Create a Community of Writers: Chapters 1-10
I love the Tsujimoto quote Burke uses on page 5 which reads, "There must be a sense that something is going on, that something is always about to happen, that each day is an occasion to which every member of that class community must rise, for the work is important, the time is short, and the stakes are high." If there is always that feeling in my classroom, then what student would not want to learn? Is there a part that really speaks to you as a teacher?
What did this portion of Writing Reminders teach you or make you think about?
How will this change or reinforce the way you teach writing or think about writing?
Did you try out any of the strategies with your students? If so, how did it go?
Please post your comments, refections, or responses to Create a Community of Writers under this comment thread.
16 comments:
Re: community of writers.
I have to admit, I never really gave this phrase much thought once I got out of college where phrases like this were always used. I just sort of expected it to happen out of nowhere. Or maybe I always had good luck--well, not always...but when I taught year-long classes, I felt a much stronger bond with my students and observed a tighter bond among them. I have had a few classes that were so supportive of eacher other, were not self-conscious about taking risks with reading, sharing, writing... Then other groups--the mix was just "off."--and I have had more of these examples in semester-long classes.
Anyway--the main thing I wanted to blog about today is just that--the blog. I have started a new activity with my freshmen that is a sort of experiment in community building. I have set up a blogging page for my freshmen. The main intent is to get them to talk about the novels they have chosen to read. Each week, I'll post a question for them to respond to on their blog.
The up-side is: they are pretty comfortable with computers and are very casual...that is part of the down-side--their language is casual and in their day-speak. So, I'm not sure I'll be getting the intellectual banter that one might find in an adult world book blog. But...I have freshmen and I have to learn everyday to loosen my tight grip of wanting to control everything. So far, so good. i had the class fill out an exit slip rating the activity. There were some complaints about repetitious aspect of logging on (esp. if they had to do it a few times to get an accepted log in), but for the most part, they all said it was a worthwhile way to spend some time--and several said this activity is 'still writing--it's just writing on a different thing.' I guess that's good. It's still writing, right? (I need validation).
So, a sort of take on a community--I guess.
I really liked what I read about creating a community of writers. The most pleasing thing was I recognized some of the suggestions and models as some of the great things we are doing here at BCHS. We certainly have room for growth, but I believe some of the very characteristics that were outlined in the book are present here at B-C. Many of the writing climate characteristics outlined by Judith Langer on page 3 ring true here at B-C, particularly cordinated efforts to improve student achievement, fostered teacher participation and fostered respect for learning as a normal part of life.
We have created a community of writers here by knocking down the stereotype of only writing in English class. This school wide attitude was very much present during our Exemplary Writing visit last month. I look forward to ideas, projects and motivating practices that will be outlined in this book and finding ways to help implement them here.
The other day I was writing a lab report with my Physical Science class, and not only did I give them questions, but I modeled a conclusion paragraph for them. It was amazing the difference I saw in their conclusions to those from years past. It seems like such an easy (and obvious) thing to do, but in the past I had only given them the questions that should be answered in the paragraph. Before I was lucky to get the conclusion in paragraph form or complete sentences. So, for me, modeling is great! I also liked the chapter on writing across the curriculum; there were some good ideas for topics that work in any class. One of the aspects of the community of writers section that really stuck out for me was making reading enjoyable. I don't have very much time to give to writing an essay for Phy. Sci. with the EOCE but I think once we get to the physics section of the class, I will try and incorporate some writing assignments on skateboarding, baseball, computers, gaming, etc when appropriate. This note is a bit of rambling, but I hope you can appreciate my flow of ideas :)
Jessica,
I am glad modeling in working for you and your kids. It's always so much easier for me when some one shows me how to do something too. Sometimes I take that for granted when I ask kids to write something. They are not always sure how to write it or how it should sound once they've written it.
I like Burke’s suggestion to have students reflect on their writing. I often assign written responses for homework. Many students do little more than share very general thoughts in a little more than a few sentences. If I specify a certain length, say, half a page, some students will skip the first five lines at the top of the page. What if I asked students the next day to reflect on that writing experience? It would be interesting to see what they say about their own work. My first reaction when I see those mediocre assignments is laziness, rushing through it, or forgetfulness (did it on the bus, before class, etc.). But, perhaps for some students, there is a deeper reason for the lack of response: not understanding the reading, not understanding the prompt, not knowing what more to say, etc. Even more interesting, I believe, would be to have students reflect on their assignments after receiving a grade. Burke says “to write is to think” (14). I would like students to realize that writing can help them work through their struggles. For example, after the first interim I asked students to reflect on the past 4 weeks: how have they progressed in school, managed their time and commitments, what “actions” have led to trouble, etc. My dream is that students use these times for self-realization and self-initiated change. That is an awesome and worthy goal, I believe, and I hope this book can help me set the tone and environment for that in my classroom.
