PROFESSIONAL DEVELOPMENT

PRESENTATION

KETIA L. FRANCOIS
SECONDARY EDUCATION STUDENT @ GRAND CANYON
UNIVERSITY
SEC-540: WITH PROFESSOR ROWICKI
 WRITING AS FOUNDATIONAL SKILLS

• “CURRENT EXPECTATIONS
OUTLINED IN MOST STATE
STANDARDS AND THE COMMON
CORE STATE STANDARDS SUGGEST
THAT STUDENTS NEED TO WRITE
OPINIONS AND ARGUMENTS WITH
EVIDENCE, WRITE INFORMATIONAL
PIECES THAT INCLUDE DETAILS, AND
WRITE NARRATIVES THAT ARE
HIGHLY DESCRIPTIVE” (FISHER&
FREY, 2013, P. 96 ).
• FIGURE WAS RETRIEVED FROM:
HTTPS://LEARNINGHEADQUARTERS.COM/PRODU
CTS/5-WRITING-FOUNDATIONAL-SKILLS-DOWNL
OADABLE-PDFS-1
 WRITING AS FOUNDATIONAL SKILLS

• WRITING IS ONE THE FOUNDATIONAL

SKILLS THAT STUDENTS HAVE TO LEARN
AND MASTER IN ORDER TO ACHIEVE
OUTSTANDING PERFORMANCE IN
SCHOOL.
• “IF STUDENTS DO NOT WRITE ENOUGH,
THEY DON’T HAVE ANYTHING TO EDIT.
BECAUSE WRITING IS THINKING, IF
STUDENTS ARE NOT WRITING FLUENTLY,
THEY PROBABLY AREN’T THINKING
FLUENTLY, AT LEAST ABOUT THE TOPIC
OF STUDY” (FISHER& FREY, 2013, P. 97).
• FIGURE WAS RETRIEVED FROM:
HTTPS://LEARNINGHEADQUARTERS.COM/PRODU
CTS/5-WRITING-FOUNDATIONAL-SKILLS-DOWNL
OADABLE-PDFS-1
 WHY WRITING STANDARDS SUPPORT LEARNING
• “AT A TIME OF GROWING CONCERN FOR THE
QUALITY OF WRITING IN THE SOCIETY, IT IS
IMPORTANT TO TAKE THE MOST EFFECTIVE
APPROACHES TO QUALITY IN SCHOOL
WRITING PROGRAMS. THESE STANDARDS
WILL HELP STATES AND SCHOOL DISTRICTS
ASSURE THAT EFFORTS TO BE UNDERTAKEN
WILL INDEED LEAD TO IMPROVEMENT”
(W.O.S.S.P.I, 1984, P. 3 )
• “IF EFFECTIVE INSTRUCTION IN WRITING IS TO
BE ACHIEVED, ALL THE STANDARDS NEED TO
BE STUDIED AND PROVIDED FOR IN SHAPING
COMPREHENSIVE LITERACY PLANS”
(W.O.S.S.P.I, 1984, P. 3 )
• FIGURE WAS RETRIEVED FROM:
HTTPS://EDUCATIONCLOSET.COM/2018/07/01/HOW-TO-WRITE-A-CURRIC
ULUM-FROM-START-TO-FINISH/
 WHY WRITING STANDARDS SUPPORT LEARNING

• “DEPENDING ON HOW STANDARDS ARE

SHAPED AND USED, EITHER THEY COULD
SUPPORT MORE AMBITIOUS TEACHING AND
GREATER LEVELS OF SUCCESS FOR ALL
STUDENTS, OR THEY COULD SERVE TO
CREATE HIGHER RATES OF FAILURE FOR
THOSE WHO ARE ALREADY LEAST WELL-
SERVED BY THE EDUCATION SYSTEM”
(DARLING-HAMMOND, & FALK.,1997).
• HTTPS://WWW.AMAZON.COM/WRITING-STA
NDARDS-ACCESSIBLE-UNIVERSAL-LEARNIN
G/DP/1483369471
 INTEGRATION OF WRITING TO ENHANCE THE
LEARNING OF FRENCH
TO INTEGRATE WRITING TO MAGNIFY THE LEARNING OF
THE FRENCH LANGUAGE, TEACHERS CAN USE:
• FIRST: “FREE WRITING”
“WHEN FREE WRITING IS PERFORMED IN CLASS AS PART
OF THE CLASS ROUTINE, STUDENTS’ SPEAKING
FLUENCY CAN BE FOSTERED” (DE GODEV, 1994, P. 5).
WHEN STUDENTS ARE ABLE TO COMMUNICATE ORALLY
AND IN WRITING IN A FRENCH, THE STUDENTS WILL BE
ABLE TO LEARN MORE COMPLEXED CONCEPTS AND
TOPICS THAT WILL BUILD THEIR OVERALL
PERFORMANCE ACROSS ALL THE CLASSES THEY ARE
TAKING AT SCHOOL.
ACCORDING TO AUSUBEL, AS CITED BY DE GODEV, “IN
THE FIRST STAGES OF SECOND LANGUAGE LEARNING,
WRITING MAY FACILITATE WORD BOUNDARY
DISTINCTIONS AND MAY HELP TO REMEMBER
STRUCTURES AND VOCABULARY” (DE GODEV, 1994, P. 6).
• RETRIEVE FROM:
HTTPS://BROCKU.CA/BROCK-NEWS/TAG/DEPARTMENT-OF-MODERN-LANGUAGES/
 INTEGRATION OF WRITING TO ENHANCE LEARNING IN
THE FOREIGN LANGUAGE DEPARTMENT

