2-25-13


 * 2/25/13 Type 2 Writing **


 * Present:** Margaux Files, Dave Martin, Paul Deagle, Joanna Hopkins, Dave Evans
 * Absent:** Dorothy Small (at middle school)


 * __Group Share/Discussion after reading Collins Type Two Writing__**
 * Type 1 more of a command and set length versus Type 2 is a quiz (looking for the right answer).
 * The more specific you become the more qualitative and quantitative in results.
 * In order to answer the question you must be able to write about the theory or information.
 * Good way to build up body of info…quick quizzes that eventually lead up to a test.
 * Like that it refers to Bloom’s
 * Feel that it can be different than paraphrasing or regurgitating the information. Allows the writer to be specific/concise versus babbling (aka shotgun approach).
 * Evaluation is kept simple
 * The group also spent sometime discussing ways to grade Type Two as one of the tips noted by Collins was to randomly collect and grade some papers, but not all.**
 * Most teachers have graded all and individually. One teacher has randomly selected and that became the class grade based on the average. The class then has an opportunity to work in small groups, review and discuss the ones that were graded and what could be added. Teacher reviews group work and then possible 5 pts added the “class grade” for that assignment. Said has worked well and feels as though better writing results from some students who typically not produce much work. Also feels that this works best in his setting as students are in classes with similar academic level.
 * The group also spent some time on the importance of how the question is worded:**
 * The clearer the question the more simple it is.
 * Question: do really good Type Two Questions have multiple questions/prompts?
 * In question group feels that to really get students to write should not use the word “list”, but use the word “describe”. This will prompt the student to write in sentences versus a list format.
 * A teacher has used an evaluating question with students: “write **one** sentence on what your paper is about.”
 * __Student Work: Group reviewed attached examples__**
 * Example 1 re: Atoms. The group felt that the question was precise and simple.
 * Example 2: re: Sulfur Aluminide. The group felt that this looked like is a type two; however without the question noted difficult to say 100%.


 * Next meeting:** March 11th. Each group member to bring an example and copies of Type Two writing used in one of their classes.