELEARNING ANDDEVELOPASETOFCRITERIAFOREVALUATINGWRITING TO LEARNACTIVITIESAND ASSIGNMENTSTODETERMINEWHICHWOULDBEMOSTAPPLICABLETO/AKWOODS NEWPROGRAMANDCURRICULUM >VYRZOVW>YP[PUN[V3LHYU!(WWSPJH[PVUZMVY6HR^VVKZ*\YYPJ\S\T

(ERE WE DISCUSSED SPECIFIC WRITING TO LEARN ASSIGNMENTS AND ACTIVI TIESTHEPARTICIPANTSCURRENTLYEMPLOYEDINTHEIRCLASSESORWOULDLIKETO EMPLOYINFUTURECLASSES!LLOFTHEPARTICIPANTSBROUGHTFORGROUPCRITIQUE COPIESOFASSIGNMENTSORPROJECTSTHEYBELIEVEDPROMOTESTUDENTLEARNING 4HE GOAL OF THE SESSION WAS TO HELP THE TEACHERS FORM A CLEARER UNDER STANDING OF WHICH WRITING TO LEARN ASSIGNMENTS AND ACTIVITIES THEIR COL LEAGUESARECURRENTLYUSINGINCLASS CONSIDERHOWSUCHASSIGNMENTSMIGHT



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4HISFOURTHWORKSHOPINVOLVEDABRAINSTORMINGSESSIONONHOWTOMOVE FORWARD 4HE GOAL OF THE SESSION WAS TO HELP THE PARTICIPANTS DEVELOP A PLANFORENGAGINGMOREFACULTYIN/7, FORMASTRATEGYFORASSESSINGAND DOCUMENTING THE EFFECTIVENESS OF THE WRITING TO LEARN ASSIGNMENTS AND ACTIVITIESTHEYEMPLOY DECIDEONTOPICSFORFUTUREWORKSHOPS ANDIDENTIFY STEPS FACULTY AND ADMINISTRATORS COULD TAKE TO SUPPORT WRITING TO LEARN INITIATIVESANDMAKE/7,ASUCCESS 3OMANYGOODIDEASCAMEOUTOFTHISLASTWORKSHOP WEDECIDEDTOMEET ONEMORETIMETOIDENTIFYSPECIFICSTEPSTEACHERSANDADMINISTRATORSCOULD TAKEDURINGTHEnACADEMICYEARTOESTABLISH/7,ANDBUILDONTHE MOMENTUMWEHADGENERATED7EAGREEDTOTAKETHEFOLLOWINGSTEPS s %STABLISHAMANAGEMENTTEAMOFHIGHSCHOOLTEACHERSANDADMINISTRATORS TOOVERSEETHEPROGRAM s $EVELOPAN/7,7EBSITEONTHESCHOOLSYSTEMSSERVER s $EVELOPANDDISTRIBUTEANELECTRONICNEWSLETTERTOALLFACULTYADVERTISING /7, RELATEDACTIVITIESANDINITIATIVES s $ETERMINEANAGENDAFORAFALL/7,WORKSHOP s $EVELOPAN/7, RELATEDTEACHERRESOURCECENTERINTHEHIGHSCHOOL s "EGINAhBESTPRACTICESvCOLLECTIONOFWRITING TO LEARNASSIGNMENTSAND ACTIVITIESCURRENTLYBEINGEMPLOYEDBY/AKWOODTEACHERSANDPLACEITIN THETEACHERRESOURCECENTER s 4ARGETONEPROGRAMORDEPARTMENTINTHEHIGHSCHOOLFORWRITING TO LEARN WORKSHOPSTHEFOLLOWINGACADEMICYEAR s 0REPAREPRESENTATIONSONTHEPROGRAMFORFALLCONFERENCESORIN SERVICE WORKSHOPS s #OLLABORATIVELYPRODUCEREPORTSONTHEPROJECTFORPUBLICATION s %STABLISHAWRITINGCENTERINTHEHIGHSCHOOLTOSUPPORTSTUDENTWRITING s $ECIDEHOWWEWOULDASSESSTHEPROGRAM

4HE /7, LEADERSHIP TEAM MET MANY OF THESE GOALS DURING THE FIRST YEAR OF THE PROGRAM 4HEY CONDUCTED FOLLOW UP WORKSHOPS COLLECTED MATERIALFORTHE4EACHER2ESOURCE#ENTER ASSEMBLEDABESTPRACTICESCOL LECTION ESTABLISHEDANEWSLETTER PUBLISHEDWORKDESCRIBINGTHEPROGRAM ANDESTABLISHEDAWRITINGCENTERINTHEHIGHSCHOOLLIBRARY 4HE/UTCOMES3TATEMENTPLAYEDANIMPORTANTROLEINPLANNINGTHESE WORKSHOPS AND MAKING /7, A SUCCESS &IRST /AKWOODS 7)$ PROGRAM