• SECOND: SHOWING IMAGES TO

STUDENTS AND HAVE THEM WRITE
PARAGRAPHS TO DESCRIBE WHAT
THEY SEE.
• AFTER TEACHING STUDENTS ABOUT
COLORS, ADJECTIVES, AND THE
AGREEMENT OF VERBS WITH THEIR
SUBJECTS, TEACHERS CAN USE A
POWERPOINT PRESENTATION AND TO
SHOW DIFFERENT PICTURES TO THE
STUDENTS.
• RETRIEVED FROM:
HTTPS://EN.SUPPORT.WORDPRESS.COM/SET-UP-A-MULTILINGUAL-BL
OG/
 WRITING STRATEGIES FOR ENGAGEMENT
OF STUDENTS
• EXAMPLE 1: “SHARED WRITING WITH TEACHER ACTING
LIKE THE SCRIBE”
• TEACHERS CAN ENGAGE THEIR STUDENTS BY ASKING
THEM QUESTIONS ABOUT A TOPIC AND WRITING DOWN THE
ANSWERS THAT STUDENTS CAME UP WITH TO READ BY TO
THE STUDENTS TO SHOW THEM HOW WRITING CAN BE
DONE. ASHTON-WARNER AND MCKENZIE CALL THIS
“INTERACTIVE WRITING”. IT IS A “VERSION OF SHARED
WRITING, IN WHICH A TEACHER SERVED AS THE SCRIBE FOR
STUDENTS’ ORAL EXPRESSION IN ORDER TO DEMONSTRATE
THE PROCESS OF TURNING ORAL INTO WRITTEN LANGUAGE
THAT COULD BE READ AS AN ENGAGING AND
COMPREHENSIBLE TEXT” ”(GABRIEL & DOSTAL, 2015, P. 69).
• ACCORDING TO ROTH AND GUINEE, AS CITED BY GABRIEL
AND DOSTAL, “TIPS, CRITERIA, AND CONVENTIONS
DISCUSSED DURING SHARED WRITING EXPERIENCES WILL
TRANSFER TO INDEPENDENT WRITING, EVEN WHEN THESE
SHARED EXPERIENCES ARE VERY SHORT”(GABRIEL &
DOSTAL, 2015, P. 68 ).
• FIGURE WAS RETRIEVED FROM:
HTTPS://WWW.CBC.CA/RADIO/CHECKUP/HAS-FRENCH-IMMERSION-FOR-SCHOOL-CHILDREN-FAILED-TO-LIVE-UP-TO-I
TS-PROMISE-1.3613460
 WRITING STRATEGIES FOR ENGAGEMENT OF STUDENTS

• “PROCESS WRITING”
• “AS A CLASSROOM ACTIVITY, PROCESS WRITING
COMBINES FOUR BASIC STAGES OF WRITING –
PLANNING OR PRE-WRITING (INCLUDING GROUP
BRAINSTORMING), REVISING OR DRAFTING, AND
EDITING” (LISTYANI, 2018, P. 174).
• “PROCESS APPROACH TO WRITING FOCUSES ON
THE WRITING PROCESS THAT LEADS TO THE FINAL
PRODUCT AND IT HELPS STUDENT WRITERS
UNDERSTAND THEIR OWN COMPOSING PROCESS.
STUDENTS ARE ALSO GIVEN TIME TO WRITE,
REWRITE, AND PLACE CENTRAL IMPORTANCE ON
THE PROCESS OF REVISION” (LISTYANI, 2018, P.
174).
• FIGURE WAS RETRIEVED FROM:
HTTPS://WWW.TEACHTHOUGHT.COM/LITERACY/PRE-WRITING-STRATEGY-W
ORKS-EVERY-STUDENT-EVERY-TIME
/
 ACTIVITIES TO SUPPORT DEVELOPMENT OF WRITTEN EXPRESSION IN FRENCH

