RESEARCH BASE
Writing to Win is a compilation of instructional tools and strategies collected by a group of classroom teachers with whom Dr. Combs worked in the early 1980's. As he led the creation of the resources guides, the best practice of current research was his guide. Publications of the National Council of Teachers of English, The National Writing Project, The National Curriculum Report, The Center on Education and the Economy and The Assessment Training Institute contributed to the process.
This research shows that all assigned writing tasks should be:
- Tied directly to the curriculum
- Accompanied by an authentic model of teacher writing
- Completed with students' self-assessment of their performance
The 2005 edition of Writing to Win is faithful to the conclusions of the major research strands in teaching and learning; it is research based.
Independent Evaluation
Writing to Win is also research based in another important way. An independent evaluation of the program's effectiveness appeared the summer of 2003. It reports an analysis of the test data of three randomly selected schools from Georgia : Seminole County High School (grades 9-12), West Hall Middle School (grades 6-8) and Carver Elementary School (grades 3-5).
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Click here for the complete report of the REMS department of the University of Georgia's School of Education.
Additional Evaluation
Empowering Teachers and Students in the Writing Process Makes the Difference
Written by: Sarah Justus, Ed. D, Curriculum Assistant Principal
West Middle School, Hall County Schools, Georgia
Click here for the complete report.
When Most Students Have Special Needs
Written by:
Lynne Malone, Instructional Leader
Carver Elementary School
Martha Nicholson, Ed.D., Curriculum Director
Terrell County Schools, Georgia
Click here for the complete report.