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The NaNoWriMo Project

Effective writing instruction, National Board for Professional Teaching Standards and new media technologies.

Laura Bradley

on 29 October 2013

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Transcript of The NaNoWriMo Project

Research Questions:

1. How can a project that incorporates online writing and a social network improve middle school students’ writing experiences in the classroom?

2. What teaching strategies are most effective in motivating middle school students to attempt an ambitious writing project and to persevere through it to meet individual goals?

3. How can digital media technologies support and improve middle school writing experiences?
The National Board for Professional Teaching Standards recommends that teachers:
Tailor writing tasks to appeal to students.
Plan for all students to be successful.
Give students choices in writing.
Communicate enthusiasm for writing tasks.
Communicate confidence in students' abilities to succeed.
Digital media technologies offer students:
word processing
collaboration with peers
feedback during writing process
online communities
connection to out-of-school "play"
digital literacy skills:
online accounts (username, password, safety, academic use )
Google docs
social networks
The National Council of Teachers of English
recommends that students be given:
Choices in writing tasks.
Individual challenges in writing tasks.
Graphic organizers to plan and visualize their writing.
Time in class to write.
Proofreading, editing and revision within their own writing.
Feedback during the writing process.
Membership in writing communities.
Opportunities to publish their writing.
Adults who write with them.
Digital Media Technologies
Effective Writing Instruction
NBPTS Teaching Strategies
NaNoWriMo is tailored to the interests of middle school students.
NaNoWriMo resources and digital media help all students be successful.
Teacher confidence: "When you publish your novel..."
Online community of NaNoWriMo writers.
Online support from NaNoWriMo:
word-tracking towards goal
e-mailed "pep talks" and advice from authors
"dare machine" for plot ideas
online "writing buddies"
Publishing opportunities:
on the NaNoWriMo site
free copies of novels published by CreateSpace
Students choose genre, characters, plot, etc., and their word goals.
Graphic organizers to plan novel, plus lessons on narrative writing.
Feedback during writing process from peers and teacher.
Time every day in class to write.
Teacher and scho0l principal write novels along with students.
Digital media skills:
online writing
social network
Students given feedback during the writing process via Google docs.
Teacher enthusiasm:
"You're going to do something that no one at this school has ever done before!"
Individual word goals make NaNoWriMo accessible to all students.
The NaNoWriMo Project:
Digital Media Technology,
Effective Writing Instruction,
and an
Online Writing Community in a
Middle School

