Burnette Writing Process www'writingprocess'net

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Burnette Writing Processwww.writingprocess.net

• How to improve students writing but spend less
  time grading papers

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Burnette Writing Process

• Provides individualized writing instruction
• Results in real progress
• Improves students attitudes toward writing
• Makes students think critically about their own
  writing
• Is research-based and supported by student
  achievement

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Burnette Writing Process

• Allows for remediation and/or enrichment
• Prepares students for high-stakes writing tests
• Is supported by an interactive, web-based
  management/instructional tool
• Helps teachers grade writing assignments more
  quickly and more effectively
• Almost completely eliminates plagiarism

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Step One Create a Meaningful Writing Assignment

• Assignment Overview
• Author and Audience
• Form
• Focus Skills
• Procedure
• Rough Draft Due Date
• Final Draft Due Date

See Examples on Pages 8-12 in Teachers Guide.
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Step Two Select Focus Skills

• Select from about 100 different skills in the
  following categories content, organization,
  style, conventions, format, and challenge. See
  list of skills on pages 19-21 of Teachers Guide.
• Focus skills can be individualized to meet the
  needs of every student.
• Students should work on no more than six skills
  in each assignment.
• Because students truly understand the skills,
  they continue using them automatically even after
  moving on to new skills.

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The approach that produces the best learning
is focused practice. . . . The teacher
structures writing tasks to emphasize specific
aspects of writing.

• Marzano, Robert J., Debra J. Pickering, and Jane
  E. Pollock. Classroom Instruction That Works
  Research-Based Strategies for Increasing Student
  Achievement. Alexandria ASCD, 2001.

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Focus skills really help me to develop specific
aspects of my writing to the point that they
stick in my head. With so many things to think
about on a regular paper, you dont really
learn anythingits mostly just trying to fix
common errors rather than improving style or
content. - student
I know that I only have to work on certain
skills, so I dont just give up and think my
papers are horrible. - student
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Step Three Write!

• Go over the assignment and the focus skills.
• Teach a lesson on one or more of the focus
  skills. Lessons begin on page 66 of Teachers
  Guide.
• Give students time to pre-write and write rough
  drafts.
• Revisit the writing lesson.
• Give students time to create final drafts.

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Meaningful Assessment

• Should be a continuous process
• Should provide feedback to improve student
  achievement
• Should encourage self-evaluation and revision
• Should reveal degrees of proficiency based on
  criteria established and made public prior to the
  performance
• Should provide a photo album of student progress
  through which we can observe a students growth

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Step Four Annotate, Self-Assess, Reflect

• Students annotate their final drafts to
  demonstrate their understanding of each focus
  skill.
• Teacher can see immediately what a student
  understands and doesnt understand.
• Students become accountable for their own
  learning and progress.

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The process of explaining their thinking helps
students deepen their understanding of the
principles they are applying.

• Marzano, Robert J., Debra J. Pickering, and Jane
  E. Pollock. Classroom Instruction That Works
  Research-Based Strategies for Increasing Student
  Achievement. Alexandria ASCD, 2001.

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Annotating my essays has helped me to find what
is good in my writing. I think that when you are
able to find the good things yourself, then you
probably understand why theyre good. - student
I love annotating essays because once I start, I
can see where I might need to go back and fix
something so I make sure I dont turn in a paper
that I am not truly proud of in every way. -
student
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I hate annotating. It forces me to think. Id
rather just write something down and turn it in.
- student
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Step Four Annotate, Self-Assess, Reflect

• Students use the left side of the rubric to
  self-assess.
• Students score themselves on the focus skills
  only.
• Students reflect to describe their process and
  progress in regard to each skill.

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Step Five Grade the Assignment

• Teacher uses the right side of the rubric to
  assess the student.
• Grading takes less timewhile feedback is more
  meaningfulbecause teacher responds to and
  assesses only the focus skills.
• Teacher can write more positive comments on
  students papers.

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It took me a long time to grade the first set of
essays because I wasnt used to the approach, but
the second set was a breeze! Now I grade essays
in less than half the time I used to. And my
students pay attention to the comments that I
write on their papers! - teacher
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Step Six Track Student Progress and Plan the
Next Assignment

• Update each students Focus Skills Progress Chart
  after each assignment (on writingprocess.net).
• Use results to determine which skills to focus on
  the next time.
• Its better to be a master of a few skills than
  to be a novice at them all!

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www.writingprocess.net

• User-friendly template helps teacher to create a
  writing assignment.
• Once teacher creates an assignment, the program
  automatically generates an appropriate rubric.
• Students and parents can access assignments and
  rubrics online.

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www.writingprocess.net

• Students can click on each focus skill to see
  skill descriptors, examples of outstanding
  student work, and links to additional help. See
  descriptors beginning on page 22 of Teachers
  Manual.
• Teacher can add and modify skills as needed.
• Students can chart their progress as they work
  toward mastering all of the focus skills.

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www.writingprocess.net

• Parents can view student progress charts online.
• Teacher can view and print class progress
  reports.
• Students (and teacher) can post questions,
  answers, and comments on a class-wide message
  board.

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www.writingprocess.net

• Student information and data carry over from one
  year to the next for seamless teaching and
  learning.
• Yearly subscription includes access to website
  (for teacher, students, and parents) as well as a
  teachers manual with instructions, examples, and
  writing lessons.

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want it to be.
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Most of your questions should be answered in the
Teachers Guide. You may also email Dawn
Burnette at dburnette_at_dgppublishing.com.Thank
you!