• ACTIVITY 1: GROUP ACTIVITY USING COMIC

STRIPS
• “WORKING COLLABORATIVELY IN SMALL
GROUPS, STUDENTS WERE SUCCESSFUL IN
CREATING THE PLOT OF THE STORY BASED ON
THE PROVIDED PICTURES, AS WELL AS IN OTHER
ASPECTS OF NARRATIVE WRITING, LIKE
COHERENCE, UNITY, THE DEVELOPMENT OF
IDEAS, PROBLEM FORMULATION, AND PROBLEM-
SOLVING” (LISTYANI, 2019, P. 194).
• “PICTURES, AS WELL AS COMIC STRIPS, WERE
VERY USEFUL IN HELPING STUDENTS TO WRITE
NARRATIVES. THEY HELPED STUDENTS
GENERATE IDEAS, DELVE INTO MORE CREATIVITY,
AS WELL AS DEVELOP THEIR IMAGINATION AND
MOTIVATION IN WRITING” (LISTYANI, 2019, P. 193).
• FIGURE WAS RETRIEVED FROM:
HTTPS://WWW.TEACHERSPAYTEACHERS.COM/PRODUCT/FRENCH-30-SECON
D-MONOLOGUE-SPEAKING-AND-WRITING-ACTIVITY-3025535
 ACTIVITIES TO SUPPORT DEVELOPMENT OF
WRITTEN EXPRESSION IN FRENCH
• ACTIVITY 2: WRITTEN CONVERSATION
• “CONSTRUCTING COMPLEX, EFFECTIVE
LANGUAGE LEARNING ENVIRONMENTS ENTAILS
CREATING DIVERSE OPPORTUNITIES TO ENGAGE
STUDENTS IN AUTHENTIC LANGUAGE USE AND
LANGUAGE LEARNING” (VAN SLUYS & LAMAN,
2006, P. 224).
• “LEARNING ABOUT LANGUAGE INVOLVES THE
EXPLICIT AND IMPLICIT STUDY OF LANGUAGE
WITHIN MEANINGFUL INTERACTIONS” (VAN
SLUYS & LAMAN, 2006, P. 224).
• THROUGH ENGAGEMENT, WRITERS LEARN ABOUT
LANGUAGE AS THEY MOVE RECURSIVELY
THROUGH PHASES OF WRITING PROCESSES AND
CRAFT PIECES FOR A VARIETY OF SOCIAL
PURPOSES” (VAN SLUYS & LAMAN, 2006, P. 224).
• FIGURE WAS RETRIEVED FROM:
HTTPS://WWW.TEACHERSPAYTEACHERS.COM/PRODUCT/UNE-CONVERSATIO
N-ECRITE-FRENCH-WRITTEN-CONVERSATION-ACTIVITY-TEMPLATE-FREEBIE-3
411459
 ROLE OF PROFESSIONAL JUDGMENT AND KNOWLEDGE FOR
IMPROVING LITERACY ACROSS CONTENT AREAS

• “TEACHERS, TO IMPROVE UNDERSTANDING

OF WHAT STUDENTS NEED TO KNOW TO
EMPLOY LANGUAGE AS A TOOL FOR
PROBLEM-SOLVING AND COMMUNICATION,
MIGHT MEASURE WHETHER OR NOT THEIR
STUDENTS ARE REACHING SUCH A LEVEL OF
CRITICAL LITERACY” (CALFEE, 1988, P. 5)
• “MULTIPLE-CHOICE TESTS OF READING SKILL
ASK THE STUDENT TO DO LITTLE MORE THAN
RECOGNIZE DETAILS AND SIMPLE
RELATIONSHIPS, WHEREAS GENUINE
COMPREHENSION IS A RECONSTRUCTIVE
ACTIVITY” (CALFEE, 1988, P. 6)
• FIGURE RETRIEVED FROM:
HTTPS://WWW.SLIDESHARE.NET/BHAZZARD/ASSESSMENT-EVALUATIO
N-LEADS-TO-DIFFERENTIATED-INSTRUCTION
REFERENCES:

CALFEE, R. (1988). INDICATORS OF LITERACY. CENTER FOR POLICY RESEARCH IN EDUCATION., & RAND CORP., S. M. C. RETRIEVED FROM
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DE GODEV, C. B. (1994). A RATIONALE TO INTEGRATE DIALOG JOURNAL WRITING IN THE FOREIGN LANGUAGE CONVERSATION CLASS.
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LISTYANI. (2018). PROMOTING ACADEMIC WRITING STUDENTS’ SKILLS THROUGH “PROCESS WRITING” STRATEGY. ADVANCES IN
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