Hi There

I just want to ask everyone, again, to sign the posts you put up on the blog!! That comes naturally to me….not to you? KES

The Neglected “R”

Unfortunately, many students view writing as another time consuming assignment that has nothing to do with them.  As we have already stated, we need to create assignments that revolve around them, that they are interested in.  In chapter 3, Murray mentions that writing should be a way for us to “escape into yourself.”  We know first hand what it feels like to not have the time to write, no matter what type of writing we choose to do.  However, perhaps we do need to scratch out assignments every other week and just allow the pens of students to take over their mind.  We need to demonstrate how theraputic, creative, and amazing writing can be, especially when ideas can branch off into a million different directions. Kris

Bomer Chapter 3

I personally like the idea of having a class use a writer’s notebook.  Bomer states, “…hoping to get them to reflect on their experiences rather than merely report them” (45).  I think this information is important because we want our students to explore their minds, and explore the world through language.

Bomer also says, “They were not used to thinking they were suppossed to invent new things to put in there” (52).  Students are so used to the banking system and having education happen to them, that they forget to realize how capable they are of writing in their own unique way.

I thought of an activity that students can also do as a writing assignment:

Each students writes something they like, are interested in, or dislike, on a small piece of paper. Put all the papers in a bag, and students pick at random, a piece of paper.  Whatever their topic may be, they being to free write about it.  Then students can discuss with the class as a whole, and/or with the person who originally wrote the idea, so  they can compare and contrast their opinion on the topic.

-Kristin

Bomer, Chapter Four

I thought it was very interesting how well Bomer related to his students.  He did a great job of recounting personal memories of his to try and get the class to loosen up and become focused.  To an extent, he is on the same level that his students are.  He also works while his students are working, and this shows how important the assigned work really is.

Something else that interested me was how he used the notebooks to help his class gain clarity on their writing topics.  Bomer is right on with his approach to teaching and I think we should all strive in one way or another to become teachers like him. –Doug

Neglected “R”

Sorry this took so long…it has been a crazy week at work.

 One of Newkirk’s most interesting point in his chapter”Writing before Writing” is his concept of circular, or non-linear thinking. Before I actually read about his tokened name for this concept, I thought about “Erinisms,” which are the thought processes I named for this circular thinking a while back with my friend Erin.

 She used to ask the most random out of no where questions, and when I would question her about where her question came from, she would sit there with me and explain every last thing she thought about, which ultimately led to her not-so-random question.

 I think its fascinating that our brains work the way they do, and that they can file things that we would never normally think about, unless provoked. If I said somethign as insignificant as—crayon…(and I say that because there is a box right in front of me) each and everyone one of you would process the word differently, leading you to different ideas. It is strange to think about how something so common can branch off into numerous pathways of thought, and become not so insignificant.

-Aut 

Response to the Kirbster

          I didn’t have the sweetest English teacher when I was in high school. By that I mean she was incredibly moody. For some odd reason, I still managed to revere her for many reasons and in many ways. I still give her credit for being the reason why I fell in love with English and thus instilling the idea as to why I had the yearning to teach it. After I tell you a very brief story, you may really question why I ever could have adored her. (Don’t worry this will pertain to Kirby’s piece!)
          I have always had a penchant with writing poetry. In ninth grade I wrote a lot. I remember one day after school, because I usually spent a lot of my time in my English teacher’s classroom, I decided to show Ms. DiAgostino some of my poetry; I was eager to. Well, she was still engaging with some other student when she was looking some of it over when her first comment in her moody, usual negative self was, “Well it rhymes. Good poetry hardly ever rhymes.” Ouch, huh? Luckily I am an indivudal who refuses to let people bring me down and well, I still love English and writing! So there.
          How I think this relates to Kirby’s piece is by one of the main aspects he talks about: positivity towards our students’ writing. He is right when he says that the students will want to know what we think. This explanation is why I was in fact crushed by Ms. DiAgostino’s response, but like I said I refused to let it destroy me and my passion, luckily.
          Branching off of this idea is the one that Kirby raises in his section “Looking for the Good.” He states, “To respond means simply to react–orally or in writing–first as reader than as teacher.” I like this statement because if we behave in this manner, it will make our students view us as humans as opposed to teachers–hopefully that makes sense! By leveling the playing field in a writing sense, students will really take what we say into consideration especially if the feedback is positive.
          I have many other factors of Kirby’s piece that I could blog about, but I will wait until tomorrow so I can do a good job of facilitating! But I wanted to ask a question, which I will bring up in class again tomorrow so I can see how everyone feels…
On page 105, Kirby gives the example of the poor writing assignment (from the grammar perspective.) He states to “skip the bad stuff” and to look for anything good. Then on page 107, he states, “As the student writer gains confidence and a sense of personal voice and worries less about getting words on the page, your role changes gradually to that of editor.” Here, I thought he was going to state that now it was the time to start grammatically correcting the paper, but he does not. So, my question, especially after taking Masselink’s course last semester on grammar, grammar, and more grammar, is whenis it appropriate to facilitate corrections for grammar? I know I asked this in Dr. Sarver’s class last semester because I was confused between her completetly avoiding mini-lessons in our lesson plans/unit plan and then having Dr. Masselink’s class a few hours before. So, what is the answer?
                                                                    -Willis

Chapter 3

I was interested in the distinction that as made between a journal/diary and a writer’s notebook. 

 I  also had mixed feelings about the assignment of the writer’s notebook as homework.  What do you think about it? Alexis

Bomer, Chapter 3

Here’s a little something to think about…

If you assigned your students to write in “writer’s notebooks,” how would you evaluate them? Would you evaluate them?

Have you ever been graded on a journal/notebook? If so, were you surprised at all by your teacher’s evaluation of your work?

 kh

Posting on Readings for 1/31

Dear Facilitators, please post a provocative comment, question, or response or two on the reading you’re facilitating on TH. Call our attention to some piece of the reading you think is especially important/useful/instructive. Use the “readings for class” category and the BOMER category if you are facilitating Bomer. Thanks!! KES

Just thought this would be a good place to once again wish Alexis a happy 21st birthday! Cheers! Willis