I like Burke’s suggestion to have students reflect on their writing. I often assign written responses for homework. Many students do little more than share very general thoughts in a little more than a few sentences. If I specify a certain length, say, half a page, some students will skip the first five lines at the top of the page. What if I asked students the next day to reflect on that writing experience? It would be interesting to see what they say about their own work. My first reaction when I see those mediocre assignments is laziness, rushing through it, or forgetfulness (did it on the bus, before class, etc.). But, perhaps for some students, there is a deeper reason for the lack of response: not understanding the reading, not understanding the prompt, not knowing what more to say, etc. Even more interesting, I believe, would be to have students reflect on their assignments after receiving a grade. Burke says “to write is to think” (14). I would like students to realize that writing can help them work through their struggles. For example, after the first interim I asked students to reflect on the past 4 weeks: how have they progressed in school, managed their time and commitments, what “actions” have led to trouble, etc. My dream is that students use these times for self-realization and self-initiated change. That is an awesome and worthy goal, I believe, and I hope this book can help me set the tone and environment for that in my classroom.
Forgive me and disregard my 6 postings of the same comment! I thought it wasn't working; I didn't scroll down to see it was working just fine! :-)
Re: "Create a Community of Writers"
I share Elizabeth's interest in having studnets reflect on their writing and, until reading Elizabeth's posting, had considered posting my positive comments about reflective multiple times just to emphasize the strenght of my feeling--but she beat me to it. (Hey, it took me twenty years just to log on the first time.) I'm also interested in Vick's blog for her students, as I have considered creating a blog for my creative writers (but I guess I could do it for any class). But my idea is to have students post their writing and request particular types of feedback, which is what we did in MWP. So, Vick, let me know how it's going. As for Burke, I'm particularly impressed by how he explains the ways he applies these strategies in his own classes, complete with examples of his handouts and teacher models as well as of his students' work. One assignment he mentions that I'd like to try is "The Weekly Paper." I think having a regular writing assignment can keep students focused on the importance of writing and could help them grow as writers in a way that journaling does not, since they must treat their weekly papers as major assignments and not class-participation journals. I feel these papers could work well in Advanced and Creative Writing as assignments wherein students could emulate other writers and have fun with focused experimentation. For struggling writers, I would use these papers as exercises in stamina and student-driven growth. After the first essay, I would confer with all students and help them establish goals for the next assignment. In this way, my students would be able to monitor their growth and to notice when they have achieved goals. I enjoy that Burke mentions the importance of celebrating successes, something I do not do enough with my "at-risk" students, since I'm often worn out just from trying to get them to do the work. Maybe if I helped them look at their own work and set their own goals, I wouldn't have to try so hard. But in addition to emphasizing the importance of allowing students to own their work (setting their own goals, generating their own questions for writing, and so on), he also models the importance of detailed planning (see his graphic organizers, his steps for revision, etc.). I doubt his workshop would run as smoothly as it does without his detailed planning. I often start the semester intending to create the types of plans Burke has, but I usually run out of steam after my first unit doesn't go as planned. That's probably the problem: I've been planning units rather than handouts and minilessons; I've been creating frameworks rather than supportive materials.
--Lee
I think that the title of this section says it all. As page one tells us, we have too long considered reading and writing “solitary skills that develop best through isolated, individualistic practice.” We have also considered both to be the territory of English teachers and English teachers alone. Burke says that “all departments must accept responsibility for students’ literacy” (3). I think BC and other Exemplary Writing schools are heading in the right direction in making writing cross-curricular (is that a word?). I also admire the history teachers for making D.I.R.T. a part of their curriculum. The more students read and write the better they get at it.
The chapter that challenged me most was the chapter about writing with your students. I feel as if students are going to say, “And this lady is trying to teach us?!” It’s intimidating to put yourself out there, for your peers or your students. But, on the upside, students can see that writing is a work in progress. I think that I would like for them to see what it takes for me to get from an idea to a finished work—all the ugly stages. I can present a finished work, when I feel proud of the piece, but that deprives the students from seeing all the work it took to get there and makes writing seem effortless (show how, not show off, page 7). Maybe seeing my process as a writer will help them learn their own. This brings us back to Jessica’s entry about the validity of modeling—it really does work.
One strategy he talks about using with his class is sharing his internal dialogue with his students—I’ve always called this a “Think-Aloud.” It is another means of modeling. I love to use this with read-alouds. He uses it to show his students the choices he has to make as a writer, which I think is a great idea. Another strategy he mentions is writing on Post-Its instead of students’ papers. I like this because I always felt a little violated when my paper was returned marked up.
The overall sense that I get from the first ten chapters is that students should be writing as often as possible about topics that they choose and care about. Whenever possible, give students a real audience or an opportunity to be published. Teach them to respect each other—and each other’s writing. Let them share ideas. Talk about their writing; let them talk about each other’s writing. The best writing experience I’ve ever had was in college. Every time we met we had to have something written. We got in groups of 3-4, shared with each other, bounced ideas off each other, and supported each other. At the end of the week, we read our writing aloud to the class. A writer’s community was essential to the productivity of the class. I think our professor was so nutty passionate about writing that we couldn’t not be excited along with him. This takes me back to page 5, where Tsujimoto says that a teacher must have persona and passion—“Students are infected…by a teacher’s dementia.”
