The following are some implications from both my 2010 and my 2013 study.
Findings:
- Some students below proficiency, as measured by the Wake County writing rubrics for expository and opinion writing, grew from a "2" to a "3" from baseline independent scores to post-Team Writing independent scores.
- Students in the 2010 study, which had more below-proficient students, saw greater growth:7 out of 17 students increased scores from "2" to "3" for independent writing.
- Students in the 2013 study, which had more on-level writing students, saw less growth: 2 out of 21 increased from a "2" to "3."
- Surveys were conducted in both the 2010 and 2013 studies:
- 2010-87% favorable (indicated by "a lot" or "somewhat"
- 2013-85% favorable (indicated by "a lot" or "somewhat"
- Students in the 2013 study were also interviewed as dyads or triads after the Team Writing experience. Nine interviews were conducted, asking 4 questions, which were (in most cases), answered by all group members. Responses were coded qualitatively and quantitatively: 58 out of 70 responses were considered favorable, or 83% responded favorably to the experience.
- Affective results of the survey, although qualitative and perhaps biased to an extent, must be considered as motivation for writing.
- No students' scores decreased as a result of the studies.
- No students' scores increased from "3" to "4" as a result of the studies.
My action research began three years ago and was re-instituted this year. In between, I had informally used the Team Writing approach with students, but had not collected or evaluated data. The initial focus was on content area writing (math, science, and social studies.) I used a survey to pair students, based on interest in specific topics in these subjects, ie: geometry in the math strand. The focus was on expository writing.
This year, with the introduction of the Empowering Writers program in my school, I used the monthly suggested topics as a springboard for writing topics, which again, focused on expository writing: Service Animals and Freezing. For continuity of topic, I asked students to write independently about arctic animals as part of the Freezing unit. To segue from Team Writing to Independent Writing, I let students choose the same arctic animal as their former partners.
Students enjoy sharing writing and working together through the process. They need to know there is an audience and purpose for writing. Whether planning with Wallwisher, drafting with a partner or expanding on another's point of view in a blog, students relish the feedback that partners give them.
This year, with the introduction of the Empowering Writers program in my school, I used the monthly suggested topics as a springboard for writing topics, which again, focused on expository writing: Service Animals and Freezing. For continuity of topic, I asked students to write independently about arctic animals as part of the Freezing unit. To segue from Team Writing to Independent Writing, I let students choose the same arctic animal as their former partners.
Students enjoy sharing writing and working together through the process. They need to know there is an audience and purpose for writing. Whether planning with Wallwisher, drafting with a partner or expanding on another's point of view in a blog, students relish the feedback that partners give them.