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GREW NATURALLY FROM THE TEACHERS DESIRE TO PREPARE THEIR STUDENTS FOR THEDEMANDSOFCOLLEGEWRITING4HE/UTCOMES3TATEMENTHELPEDTHEM CLARIFY THOSE DEMANDS BECAUSE IT SUCCINCTLY SUMMARIZES THE hCOMMON KNOWLEDGE SKILLS ANDATTITUDESSOUGHTBYFIRST YEARCOMPOSITIONPROGRAMS IN !MERICAN POSTSECONDARY EDUCATIONv 4HE WORKSHOPS WERE DESIGNED TOHELPTHETEACHERSBETTERUNDERSTANDOUTCOMESDEFINETHEMINTERMS APPLICABLETOTHEIRSTUDENTS CURRICULUM ANDSCHOOLREFLECTONTHEEFFEC TIVENESSOFTHEWRITINGASSIGNMENTSANDACTIVITIESTHEYALREADYEMPLOYTO PROMOTELEARNINGANDENVISIONHOWACROSS DISCIPLINARY MULTIYEARHIGH SCHOOLWRITINGPROGRAMMIGHTHELPSTUDENTSBECOMEMOREEFFECTIVEAND CONFIDENTCOLLEGEWRITERS 3ECOND THETEACHERSBELIEVEDTHATTHE/UTCOMES3TATEMENTCOULDHELP CONVINCETHEIRCOLLEAGUESTHAT/7,ISAVIABLE IMPORTANTINITIATIVE3INCE SO MANY OF THE DOCUMENTS OUTCOMES EMPHASIZE THE EPISTEMIC ASPECTS OFWRITING TEACHERSACROSSTHEDISCIPLINESMAYCOMETOBELIEVETHATUSING WRITING TO PROMOTE INQUIRY LEARNING AND THINKING IS NOT JUST ANOTHER PASSINGEDUCATIONALFAD4HESTATEMENTFURTHERMAKESCLEARTHATLEADING EXPERTS IN COMPOSITION STUDIES VIEW WRITING TO LEARN AS A FUNDAMENTAL OUTCOMEOFCOLLEGECOMPOSITIONPROGRAMS4HESTATEMENTALSOREINFORCES THEMESSAGETHATSTUDENTLITERACYISNOTTHESOLERESPONSIBILITYOFASINGLE DEPARTMENT OR PROGRAM THAT EVERY TEACHER HAS AN OBLIGATION TO HELP STUDENTS BECOME CRITICAL READERS WRITERS AND THINKERS 4HE TEACHERS BELIEVEDTHEIRCOLLEAGUESWOULDWELCOMETHEDOCUMENTSSPECIFICRECOM MENDATIONS CONCERNING WAYS TEACHERS ACROSS THE CURRICULUM CAN HELP STUDENTSDEVELOPTHESESKILLS 4HIRD THE MULTIDISCIPLINARY COLLABORATIVE VIEW OF WRITING INSTRUCTION PROMULGATED BY THE /UTCOMES 3TATEMENT HELPED US DESIGN MANY ELE MENTSOFTHEPROGRAMSSUPPORTSERVICES!CENTRALQUESTIONTHETEACHERS ANDADMINISTRATORSPARTICIPATINGINTHEWORKSHOPSFACEDWASTHIS)F/7, HOPESTOACHIEVETHEOUTCOMESOUTLINEDINTHESTATEMENTANDENCOURAGE TEACHERS FROM ACROSS THE DISCIPLINES TO PROMOTE LEARNING AND THINKING THROUGHWRITING WHATSUPPORTSERVICESWILLTHESCHOOLSYSTEMNEEDTOPRO VIDE4HISDISCUSSIONQUICKLYDIVIDEDINTOTWOTRACKSSUPPORTSERVICESFOR TEACHERSANDSUPPORTSERVICESFORSTUDENTS 4HOSE INTERESTED IN FACULTY SUPPORT BELIEVED THEIR COLLEAGUES WOULD NEEDLITTLEHELPADDRESSINGOUTCOMESRELATEDTOTHECONVENTIONSOFWRIT ING(OWEVER THOSERELATEDTORHETORICALKNOWLEDGECOULDPROVEMOREDIF FICULTFORFACULTYTOTEACH&ORMANYINSTRUCTORSACROSSTHECURRICULUM THE SKILLSINCLUDEDINTHISSECTIONOFTHESTATEMENTHAVEBECOMEROUTINEFOR



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4UCKED AWAY IN A BACK CORNER OF /AKWOOD (IGH 3CHOOLS LIBRARY THE WRITINGCENTERBEGANOPERATIONSTOWARDTHEENDOFTHEnACADEMIC YEAR WITH FACULTY TUTORS "EGINNING WITH THE n ACADEMIC YEAR IT WAS STAFFED BY JUNIORS AND SENIORS ENROLLED IN THE SCHOOLS (ONORS OR !DVANCED0LACEMENT%NGLISHCLASSESWHOVOLUNTEEREDFORTHEPOSITION !S ) DESIGNED A THREE HOUR TRAINING WORKSHOP FOR THE FIRST GROUP OF PEERTUTORSDURINGTHESUMMEROF )AGAINTURNEDTOTHE/UTCOMES 3TATEMENT FOR HELP ) BEGAN THE WORKSHOP BY EXPLAINING WHAT TUTORING

