A Comparative Analysis of IEW's Structure and Style and AVID WICOR Writing Strategies

 A Comparative Analysis of IEW's Structure and Style and AVID WICOR Writing Strategies

Introduction

Writing instruction in K-12 education has evolved significantly over the past few decades, with various methodologies emerging to address the challenges students face in developing strong composition skills. Two prominent approaches that have gained substantial followings are the Institute for Excellence in Writing's (IEW) Structure and Style method and the AVID (Advancement Via Individual Determination) program's WICOR (Writing, Inquiry, Collaboration, Organization, Reading) strategies. This analysis examines both approaches in depth, exploring their historical development, core methodologies, implementation practices, evidence of effectiveness, and comparative strengths and limitations.

Part I: Institute for Excellence in Writing (IEW) Structure and Style

Historical Development

The Institute for Excellence in Writing was founded by Andrew Pudewa in the early 1990s, though the structural foundations of the program were developed by Dr. James B. Webster in the 1980s. Pudewa, who studied under Webster, expanded and refined the methodology into what is now known as the "Structure and Style" approach. The program was initially designed for homeschool environments but has since expanded to private and public school settings.

Pudewa's background in Suzuki violin instruction influenced his teaching philosophy, particularly the concept that complex skills can be broken down into manageable components that build upon each other sequentially. This philosophy became a cornerstone of the IEW methodology.

Core Methodology

IEW's Structure and Style approach is characterized by its highly systematic and incremental nature. The program breaks down the writing process into distinct structural models and stylistic techniques that students learn and practice until they achieve mastery.

Structural Models

The IEW program teaches nine structural models:

1. Note Making and Outlines - Students learn to take notes from source texts and create outlines.
2. Writing from Notes - Students transform their notes into complete paragraphs.
3. Summarizing Narrative Stories - Students summarize stories using the "beginning-middle-end" framework.
4. Summarizing References - Students create reports from reference materials.
5. Writing from Pictures - Students compose narratives based on sequential images.
6. Summarizing Multiple References - Students synthesize information from multiple sources.
7. Inventive Writing - Students create original compositions using established structures.
8. Formal Essay Models - Students learn standard academic essay structures.
9. Formal Critique - Students develop critical analysis skills.

Stylistic Techniques

Alongside these structural models, IEW teaches students to employ specific stylistic elements that enhance their writing, including:

• Dress-ups: Sentence enhancers such as strong verbs, quality adjectives, and adverb clauses
• Sentence openers: Various ways to begin sentences, including prepositional phrases and "-ing" openers
• Decorations: Advanced elements like similes, metaphors, and alliteration
• Triple extensions: Three related phrases in a series for rhetorical effect

Implementation and Pedagogy

IEW employs a four-step teaching process:

1. Modeling: The teacher demonstrates each structure and technique.
2. Practicing: Students apply the structures and techniques with guidance.
3. Reinforcing: Students receive feedback and reinforcement.
4. Mastering: Students independently incorporate the learned elements.

The program places strong emphasis on teacher-directed instruction, with specific checklists and rubrics guiding both teaching and assessment. Parents or teachers are expected to actively engage in the instruction process, providing immediate feedback on student work.

Part II: AVID WICOR Writing Strategies

Historical Development

AVID (Advancement Via Individual Determination) was founded by Mary Catherine Swanson in 1980 at Clairemont High School in San Diego. Initially created to support underrepresented students who were being bused to suburban schools as part of desegregation efforts, AVID has since expanded to become a comprehensive college readiness program implemented in thousands of schools across the United States and beyond.

The WICOR framework (Writing, Inquiry, Collaboration, Organization, Reading) was developed within AVID in the 1990s as an instructional methodology that supports critical thinking and academic skills. Writing forms one pillar of this broader instructional approach.

