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Writing  J27
 

Writing J27

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    Writing  J27 Writing J27 Presentation Transcript

    • Writing
      Strategies and Theories
    • Centre of Gravity
      What strategies work to develop students’ writing and what theory underpins these ideas?
    • Student Voices
      English Journal 98.5 (2009): 41–42
    • Commonsense Matters (Linda Rief)
      writing is thinking
      there is no one process that defines the way all writers write
      we learn to write by writing (and by reading)
      we have to do a lot of writing to accomplish the best writing (and develop a writing voice)
      writers need, and want, to write for real reasons for a real audience
      lessons of craft and conventions are best taught within the context of a meaningful piece of writing
    • Commonsense Matters (Linda Rief)
      writers need choice, time, and models of good writing
      writers need constructive response while engaged in the process of writing that moves the writing forward and helps the writer grow
      evaluation of writing should highlight the strengths of process, content, and conventions and give the writer the tools and techniques to strengthen the weaknesses
      good writing is not defined by one set of criteria but differs depending on the kind of writing
      writers need places to collect their ideas e.g. writer’s notebooks, working folders, portfolios
      teachers have to know their students well enough to recognize their distinct strengths, interests and needs
    • Ways of Knowing
      declarative: knowing about something, e.g., knowing that paragraphs usually focus on a central idea
      procedural:knowing how to do something, e.g., knowing how to develop a topic focus for a paragraph
      conditional:knowing when to do something, e.g. deciding if the topic sentence should be at the beginning or the end of a paragraph
    • A Place I Remember
      10 minute flow write
    • Smell
      Sight
      Taste
      Touch
      Hearing
      Sensory Wheel
    • Choose a character
      An old woman whose detestable old husband has just died. Do not mention the husband or the death.
      A young boy who has a secret.
      A man or woman who has just fallen in love. Do not mention the loved one.
      An person who has just murdered someone. Do not mention the victim or the murder.
      (Adapted from The Art of Fiction by John Gardner)
    • Begin with the Familiar
      We bring our history of experiences to our learning situations.
      There must be some familiarity for us to begin to understand and make connections in our brains.
      Learning begins when that familiarity is troubled, challenged or revised. (The old adage “make the familiar strange” is a good way of remembering this.)
    • Enabling constraints
      Complex learning events are not prescriptive (that is, don’t dictate what must be done) but are expansive (that is, they indicate what might be done, in part by indicating what must not be done; e.g. rules of hockey, the Ten Commandments)
      Enabling Constraints define a field, narrow the choices but offer wide opportunities for flexible and varied responses. (e.g. choose a character)
    • Non-Enabling
      By the end of this lesson, students will demonstrate their understandings of some of the core elements of a poem by identifying the rhyme structure, the principal figurative devices, and the core themes of “The Rime of the Ancient Mariner.” (too constraining, presumes correct responses and delineated techniques for reaching pre-specified ends)
      Students will write original poems in this lesson. (too open-ended; without more structure students are likely to be frustrated.)
    • why writing practices?
      it is not just to teach you how to write in different ways (although that is important)
      it is not just a recipe book of activities that you can copy in your classroom
    • rather . . .
      writing practices are enabling constraints that you can use to teach your students writing
      writing practices focus on declarative (knowing about), procedural (knowing how) and conditional (knowing when) strategies
    • Other writing practices
      Freewriting
      Invisible writing
      Collaborative stories (Exquisite corpse for e.g.)
      Word Collages
      Copying text from favourite writer
      Close reading to study technique that is then copied
      Cut apart revision
      Changing tense, person, genre
      Clustering or mapping
    • Writing Poetry
      Even this morning would be an improvement over the present I was in the garden then surrounded by the hum of bees and the Latin names of flowers watching the early light flash off the slanted windows of the greenhouse and silver the limbs on the rows of dark hemlocks as usual I was thinking about the moments of the past letting my memory rush over them like waterrushing over the stones on the bottom of a stream I was even thinking a little about the future that place where people are doing a dance we cannot imagine a dance whose name we can only guess
    • Nostalgia
      Billy Collins
    • Even this morning would be an improvement over the present.I was in the garden then, surrounded by the hum of beesand the Latin names of flowers, watching the early lightflash off the slanted windows of the greenhouseand silver the limbs on the rows of dark hemlocks.
      As usual, I was thinking about the moments of the past,letting my memory rush over them like waterrushing over the stones on the bottom of a stream.I was even thinking a little about the future, that placewhere people are doing a dance we cannot imagine,a dance whose name we can only guess.
    • A Humument
      Tom Phillips most famous work is A Humument:
      A Treated Victorian Novel. One day, Phillips
      went to a bookseller's with the express intention
      of buying a cheap book to use as the basis of an
      art project. He randomly purchased a novel called
      A Human Document by Victorian author William
      Mallock, and began a long project of creating art
      from its pages. He paints, collages or draws over
      the pages, leaving some of the text peeking
      through in serpentine bubble shapes, creating
      a "found" text with its own story, different from
      the original.http://www.rosacordis.com/humument/intro.html
    • For Next Week
      Bring hard copy of the essay: “Mind-Forg’d Manacles”: The Academic Essay
      Bring your writing from tonight and read the piece about Learning Grammar in Context