In The Library

THE TESTING TRAP: How State Writing Assessments Control Learning by George Hillocks Jr. (2002, Teachers College Press): This provocative new book from a longtime researcher on writing instruction takes an indepth look at writing assessments in five states: Illinois, Kentucky, New York, Oregon, and Texas. Hillocks starts from the premise that writing is not a linear proposition but rather a recursive process of refining ideas. In his view, the writer moves not in a straight line from start to finish but rather cycles back to make revisions and improvements that incorporate additional ideas, data, or analysis discovered through the writing process. The strategies of inquiry, he suggests, "are the same strategies that writers need in producing the content of writing."

Hillocks suggests that effective writing assessments encourage students' development as writers rather than restricting their work to formulaic, five-paragraph essays that must be produced without adequate time for revision. Kentucky's use of a writing portfolio for assessment provides "a model for imitation. It avoids the formulaic, treats writing as a meaningful and serious pursuit for students, engenders a rich writing program, and provides for the professional development of teachers who must do far more than teach students to fill out schematic diagrams."

Oregon's writing assessment also receives praise for including a variety of writing styles, including narrative, imaginative, expository, and persuasive. Such variety "signals a richer, more diverse writing program," Hillocks concludes. Oregon also includes voice as an element worth scoring, another factor that guards against formulaic writing.

Hillocks concludes with suggestions for improving writing instruction by providing adequate time and resources for teachers to teach writing well.

WRITING TO MAKE A DIFFERENCE: Classroom Projects for Community Change, edited by Chris Benson, Scott Christian, Dixie Goswami, and Walter Gooch (Teachers College Press, 2002): Many teachers have noticed that students are motivated to write well when they know their words will reach an audience beyond the classroom. This new book goes deeper with the idea of writing for the community. Chapters describe projects—including some from the Northwest region—that engage students in community research as the starting point for writing. The writing process expands in such projects to include the step of field-testing. Field-tests show students how readers actually use their document. This feedback guides revision to create a more effective piece of writing.

Editor Chris Benson suggests that writing for the community has an additional benefit beyond encouraging good writing: "This method gives students a voice in their community. … Writing is the motor that pushes activism and advocacy. Without articulate writing or speaking, activism and advocacy amount to no more than wish-making."

ESSENTIAL INGREDIENTS: Recipes for Teaching Writing by Sandra Worsham (Association for Supervision and Curriculum Development, 2001): Award-winning teacher Sandra Worsham makes a powerful case for teaching young writers to appeal to the senses, make use of their sense of place, draw on their memories and personal stories, and be willing to experiment with new approaches to make writing better. She follows her own advice in Essential Ingredients, which weaves together classroom-tested advice about writing instruction with stories (and recipes) Worsham remembers from her mother's kitchen. Along with ideas for writing assignments and many examples of student writing, she includes a chapter on creating a classroom atmosphere that's "right for writing."

CRAFT LESSONS: Teaching Writing K-8 by Ralph Fletcher and Joann Portalupi (Stenhouse, 1998). A perennial favorite among language arts teachers, Craft Lessons outlines 78 mini-lessons to guide student writers through the writing process, from brainstorming through revision and on to editing a final draft. Lessons are arranged developmentally (K-2, 3-4, and 5-8). Each lesson includes guidelines for teachers to consider, including a brief discussion of reasons for teaching a particular element, a "how to teach it" suggestion, and a listing of resources to support the concept. An appendix includes examples of student writing.

—Suzie Boss

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