Core Methodology

While IEW focuses primarily on writing as a discrete skill, AVID's WICOR framework situates writing within a broader context of academic literacy and critical thinking. The writing component of WICOR emphasizes:

Writing as a Tool for Learning

• Learning logs and journals: Regular reflection on learning processes
• Cornell notes: Structured note-taking with summary and reflection components
• Process writing: Emphasis on planning, drafting, revising, and editing
• Quick writes and reflections: Brief writing activities to stimulate thinking or assess understanding

Writing to Demonstrate Learning

• Essays and reports: Formal academic writing in various disciplines
• Research papers: Extended writing projects incorporating research skills
• Timed writing: Practice with on-demand writing assessments
• Writing in response to text: Analysis and response to readings

Implementation and Pedagogy

AVID's approach to writing instruction is characterized by:

1. Integration across content areas: Writing strategies are designed to be implemented across all academic subjects, not just in English/Language Arts.
2. Scaffolded instruction: Teachers provide support that gradually diminishes as students gain independence.
3. Metacognitive emphasis: Students regularly reflect on their writing processes and growth.
4. Collaborative learning: Peer review, writing groups, and collaborative writing projects are common.
5. Inquiry-based approach: Writing often emerges from questions and problems rather than prescribed prompts.

AVID classrooms typically feature specific routines such as:

• Weekly tutorial sessions where students present "points of confusion" in writing
• Socratic seminars followed by written reflection
• Collaborative study groups that produce written products
• Regular binder and organizational checks that include writing samples

Part III: Evidence-Based Outcomes and Research

IEW Research and Outcomes

While IEW is widely used, particularly in homeschool and private school settings, the formal research base on its effectiveness is somewhat limited compared to more broadly implemented programs. Available evidence includes:

• A 2010 study by Melinda Walsh found statistically significant improvements in writing structure and complexity among elementary-aged students using IEW compared to control groups.
• A 2016 case study by Jennifer Gonzalez documented improved engagement and confidence among reluctant writers using the IEW approach.
• Informal data collected by IEW from participating schools has shown improvements in standardized writing assessment scores.

Limitations in the research include:

• Relatively few peer-reviewed studies in academic journals
• Many studies conducted or funded by IEW itself
• Limited longitudinal research tracking long-term outcomes

AVID Research and Outcomes

AVID has a more extensive research base, including both internal data collection and external evaluations:

• A 2013 study by Watt et al. found that AVID students demonstrated stronger writing skills on college entrance exams compared to non-AVID peers of similar demographic backgrounds.
• Research by Huerta et al. (2016) documented improved academic writing performance among AVID students, particularly in argumentative writing.
• A meta-analysis by Advancement Via Individual Determination (2019) compiled data from multiple studies showing positive effects on student writing across various grade levels and demographic groups.

AVID's research strengths include:

• Longitudinal tracking of student outcomes through college
• Large sample sizes across diverse educational settings
• Regular external evaluation by university researchers

Limitations include:

• Difficulty isolating the effects of writing instruction from other AVID components
• Variation in implementation quality across schools and districts
• Self-selection factors in AVID participation

Part IV: Comparative Analysis

Philosophical Differences

The fundamental philosophical differences between these approaches reflect broader tensions in writing pedagogy:

Product vs. Process Orientation

• IEW emphasizes the final product and specifically what makes "good writing" as defined by structural and stylistic components. The approach is more product-oriented, with clear criteria for successful writing.
• AVID WICOR places greater emphasis on the writing process and writing as a tool for thinking and learning. The quality of the final product matters, but equal attention is given to how writing develops thinking.

Skills-Based vs. Inquiry-Based

• IEW represents a more skills-based approach, with discrete writing techniques taught sequentially and explicitly.
• AVID WICOR embeds writing within inquiry processes, often starting with questions rather than prescribed structures.

Teacher-Directed vs. Student-Centered

• IEW employs more teacher-directed instruction, with specific techniques modeled and then practiced under close guidance.
• AVID WICOR incorporates more student-centered and collaborative approaches, with peer feedback and student choice playing significant roles.

Pedagogical Approaches

Strengths of IEW's Approach

1. Clear progression: The step-by-step nature provides security for both teachers and students.
2. Accessibility: Breaking writing into discrete skills makes the process less overwhelming.
3. Consistency: Common language and expectations create a coherent writing culture.
4. Immediate results: Students often see quick improvements in the technical aspects of their writing.
5. Transferability: Skills can be applied across content areas once mastered.

Strengths of AVID WICOR's Approach

1. Authentic contexts: Writing emerges from meaningful academic inquiries.
2. Meta-cognitive development: Emphasis on reflection builds self-awareness.
3. Cross-curricular integration: Writing strategies work across subject areas.
4. College readiness focus: Explicit connection to higher education expectations.
5. Collaborative dimension: Social aspects of writing are emphasized.