By Laura Bradley
M.A. Candidate, Education: Curriculum, Teaching and Learning Emphasis: Educational Technology
Sonoma State University
Dr. Jessica Parker
Dr. Greta Vollmer
Dr. Marilyn Kelly
April 2012
Findings: Students who participated in NaNoWriMo...
Relied on graphic organizers to plan and write novels.
Expressed enthusiasm for writing.
Wrote without interruption throughout the NaNoWriMo project.
Responded positively to having choices in their writing.
Actively participated in editing and revising their novels.
Improved their digital media skills.
pride in their NaNoWriMo accomplishments.
new awareness of pleasure from writing.
improved writing skills.
improved reading skills.
improved digital media skills.
greater appreciation of literature.
identifying themselves as "real authors."
greater confidence in their academic abilities.
87 out of 91 students (96%) successfully reached their goals.
Research on Effective Writing Instruction:
Applebee, A.N., Langer, J.A. (2006). The State of Writing Instruction in America’s Schools: What Existing Data Tell Us. New York: Center on English Learning & Achievement.
Applebee, A. N., Langer, J. A., Jenkins, L., Mullis, I. V. S., & Foertsch, M. V. (1990). Learning to write in our nation's schools: Instruction and achievement in 1988 at grades 4, 8, and 12. Princeton, NJ: Educational Testing Service.
Atwell, N. (1998). In the Middle: new understandings about writing, reading, and learning. Portsmouth, NH : Boynton/Cook.
Glenn, W.J. (2007). Real writers as aware readers: Writing creatively as a means to develop reading skills. Journal of Adolescent & Adult Literacy, 51(1), 10-20.
Joshi, R.M., Aaron, P.G., Hill, N., Ocker-Dean, E., Boulware-Gooden, R., & Rupley, W.H. (2008). Drop everything and write (DEAW): An innovative program that improves literacy skills. Learning Inquiry, 2, 1-12.
Lewandowski, S. (1994) Integration of reading and writing strategies to improve reading. Report: ED371316.92, 92.
MacArthur, C. A., Graham, S. & Fitzgerald, J. (2006) Handbook of Writing Research. New York: Guilford.
Morrow, L. M., Gambrell, L.B., Duke, N.K. & Del Nero, J. (2011) Best Practices in Literacy Instruction. New York: Guilford.
Moss, B. (2010). Promoting Reading and Writing in the Middle-Grade Content-Area Classroom. The Clearing House: A Journal of Educational Strategies, Issues and Ideas. (65)1, 11-13.
National Board for Professional Teaching Standards. (2001) Early Adolescence English Language Arts Standards, 2nd Edition, Arlington: National Board for Professional Teaching Standards, www.nbpts.org.
The National Council of Teachers of English (2006) NCTE Principles of Adolescent Literacy Reform. Urbana: The James R. Squire Office for Policy Research, www.ncte.org
Rief, L. (2006). What’s Right with Writing. Voices from the Middle. National Council of Teachers of English. 13(4), 32-39.
Wood, D. R., & Lieberman, A. (2000). Teachers as authors: the National Writing Project's approach to professional development. International Journal Of Leadership In Education, 3(3), 0.
Research on Effective Teaching Strategies:
Goldhaber, D.D., & Brewer, D.J. (1996). Evaluating the effect of teacher degree level on educational performance. In Developments in School Finance, 197-210.
Klem, A. M. and Connell, J. P. (2004). Relationships Matter: Linking Teacher Support to Student Engagement and Achievement. Journal of School Health, 74, 262–273.
National Board for Professional Teaching Standards. (2002) What Teachers Should Know and Be Able to Do. Arlington: National Board for Professional Teaching Standards, www.nbpts.org.
National Board for Professional Teaching Standards. (2001) Early Adolescence English Language Arts Standards, 2nd Edition, Arlington: National Board for Professional Teaching Standards, www.nbpts.org.
Patrick, B.C., Hisley, J. & Kempler, T. (2010) “What's Everybody So Excited About?”: The Effects of Teacher Enthusiasm on Student Intrinsic Motivation and Vitality. Journal of Experimental Education. 68(3) 217-36.
Research on Digital Media Technologies:
Buckingham, David. (2008) “Introducing Identity." Youth, Identity, and Digital Media. Edited by David Buckingham. The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press, 1–24.
Buffington, M. (2008). Creating and Consuming Web 2.0 in Art Education. Computers in the Schools, 25(3/4), 303-313.
Goldberg, Amie; Russell, Michael & Cook, Abigail. (2003) The Effect of Computers on Student Writing: A Meta-analysis of Studies from 1992 to 2002. The Journal of Technology, Learning, and Assessment 2(1), 2-51.
Ito, M., Baumer, S., Bittanti, M., boyd, d., et al., (2009). Conclusion. Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media. Cambridge, MA: The MIT Press, 339-357.
Ito, M., Horst, H., Bittani, M, boyd, d., Herr-Stephenson, B., Lange, P., et al (2008) Living and Learning with New Media: Summary of Findings from the Digital Youth Project, 32.
Jenkins, H. (2008) Media Literacy - Children's Learning in a Digital World (eds T. Willoughby and E. Wood), Blackwell Publishing Ltd, Oxford, UK.
Lemke, J. (2005) Handbook of Literacy & Technology, v2.0, Eds. McKenna, M., Reinking, D., Labbo, L. & Kieffer, R. Erlbaum. LEA Publishing.
MacArthur, C.A. (2009). Reflections on Research on Writing and Technology for Struggling Writers. Learning Disabilities Research & Practice (Blackwell Publishing Limited), 24(2), 93-103.
MacDonald, L., & Caverly, D.C. (2006). Techtalk: Word Processing from Adoption to Innovation. Journal of Developmental Education, 30(2), 36-37.
Millman, P. G., & Clark, M. P. (1997). Using desktop publishing to enhance the `writing process'. Computers In The Schools, 13(3/4), 119.
Mullen, R., & Wedwick, L. (2008). Avoiding the Digital Abyss: Getting Started in the Classroom with YouTube, Digital Stories, and Blogs. The Clearing House A Journal of Educational Strategies, Issues and Ideas. 82(2), 66-69.
The National Council of Teachers of English (2006) NCTE Principles of Adolescent Literacy Reform. Urbana: The James R. Squire Office for Policy Research, www.ncte.org
Vrasidas, C. & Glass, G. V. (2009). Teacher professional development and ICT: Strategies and models. 107th Yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press.
Yancey, Kathleen Blake. (2009) Writing in the 21stCentury: A Report from the National Council of Teachers of English. National Council of Teachers of English, 1-9. www.ncte.org.
Teachers interested in bringing
to their students should go to
for more information.

Watch our video below and listen to the sound of novelists at work... (don't miss the surprise novelist at the end -- she is our principal, and she wrote a novel with us!)
Full transcript