This book has so many ideas and revelations packed into so few pages. My mind bounces back and forth. I guess I get the non sequitur award for the day. So sorry for those who are reading.
Validation for Vick: I think that a blog is a great idea for discussing a novel. We did these “threaded discussions” a lot in college to continue discussions from class, raise new questions, or present new ideas. It always started out a little rusty, but improved as the semester went. Students’ writing is casual, but at least they are writing. And they are having (hopefully) meaningful discussion about a common experience—which creates not only a community of writers but a community of readers. Good luck!
Blog 1, Feb. 26 – March 10
I enjoyed the very first chapter in this section: write with your students. Jessica wrote earlier about modeling, and for science classes, it is so important that we show the students exactly what we are looking for in terms of lab reports, etc. I have to admit, sometimes I just assume that students know what I want from them, and I do feel that I need to model more often. I also really enjoyed the chapter on "providing opportunities to write for real audiences". I think that any time I can relate my content to real-world situations, the students appreciate learning about it more. I loved the idea of a Monthly Class Newsletter, and I'm thinking of adapting it to suit my class! I
One final thought - I don't consider myself a "master" writer. I don't feel confident in my writing, and I hope that this course not only helps me become a better teacher, but a better writer as well. I liked reading the chapter on being patient, especially the first line: “Writing is a craft and thus takes time to master”. I think if I set aside the time to write (for both myself and my students), then I will start to enjoy writing much more.
Reading and writing is something I have made a conscious effort to emphasize more in my classes this year. Some of the things I have incorporated include a daily time of sustained silent reading and a daily quick write. I have learned some things from my experiences but I am eager to learn more. This book study is a great opportunity for me to develop this better into my teaching.
The first section discussed various components of creating a community of writers. Don Graves’ conditions for effective writing on pages 2-3 were beneficial. Two things that stood out to me are 1.)writing should be daily and 2.) students should be given a choice. I also agree with the statement on page 3 that, “Writing, after all, is the business of the whole school, not just the English teachers.”
In chapters 1-10, the author provides several tips on creating a writing community. Here are some things that stood out to me. In Chapter 1, I agree with the idea that teachers should write with their students. It shows the students that writing is important and shows the students that we are all lifetime learners. In Chapter 2, Mr. Burke discusses the importance of conferring with students. In larger classes, he admits this may be a problem but he provides other ways to accomplish this including the use of writing groups.
In Chapter 3, he discusses the use of writing as a manner of assessment and extension of learning. The self-evaluation on pages 16-17 is something I would like to incorporate periodically throughout the semester, even as a final. In Chapter 4, I got a lot of great ideas from the suggestions on page 22 for writing across the curriculum. I have been developing some similar ideas and will add these to my list. In Chapter 5, the author stresses the importance of being patient and consistent through the process. It is very also important to allow students to see their growth in their writing. The student reflections are a great tool that I plan to incorporate.
In Chapter 6, I agree with his statement, “they will always write better – because they will care- if the topic is one that matters to them, one they can make their own.” I have found this to be true in the writing assessments I have used. In Chapter 7, the author states, “When our subjects challenge us, when we care about them, we write better.” Students who have an interest in a subject often go beyond the requirements. I had a student last semester who was consumed with the subject of illegal immigration and did hours of research on the topic that was not required. This is one of the reasons I enjoy teaching government and economics. These subjects are filled with discussions that affect our daily lives.
Chapter 8 pointed out the importance of providing the students a real audience for their writing. It makes the assignment “for real”. I have used some of suggestions on page 40 including writing letters to elected officials and working on a grant proposal and will add some of the author’s suggestions. One of the things I have tried to stress to my students is the main idea in Chapter 9, “the world expects people to be able to write well”. I do not think students realize this many times. I agree that as teachers, we need to remind them of this important fact. Finally in Chapter 10, Mr. Burke discusses the importance of fostering a culture of revision in the classroom. This is something I am still working on in my instruction. I appreciate his sample sequence on page 49 and realize this is an area in which I need to improve.
Reading - Ch 1-10
Teaching writing is truly an ongoing education. Creative ideas allow the teacher to keep the classroom environment fresh which I believe leads to improved attention span and learning. The reading/writing connection has increasingly been researched and accepted, which is why I encourage sustained reading 2x weekly.
Burke organizes his book in areas of accountability - the teacher and the student. Having a classroom which protects students from potentially embarrassing situations may encourage students to develop writing skills rather than accept defeat. I like how Burke organizes the chapters into Rationale, What To Do, Examples and Resources.
"Good writing matters. It represents clear thinking and, to most people, intellectual ability." I agree that most of society thinks this way and therefore teaching writing should be a primary objective for all teachers in all areas of curriculum.
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