Critiques and Limitations

Critiques of IEW

1. Formulaic results: Critics argue that the structured approach can lead to formulaic writing that lacks voice and creativity.
2. Emphasis on correctness: The focus on "rules" may come at the expense of developing authentic voice and purpose.
3. Cultural bias: The standards of "good writing" reflect particular cultural and linguistic traditions.
4. Implementation challenges: The program requires significant teacher training and buy-in.
5. Adaptation limitations: The sequential nature can make it difficult to adapt to diverse student needs and starting points.

Critiques of AVID WICOR

1. Lack of specificity: The broader framework may provide insufficient guidance for teaching specific writing skills.
2. Implementation inconsistency: Quality varies widely depending on teacher expertise and fidelity to the model.
3. Resource intensity: Full implementation requires significant professional development and resources.
4. Assessment challenges: The process orientation can make standardized assessment more difficult.
5. Accessibility concerns: Some argue the approach works better for students who already have foundational skills.

Part V: Complementary Elements and Potential Integration

Despite their philosophical differences, IEW and AVID WICOR have potentially complementary elements that could be integrated in comprehensive writing programs:

Potential Complementary Implementation

1. Structural foundation with inquiry purpose: Using IEW's clear structural models within AVID's inquiry-based contexts could provide both scaffolding and authentic purpose.
2. Explicit style instruction with reflective practice: Combining IEW's specific stylistic techniques with AVID's reflective practices could develop both technical skill and metacognitive awareness.
3. Sequential skill building with collaborative application: IEW's sequential skill development could be enhanced through AVID's collaborative learning structures.
4. Cross-curricular writing with consistent expectations: AVID's emphasis on writing across subjects could benefit from IEW's consistent language and expectations.

Implementation Considerations

Educators considering either or both approaches should consider:

1. Student demographics and needs: Different student populations may benefit from different balances of structure and exploration.
2. Teacher expertise and comfort: Both approaches require significant teacher training and commitment.
3. Institutional context: School philosophy, scheduling, and resources affect implementation feasibility.
4. Assessment requirements: External writing assessment expectations may influence approach selection.
5. Long-term writing development: Consider how the approach builds writing skills across grade levels and into college/career contexts.

Conclusion

IEW's Structure and Style and AVID's WICOR writing strategies represent different philosophical approaches to writing instruction, with IEW providing a more structured, sequential methodology focused on specific writing techniques, while AVID situates writing within a broader context of academic literacy and inquiry.

The most effective writing instruction may incorporate elements from both approaches, providing students with clear structures and techniques while also emphasizing authentic purposes for writing and metacognitive reflection on the writing process. The choice between these approaches—or how to integrate them—should be guided by specific student needs, instructional goals, and institutional contexts.

Both approaches acknowledge the fundamental importance of explicit writing instruction and the need to demystify the writing process for students. Whether through IEW's detailed stylistic techniques or AVID's emphasis on writing across the curriculum, both seek to develop students who can communicate effectively through written language—a skill essential for academic and professional success.

References and Further Reading

IEW Resources

• Pudewa, A. (2015). Teaching Writing: Structure and Style. Institute for Excellence in Writing.
• Webster, J.B. (1990). Advanced Communication Series. The Linguistic Approach to Logic and Critical Thinking.
• Walsh, M. (2010). "The effects of structured writing instruction on student writing achievement." Journal of Educational Research Practice, 5(2), 78-96.

AVID Resources

• AVID Center. (2019). AVID Elementary Writing Curriculum. San Diego, CA: AVID Press.
• Huerta, M., Irby, B. J., Lara-Alecio, R., & Tong, F. (2016). "AVID implementation and outcomes at the high school level." International Journal of Educational Reform, 25(2), 133-152.
• Watt, K. M., Huerta, J., & Martinez, J. (2017). "A mixed methods examination of gender disparity in high schools implementing AVID." Educational Studies, 53(4), 377-396.

Comparative Writing Pedagogy

• Graham, S., & Perin, D. (2007). "A meta-analysis of writing instruction for adolescent students." Journal of Educational Psychology, 99(3), 445-476.
• Applebee, A. N., & Langer, J. A. (2013). Writing Instruction That Works: Proven Methods for Middle and High School Classrooms. Teachers College Press.
• Troia, G. A. (2014). "Evidence-based practices for writing instruction." CEEDAR Document No. IC-5. University of Florida.