Search
On-Site Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
Search Tips
Change Preferences / Time Zone
Sign In
Bluesky
Threads
X (Twitter)
YouTube
Session Type: Roundtable Session
Given decades of stagnant writing scores (National Center for Education Statistics [NCES], 2021), linear solutions to improving writing achievement based on curriculum fidelity and standardized testing appear ineffective. This approach overlooks the complex reality of classrooms (Graham, et al, 2016), ever-increasing student diversity, and systemic inequities. This symposium offers an overview of the wicked problem framework (Rittel & Webber, 1973), its 10 properties, and classroom examples. Participants will apply this approach to their own contexts. The wicked problem perspective allows for complex framings, encouraging scholars and teachers to approach writing instruction with curiosity and openness. This can lead to renewed practices for all adolescents, addressing multifaceted challenges in contemporary education and potentially improving writing achievement across diverse student populations.
Wicked Remedies and Wicked Repairs: Micromoments of Teaching Writing in a 12th Grade English Classroom - Annamary Consalvo, University of Texas - Tyler
Writer’s Notebooks Weave Invisible Threads: Boundary Objects Becoming Institutionally Visible Writing Assessments - Ann D. David, University of the Incarnate Word
Revision As a Tangled Knot: Seventh-Graders' Capacity, Investment, and Instruction in Re-Seeing Their Own Work - Denise N. Morgan, Western Carolina University; Jessica Hrubik, Champion Local Schools
Policy as a Wicked Problem: Teachers’ Instructional Practices That Reframe High-Stakes Writing Assessments - Joelle Pedersen, Boston College
No Stopping Rule for Writing Instruction: Thirty Years of Positioning Student Writers as Decision-Makers - Valerie Taylor, University of Texas at Austin