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Moving Beyond the Teacher



Make no little plans; they have no magic to stir
men's blood and probably themselves will not be
realized. Make big plans; aim high in hope and
work.
Daniel Hudson Burnham
Write about a dream or plan
for your future.

Choose an audience for your
writing: yourself, your parents,
your boss, or your best friend.
Share your experience with a
partner. Discuss how the
audience you chose impacted
your writing.
“As a communicative act, writing is
undeniably a social event between the
writer and audience. In addition,
writing is also a cognitive act, one
often accomplished by an individual
writer whose audience is only as
immediately present as the writer’s
imagination, knowledge, and
experiences allow.” p. 115
MacArthur, C. A., Graham, S., & Fitzgerald, J. (Eds). (2006). Handbook of Writing
Research. New York: The Guildford Press.
Things we write
each day

Who is the
audience?

How does the
audience impact
the writing?
Power of Audience
Write about a way someone
has helped you.
Who was your intended
audience for that writing?
How would it have been
different if you were writing to
the person who helped you?
Or to their parents or boss? Or
at a ceremony as you
introduced that person to
receive an award?
“By the end of elementary
school, students seldom write
unless they have to and then
only because it “counts.” p.
266
Graham, S., MacArthur, C. A., & Fitzgerald, J. (Eds.). (2007) Best Practices in
Writing Instruction. New York: The Guilford Press.
Power of Audience
Power of Audience
Power of Audience
Power of Audience
Power of Audience
Power of Audience
Power of Audience
Power of Audience
“In many classrooms, children often write
to an audience of one – the teacher – on a
topic defined by the teacher, for a reason
specified by the teacher. In such
situations, children have few
opportunities to develop their own goals
and little invitation to do anything other
than report their existing knowledge.”
p.116 C. A., Graham, S., & Fitzgerald, J. (Eds). (2006). Handbook of Writing
MacArthur,
Research. New York: The Guildford Press.
So, you know about silly bands right ?
                                            and how popular they were last year and
                                            how they are just occasionally found at
                                            the dollar store now ? Well, that is kinda
                                            what happened to my blog (and a lot of
                                            other Crozet blogs as well.) Last year in
                                            fourth grade all of Ms.White’s lit class
                                            loved our blogs. I was on them 24/7
                                            and loving that I could put stories out
                                            there and have the whole class read
                                            them.
Then the fourth grade teachers heard us talking about how much we loved our blogs
and then they told us that they could become one of the things that we did for the
daily five (which I hated) and took all the fun away from blogging. This year I came
back to school ready to blog but that was not to last. I was told that the 5th graders
would be taking a writing S.O.L test and that put a lot of pressure on me, but there
was more. Then I started to take mastery for writing and got so many suggestions
from my teachers that it took the you out of writing because I felt like I was under
pressure to remember all the things that they had put on my shoulders and that was
just terrible. So again I felt like blogging was testing how smart I was and if there’s
one thing I hate, it’s that. So now I write on my blog when I have to but never for the
heck of it. So, in conclusion, writing, what I once loved to do, ruined my blog.
You can hear the leaves crunching under your feet and you feel the magic. It’s like
breathing in the immortality, and that’s only part of the magic. The heart of the
magic is the fairy tree. A beautiful tree even in the winter, it has white blossoms in
the spring. It has bending branches going all around the little lake that is in the heart
of the tree canopy.
It seems like I’m in a dream when I visit the tree. My sister comes to the tree also
but the magic must be shared with more than two people. So my dad and my mom
come in sometimes also, but most of the time it’s just Eleanor and me. We work
more than we play down there, so that it can be even more beautiful than it is
already. (Under the tree, we have some ponds and we get the stuff (like sticks) out
of the pond.)
We have some trees down there that we call the X trees where we learn to ‘play like
fairies.’ We have a place we call “big rock” the place where we learn ‘to work like
fairies’ and then there’s the fairy tree, the heart of the magic. Can you guess the
different world in my back yard now? If you guessed fairy world that’s right!
I always like to ask the students questions related to blogging and working online. This
year’s exam was no different. As I have in the past, I had a question on the exam that
asked the students how they felt about publishing our work to the world.

“How do you feel about producing media for a public audience? Does it make things
different knowing that the things you produce will be placed online for anyone around the
world to enjoy compared to just keeping them in the classroom?”

As in the past when I’ve asked a question like this, there was a variety of answers. A
number of students commented on being nervous about this, of being unsure of how
people would react to their productions. A lot of students said they were motivated to do
their best work by this happening. While encouraged by these answers, none of them
were new. I had heard these things before. What was interesting on this exam was the
number of students who answered this question by saying that they felt sharing their
work online was the default option. They mentioned things they had put online
throughout the school year both in the classroom and outside. Sharing their stuff was
what they expected.                                      http://www.evenfromhere.org/?p=1838
Power of Audience
Power of Audience