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INVOLVES HOW TUTORS TEND TO DO THEIR WORK HOW TUTORING SESSIONS ARE TYPICALLY RUN AND HOW TUTORS SHOULD WORK IN CONCERT WITH CLASSROOM TEACHERS ) THEN DISTRIBUTED SEVERAL SAMPLE PAPERS ) HAD COMPOSED FOR THEWORKSHOPANDASKEDTHESTUDENTSTOTAKETURNSROLEPLAYINGASCENARIO INWHICHONEOFTHEMWASTHEAUTHOROFTHEPAPERANDTHEOTHERATUTOR 4HESTUDENTPLAYINGTHEROLEOFTHETUTORHADTOANSWERTHEWRITERSQUES TIONS AND OFFER ADVICE ON HOW TO IMPROVE THE ESSAY !FTER EACH SESSION WEDISCUSSEDTHESTRENGTHSANDWEAKNESSESOFTHEINTERACTION4HENTHE STUDENTSSWITCHEDROLESANDWORKEDONANOTHERESSAY FOLLOWEDBYANOTHER ROUNDOFDISCUSSION !FTERABREAK )TURNEDTOANEXAMINATIONOFTHEWRITINGPROCESSAND THE/UTCOMES3TATEMENT&IRST )OFFEREDTHESTUDENTSAMODELOFTHEWRIT INGPROCESS SUMMARIZINGTHEACTIVITIESWRITERSTYPICALLYCOMPLETEDURING THEPRE WRITING DRAFTING REVISING ANDPROOFREADINGSTAGESOFTHEPROCESS .EXT ) TURNED THE STUDENTS ATTENTION TO AN OVERHEAD TRANSPARENCY LIST INGTHESTATEMENTSSEVENPROCESSOUTCOMESANDLEDADISCUSSIONOFTHEIR IMPLICATIONFORWRITINGCENTERTUTORS 7YVJLZZ6\[JVTL

"EAWARETHATITUSUALLYTAKESMULTIPLEDRAFTSTOCREATEANDCOMPLETEA SUCCESSFULTEXT 4UTORS )POINTEDOUT NEEDTOREINFORCETHENOTIONTHATGOODWRITING ISUSUALLYTHERESULTOFCOMPOSINGMULTIPLEDRAFTS)WARNEDTHEWORKSHOP PARTICIPANTS NOT TO SUCCUMB TO THE COMMON DESIRE STUDENTS HAVE FOR TUTORSTOhREWRITEvORhFIXvTHEIRPAPERS)NSTEAD GOODTUTORSGUIDESTUDENT REVISIONS HELPINGWRITERSUNDERSTANDVARIOUSWAYSTHEYCANIMPROVETHE NEXTDRAFTOFTHEIRWORK 7YVJLZZ6\[JVTL

$EVELOPFLEXIBLESTRATEGIESFORGENERATING REVISING EDITING ANDPROOF READING ) REMINDED THE TUTORS THAT THEY HAVE SUCCEEDED AS WRITERS IN PART BECAUSETHEYALREADYPOSSESSFLEXIBLESTRATEGIESFORGENERATING REVISING EDITING AND PROOFREADING TEXTS -ANY OF THE STUDENTS COMING TO THE WRITINGCENTERFORHELPWILLNOTHAVEDEVELOPEDTHESESKILLS7EDISCUSSED HOW TUTORS OFTEN SERVE AS WRITING hCOACHESv WHO CAN SHARE ALTERNATIVE COMPOSING AND REVISING STRATEGIES WITH THEIR PEERS OR HELP THEIR PEERS ADAPTTHESKILLSTHEYALREADYPOSSESSTOCOMPLETENEWORDIFFICULTWRITING TASKS



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"EFORE EXPLAINING FURTHER THE WAYS IN WHICH CRITICAL THINKING READING ANDWRITINGAREENACTEDINOURPROGRAM WEWANTTOREFLECTONSOMEOF THEREADINGWEWEREDOINGCONCURRENTLYWITHUSINGTHESEKINDSOFREAD INGSTRATEGIESINOURCLASSROOMS4HREEBOOKSINTENDEDFORSTUDENTSUSE IN THE COLLEGE CLASSROOM HELPED US TO CONSIDER READING PRACTICES AND PROCESSES7ENDY"ISHOPS4HE3UBJECT)S2EADING "RUCE"ALLENGER AND -ICHELLE 0AYNES 4HE #URIOUS 2EADER  AND ESPECIALLY 2OB 0OPES 4EXTUAL )NTERVENTIONS   0OPES BOOK WHILE NOT EXPRESSLY ABOUTREADINGPEDAGOGY ENGAGESSTUDENTSINWRITINGANDCLOSELYREADING AVARIETYOFGENRESFORAVARIETYOFPURPOSES"ALLENGERAND0AYNESWORK

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