About LASF: Contra Costa Sun Articles

LASF program gives students' writing a boost

By Sandy Mouat
CORRESPONDENT

One of the largest programs sponsored by the Lafayette Arts & Science Foundation is the Writing for Mastery tutorial program. It was developed for Acalanes High School several years ago by Larry Freeman, then head of the Social Studies Department.
       After many years of teaching Advanced Placement American History, Freeman found himself devoting after school hours and interrupting regular class time to give the individual attention and one-on-one instruction required to help students gain greater skill in the area of writing proficiency. As classroom time was so content heavy, it was nearly impossible to use that time to focus on teaching writing skills, and still cover all of the information expected. He wanted to devise a "reasonable" writing program that would not disrupt class time, but would be complementary to the curriculum. He and LASF rep Doug Senz put together a pilot program involving Freeman's three social studies classes, to test the idea.
       As Freeman describes it, "If I was the architect of the program, then Doug was the first contractor on the ground. He was instrumental in getting the program going." Senz recruited professional tutors, (including himself), and worked out the schedules.
        "This program has grown to include all of the social studies classes, with writing assignments appropriate to each grade level. It has created a greater conformity across the various classes, and a shared mission between teachers," Freeman added.
        Currently, eight tutors work individually with all social studies students on their term papers.Writing skills are taught, with an emphasis on English usage and clear expression of the historical facts.
        Students meet with a writing tutor to review their rough drafts. The level of student ability varies greatly. Those who are already skilled writers receive some fine-tuning hints, while other students may need help with basic formatting skills. Then they rewrite the paper and meet with tutors a second time to improve it again. Any feedback from the second meeting can still be incorporated into their papers before turning in their final drafts.
        To ensure that the tutors are having a positive affect, students' evaluations are collected after each round. Not only do these surveys show approval, but a large percentage of the students want more tutoring sessions.
        Freeman explained, "The students do not see it as a burden, but instead appreciate the opportunity for extra help. General writing skills have shown great improvement in format and structure."
        The current coordinator of the Acalanes program, Jill Wharton, was a teacher for many years.
        "What I believe and tell tutors daily, is that their positive reinforcement is what matters most," said Wharton. "The one-on-one time is especially beneficial. The tutors work up to four days a week reading papers and tutoring students. They don't just rip the papers apart, but try to find as many positives as problems. They work hard, with one student after another, always with loving, professional enthusiasm. LASF funds this program entirely. I've never heard of such a service, it is just wonderful for the kids in this community to get this opportunity."
        Upon observing the program first hand, teacher Victoria Shegoian wanted to bring a similar program to the students at Stanley Middle School.
        Now entering its fourth year at Stanley, the teachers there have played a large part in adapting the program to be more suitable to middle school learning than high school learning, to make it work for them, and their curriculum. The goal of the program at Stanley is to improve the students' skills in the organizational and developmental stages of writing, and to increase the number of opportunities students have to receive individual feedback and guidance.
        Stanley students work with the tutors on a variety of written assignments. They also meet with the tutors twice, working in groups of four or five for the first meeting, and then individually for the second, follow-up session.
        LASF Program Manager Myrna Kimmelman said, "Among the tutors at Stanley, we have professional journalists, former teachers, former editors, a college literature professor and other individuals. All share a real passion for writing."
        Reflecting upon his original concept, that has developed into an essential element of the students' educational experience, Freeman quipped, "It's nice to see how "the baby" has grown."

1/02 Reprinted with permission. Visit the Contra Costa Times on the web at www.contracostatimes.com.

Previous article       Next article