Check this out guys. My grandmother sent me the link, because I was filling her in on some stuff about our class. My grandparents spend their winters in Florida. I am not suprised that this happened, but I am interested in the fact of who is complaining and that they can’t see the importance of such novels to educate people on multiculturalism and diversity. What do you think of this?
Kaitlyn
Good luck tomorrow with the Peppers. I’m sure they’ll have a blast with you all. I was not at school today to ask them to bring work, but many of the Peppers often carry their journals with them.
Also, I want to invite you to come see our student written one-act plays either tomorrow (Thursday) night at 7pm or Saturday at 7pm at the school in the same room (LGI) that we meet with the Peppers. Demmarie’s play is so cute and mine is the last one. There are four student plays and then mine. It’s $4 at the door, but it would be so cool if you guys came. I would love to hear your feedback on mine and Demmarie’s work. My play is called Hunger, and though I was worried that it was too serious for the kids to tackle since a senior is directing my play, I was pleasantly surprised tonight at the dress rehearsal when they just “brought it home” so-to-speak. I apologize for asking so much of you when I know so many others do too, but I value your thoughts. Please come!! Let me know how tomorrow turns out, and I look forward to seeing you all on May 8th if not before. -Amanda
In Chapter 20 of Teaching the Neglected R, Smith searched for an explanation for why boys frequently underperform girls, especially in writing. I like when Smith quotes Newkirk by writing, “the kind of literary work that boys find most pleasurable is undervalued in school: jokes, comic books, adventure stories, and so on” (244). Wouldn’t a multi-genre paper allow both boys and girls to explore these other, less traditional genres of writing?? If we had students participate in a multi-genre paper, perhaps boys would be more interested in writing because they can incorporate their own interests.
I was a little surprised by the quotes from boy students who said that they only enjoy doing things that they felt competent doing. We as teachers need to show them they are competent in writing! Allowing them to have practice without constantly being assessed or criticized will give them motivation and a feeling of competence.
I was also shocked to see that “providing rubrics or model texts…isn’t the answer” (247). We have learned over and over again that these are successful methods! However, as I read on, I began to understand that students must first learn the skills and learn how to do something. Then, I think, students will benefit from rubrics and models because they understand the process that takes them to that success.
Stacia
I know we discussed in class yesterday an activity that involves having the students write something using a piece of art. For those who are going, maybe we should each print out 3 pictures for the students.
Alexis
I was amazed with this article. I began by skimming it but once I saw the “Express Lane Edit” I knew I actually had to read this.
Anderson discusses elements that we have discussed in class. One such thing is how grammar should not be isolated, which I think is one of the most important things we learned with Dr. Masselink. He also discusses the need to include praise with editting. Anderson states that he, “needed to praise what was right in their (the students’) writing as much as to fix was was ’wrong’. (41) I believe that this is important because it does not shoot a person down. Whenever a teacher would criticize my writing, I would get upset because I (usually) worked hard on tha assignment. I am also able to recongize my mistakes if the teacher has a dialogue with me instead of only lecturing.
Personally, I like the idea of the check out line. It allows students to pay close attention to what they need to revise but also does not take a long time. Instead of reading for any mistake, they are clued in for what to fix. The receipt aspect allows the students to recognize what was wrong and how to fix it. This whole theory places responsibility of the student, which I think is beneficial. The onl thing I wonder is, does this actually work?
Alexis
The article “The Tyranny of the Thesis Statement” by Alec Duxbury hit close to home for me. My favorite character of all time is Iago and I have tried to write papers on him countless numbers of times. Each time I set out to write a paper about him I chose a thesis and stuck with it no matter what. This strategy produced some amazingly biased writing in which evidence against my thesis was constantly ignored.
Towards the end of the article Duxbury says,
“The tyranny of the thesis statement in schools is so complete that many students are afraid to write what they know and to explore the ways in which they might examine cause and effect from a starting a point in the knowledge they already have.”
We need to help our students break from the tyranny of the thesis statement by helping them find their voice through quality writing assignments that matter to them!
Doug.
Please do post on the readings including the Newkirk chapter–pick a couple of the readings to compare/contrast for example–today or tomorrow a.m. before class. It’s important to stay focused right up till the end. Groan!! We had a good discussion yesterday–I highly value and affirm the insights you have developed this semester, many of which were on display yesterday in class talk.
I’m reading non-stop and will see some of you this afternoon at the student teaching meeting if you have any other papers to turn in for feedback. When you send me an email attachment, please do indicate that you are inviting feedback toward revision or not!!!
I am also continuing to explore the publication possibilities at instantpublisher.com. I’m having some difficulty understanding the directions. You can check them out on this page. What do you think? Possible?
Also, do let us know which of the sites I posted below seem to you to be most inviting/appropriate to encourage students’ publishing online. Thanks. KES
So, I have been thinking about what we should do on Thursday at Cortland HS. I know that we have been talking a lot about publishing, authentic audiences, and creative writing. However, I think that the most effective thing that we could propose would be a graphic organizer of some sort. The students should respond with enthusiasm at this idea.
Let me know what you guys think.
Krystina
Dear Class, If your “day” piece was not included in the packet I gave out last week–OR–you have made additional revisions–please email it to me before 11 a.m. on Tuesday. This is the final copy of this piece.
Also, I am working with all of the attachments you have sent. If you have a piece you want reviewed before class tomorrow please email it to me as an attachment. I am especially eager to see your multigenre pieces completed.
Part I of the 409 portfolio piece is due tomorrow by class time. Please email it to me. Hard copy will go into your 3-ring binder due next week. Please bring drafts of PART II (2 copies plus original) –whatever you have completed–to class tomorrow.
We will also consider drafts of your reflective piece–your writing life–which will pair with your writer profile. As always, bring writing you are working on to class.
Thanks!! Karen
