Writing in Response to Reading

Author:  Renee Mortellite    

                               Definition:

           For decades reading and writing have gone hand in hand.  Each skill contributed to a balanced approach to literacy (Jan,2005) while rarely going   beyond the separate content and instructional methods that they have always used.  Writing in response to reading is an attempt to combine  the two separate subject domains as a way to increase students’ critical thinking and comprehension.

          Struggling students are often unable to connect deeply with a text and have a difficult time putting their thinking on paper.  Writing in response to reading gives the student the chance to clarify their thinking about a text.  New Dorp High School (Tyre, 2012), what once was a struggling high school in Staten Island, implemented a new curriculum geared towards increasing writing after instruction in every subject area.  As a result of the new instructional model that uses writing as a response to reading across subjects, New Dorp has seen an increase in standardized test scores and graduation rates despite all other factors, such as poverty, remaining the same.

     In addition to the positive effects seen at New Dorp, Steve Graham and Michael Herbert (2010) used meta-analysis of previously conducted studies to determine the areas where writing instruction and implementation could most positively benefit students’ comprehension.  They found that across grade levels and disciplines, students who responded to their reading as well as received explicit instruction about the constructs of writing showed a better understanding of the content while being better equipped to demonstrate their knowledge.  This study supports the graduation rates and increased test scores found at New Dorp High School.

What does writing in response to reading look like in the classroom?

            Writing in response to reading can take on many forms.  The most user friendly form may be a reading notebook or journal in which students can jot down their thinking while reading.  A well organized notebook provides examples of responses as well as topic starters to guide students in their response choices.  Responses can be made as frequently as desired.  It is important to remember that students must be thinking and reflecting on their reading in order for their journal entries to effectively help their learning.  Cobine (1995) provides a brief list of how a reading journal can be used to incorporate writing with reading. 

            Other forms of writing responses could follow a lesson in any subject area.  Students can construct sentences, paragraphs, or essays in response to a lesson using a guiding set of grammar based rules or they can free write in response to a question on the lesson of the day.  The writing response not only encourages the growth of the students' thinking on a topic but it can be used as an opportunity to explicitly teach and use the grammatical structures found in academic language that many children may be missing.

What do teachers need to know about writing in response to reading?

            Teachers of all subjects are looking for more appropriate and informal ways of assessing student knowledge.  The use of writing as a response to reading and learning can allow the teacher to see where gaps in student knowledge are.  It is imperative to remember that the purpose of this method is not always in how well the child writes but in the critical thinking (supplementary materials, n.d.) behind the student’s response. 

            This method can also push the limits of some teachers.  Many educators do not see their job as a writing teacher.  However, to limit the use of writing across subject areas would limit the students’ ability to construct knowledge in a meaningful way.  Teachers must find ways to incorporate writing in a way that is both meaningful to the student and aligned with the goals of the learning.  For some lessons this could be as simple as an open ended sentence for students to complete or it may be as diverse as students writing an essay or reflective lab report. 

How does writing in response to reading concern students?

            Writing in response to reading allows students to make deeper connections between the subject matter and their own thinking.  Too often the classroom is a place where methods are taught and answers are given but deep understanding is not sought.  Students continually ask for the right answer never taking time to determine what they think is the right response. 

            When students slow down their thinking they are able to build connections to previous knowledge and what is being learned.  These connections are more meaningful to the student and can allow for future information to be added into these existing constructs.  Writing is a tool that is used to help build bridges between the known and the unknown.            

References and Further Reading

Cobine, G. R., & ERIC Clearinghouse on Reading, E. N. (1995). Writing as a Response to Reading. ERIC Digest.

Graham, S., & Herbert, M. (2010). Writing to read: Evidence for how writing can improve reading. Alliance for Excellent Education. Retrieved from

http://carnegie.org/fileadmin/Media/Publications/WritingToRead_01.pdf

Peg, T. (2012, October). The writing revolution. The Atlantic Magazine. Retrieved from http://www.theatlantic.com/magazine/archive/2012/10/the-writing-revolution/309090/1/

Writing in the content areas: A pathway to critical thinking [Supplemental material]. (n.d.). . Retrieved from http://www.wwcc.wy.edu/facres/pdf/writing.critical.thinking.pdf