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GWC 500-09 Improving Writing Instruction Through Common Language is a Course

GWC 500-09 Improving Writing Instruction Through Common Language

Ended Jan 16, 2020
2.0 credits

$90 Enroll

Full course description

Event Sponsor: 


Event Contact Name: 

Mary Palmer

Position or Title: 

Instructional Coach

Event Contact Phone: 

(701) 323-6522

Event Contact Email:

Event Location: 


Event Start Date: 

Monday, September 16, 2019

Event End Date: 

Wednesday, January 15, 2020

Objective and Outcomes: 

To create and use a common academic language related to the writing process, which we can practice as educators through conversation with each other, when instructing students throughout the writing process, and when providing feedback on student essays.
• Participants will collaborate with the department to determine student needs (problem areas) in writing.
• Participants will build a bank of common academic vocabulary to address these needs.
• Participants will be able to confidently instruct and model academic vocabulary and writing skills
• Participants will determine and implement several strategies to improve writing instruction
• Participants will reflect and share best practices in writing instruction.

Resources/Course Materials: 

• Mary Palmer, instructional coach
• Website:
• Improving Student Writing Through Effective Feedback by Jody S. Underwood and Alyson P. Tregidgo
• “Providing Written Feedback” by Danielle MacDonald for the Learning & Teaching Office’s Professional Development in Teaching Program
• “Response to Student Writing: 13 Ways of Looking at It” by Doug Hesse
• Teaching Adolescent Writers by Kelly Gallagher


paper roster

Evaluation and Evidence of Learning and Application: 

• Weekly meetings as a PLC and individual content areas: Teachers in the English department will meet regularly to share trends in student writings and create effective ways to address the problems commonly found in our students’ writing. We will develop a common language about writing and commit to using it in our classrooms. We will share strategies and discuss student progress. Teachers are encouraged to ask questions and search for evidence/research to move the work forward.
• Each teacher will show student growth in the area of writing by choosing 3-5 students or one class to track and monitor growth; teachers will also reflect on the correlation of skills addressed with academic achievement. At the end of the semester, teachers will share with their cross-content colleagues at a staff meeting – share their approach, their strategies, and their successes.
• English teachers are expected to explicitly teach writing and to show student growth (via sample essays, rubrics, etc.). They will also be asked to evaluate their students’ work and to apply various strategies to their classroom practice that encourages the traits of effective writing, drafting, revision, etc. Providing artifacts from students, however, will complement the end goal.