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Power of Audience

  • 1. Moving Beyond the Teacher Make no little plans; they have no magic to stir men's blood and probably themselves will not be realized. Make big plans; aim high in hope and work. Daniel Hudson Burnham
  • 2. Write about a dream or plan for your future. Choose an audience for your writing: yourself, your parents, your boss, or your best friend.
  • 3. Share your experience with a partner. Discuss how the audience you chose impacted your writing.
  • 4. “As a communicative act, writing is undeniably a social event between the writer and audience. In addition, writing is also a cognitive act, one often accomplished by an individual writer whose audience is only as immediately present as the writer’s imagination, knowledge, and experiences allow.” p. 115 MacArthur, C. A., Graham, S., & Fitzgerald, J. (Eds). (2006). Handbook of Writing Research. New York: The Guildford Press.
  • 5. Things we write each day Who is the audience? How does the audience impact the writing?
  • 7. Write about a way someone has helped you.
  • 8. Who was your intended audience for that writing?
  • 9. How would it have been different if you were writing to the person who helped you? Or to their parents or boss? Or at a ceremony as you introduced that person to receive an award?
  • 10. “By the end of elementary school, students seldom write unless they have to and then only because it “counts.” p. 266 Graham, S., MacArthur, C. A., & Fitzgerald, J. (Eds.). (2007) Best Practices in Writing Instruction. New York: The Guilford Press.
  • 19. “In many classrooms, children often write to an audience of one – the teacher – on a topic defined by the teacher, for a reason specified by the teacher. In such situations, children have few opportunities to develop their own goals and little invitation to do anything other than report their existing knowledge.” p.116 C. A., Graham, S., & Fitzgerald, J. (Eds). (2006). Handbook of Writing MacArthur, Research. New York: The Guildford Press.
  • 20. So, you know about silly bands right ? and how popular they were last year and how they are just occasionally found at the dollar store now ? Well, that is kinda what happened to my blog (and a lot of other Crozet blogs as well.) Last year in fourth grade all of Ms.White’s lit class loved our blogs. I was on them 24/7 and loving that I could put stories out there and have the whole class read them. Then the fourth grade teachers heard us talking about how much we loved our blogs and then they told us that they could become one of the things that we did for the daily five (which I hated) and took all the fun away from blogging. This year I came back to school ready to blog but that was not to last. I was told that the 5th graders would be taking a writing S.O.L test and that put a lot of pressure on me, but there was more. Then I started to take mastery for writing and got so many suggestions from my teachers that it took the you out of writing because I felt like I was under pressure to remember all the things that they had put on my shoulders and that was just terrible. So again I felt like blogging was testing how smart I was and if there’s one thing I hate, it’s that. So now I write on my blog when I have to but never for the heck of it. So, in conclusion, writing, what I once loved to do, ruined my blog.
  • 21. You can hear the leaves crunching under your feet and you feel the magic. It’s like breathing in the immortality, and that’s only part of the magic. The heart of the magic is the fairy tree. A beautiful tree even in the winter, it has white blossoms in the spring. It has bending branches going all around the little lake that is in the heart of the tree canopy. It seems like I’m in a dream when I visit the tree. My sister comes to the tree also but the magic must be shared with more than two people. So my dad and my mom come in sometimes also, but most of the time it’s just Eleanor and me. We work more than we play down there, so that it can be even more beautiful than it is already. (Under the tree, we have some ponds and we get the stuff (like sticks) out of the pond.) We have some trees down there that we call the X trees where we learn to ‘play like fairies.’ We have a place we call “big rock” the place where we learn ‘to work like fairies’ and then there’s the fairy tree, the heart of the magic. Can you guess the different world in my back yard now? If you guessed fairy world that’s right!
  • 22. I always like to ask the students questions related to blogging and working online. This year’s exam was no different. As I have in the past, I had a question on the exam that asked the students how they felt about publishing our work to the world. “How do you feel about producing media for a public audience? Does it make things different knowing that the things you produce will be placed online for anyone around the world to enjoy compared to just keeping them in the classroom?” As in the past when I’ve asked a question like this, there was a variety of answers. A number of students commented on being nervous about this, of being unsure of how people would react to their productions. A lot of students said they were motivated to do their best work by this happening. While encouraged by these answers, none of them were new. I had heard these things before. What was interesting on this exam was the number of students who answered this question by saying that they felt sharing their work online was the default option. They mentioned things they had put online throughout the school year both in the classroom and outside. Sharing their stuff was what they expected. http://www.evenfromhere.org/?p=1838

Editor's Notes

  1. Brainstorm/jot down list of things we write on a daily basis outside of school –discuss who the audience is for each thing – how does that impact the writing? (10 min)
  2. These are my kids, at least most of this year’s group. My school is Title I. Nearly 70% of our students are labeled Limited English Proficient, 75% receive free or reduced lunches, and we have a nearly 40% mobility rate. Many of our students begin school without the benefits we would like them to have – without exposure to much literature, often without knowing their alphabet or how to write their own name.
  3. Why we need to change our idea of audience – the impact of audience on students’ writing (10 min) – intrinsic motivation and accountability
  4. Share about my students’ experiences with audience – writing letters to buddy class – writing book for the school library – sharing our book online and Mo Willems sharing it – writing for our online school newspaper (10 min) – concerns about perfection hold us back
  5. These are examples of my students’ writing – created either for our classroom library or for the school library. However, I have noticed that after writing a few things for outside audiences my students begin to take that on for themselves. If I don’t have a set plan for their current writing, they will make plans for sharing it with friends or family or other classes – they don’t wait for me.
  6. Story about Mo Willems – wrote for our class blog all year and students would request the opportunity to write for it about something they found exciting or interesting – moved our blog to our online school newspaper near the end of the year
  7. Wrap up with this final quote and idea that offering students other audiences also shifts responsibility for their learning to them.
  8. Other teachers are doing this and finding positive results. This teacher works in a rural area of Canada.