While it's been longer than I anticipated, I'm back to post the next component of my deadline draft. Thanks to my inquiry group, and others who posted on the first section.
Classroom Surveys
I needed to find out where students were with writing groups: definition, experiences, frustrations, expectations. At the time, my initial inquiry focused on how technology changed writing groups. Through the survey, I found that students preferred face-to-face meetings, yet, I still noticed the lame comments students were offering to each other. Having the groups on-line only proved that students still struggled with providing constructive and helpful feedback to their peers -- since their comments were in print.
Initially, I skimmed through the survey and concluded [wrongly] that yes, students did indeed know the difference between revision [the sole purpose in writing groups] and editing [while a component of writing groups, it should never be the focus]. When I went back to the surveys this summer, I looked more closely and discovered that the majority of students felt that writing groups were there to fix grammatical errors. [I need to go through the surveys and find a quote from a student to support this].
Moodle
I set up Moodle to use as the online forum where students could post their writing and respond to their peers. I found the tool helpful in that I was able to discuss with students appropriate comments as well as standard English expectations. Students initial postings were riddled with texting and IM (is this capitalized?) vocabulary. While this vernacular is accepted on myspace and the like, I needed to discuss with my college bound students, that online forums were extensions of the classroom. Granted, audience and purpose certainly dictate the language used; however, it appeared that students forgot that I, too, was part of their audience.
Compiling Data
After the class survey, I decided I wanted to have a whole class discussion about writing groups. I acquired a blank tape in order to record the conversation. I explained to my students the purpose in having the discussion, and I gave students a preview of the six initial questions I had for them. [Do I need to include these? Also, do I need a copy of my survey?] The discussion went well, and I felt I gained some insight as how students perceive writing groups.
I appreciated their honesty: most admitted they were simply lazy. They were concerned that they couldn't trust their peers to offer comments that would actually help their writing. They only trusted the teacher.
A few days later, I went to review the tape, and discovered that the device I used did not have a microphone. Therefore, I didn't have a copy of the conversation. [This was posted on my blog a while back.] Not to worry. While I didn't have the tape, I knew I wanted to pick one student's brain in particular. [See student interview].
Additionally, I compiled students' comments from their final paper. Nothing spectacular or insightful jumped out at me as I was gathering all the comments. Yet, I still need to triangulate the data.
Student Interview
My favorite and most insightful piece was an interview I completed with a student. A bit of background, I have known this student since he was a sophomore in World Literature. It was my first year at the school. Yes, you guessed it, sophomore, and new teacher tug-of-war. While never disrespectful, we often agreed to disagree.
Now that Brandon was a senior in high school, I was able to see a mature student who was incredibly insightful when offering constructive criticism to his peers. Additionally, I saw someone who was willing to listen to the comments from his peers and weigh each comment with the instruction I was giving -- specific to his writing, the assignment, and the class instruction. [ugh, so not a parallel list!]
I have a partial article written that I'll be bringing to my writing group in hopes of figuring out what I should do with that.
Next week...what I found out... I guess I better figure out the triangulation piece before then!
Wednesday, October 3, 2007
Saturday, September 22, 2007
Finally!
It only took me twenty minutes to finish compiling the last of the workshop comments! Yet, it took me two months of procrastination to actually sit down and do it! So silly! But, I'm glad I can now check that off my to-do list. I still need to print the data, and then I think triangulate it? Hhhmmm...now what other data was I going to look at? I think -- surveys, postings on Moodle, and the workshop comments. [must review previous blog posts!] More about that later...
On to the Outline of my Deadline Draft...
Initial Question: How Can I help students provide constructive feedback to their writing group?
How I Became Interested in Writing Groups
I can't remember when writing groups weren't on my radar. Now in my twelfth year of teaching, I have always been fussing, fidgeting, finagling, fighting, focused on writing groups. From middle school to post-secondary, writing groups can provide valuable insights to writers -- readers providing immediate commentary, sharing the written word, multiple perspectives. Yet, they can also be frustrating -- lack of comments, time commitment, groupings, front loading of expectations and purpose.
I'm curious when writing groups first came onto the teaching scene. As I've stated before, it has been a long journey for me to finally find the group of people who are my writing group. In high school and junior high, I never experienced writing groups. Many of my papers have teacher writing on them -- often times these comments are nothing more than editing. Revising meant having my mom look at my papers. I never thought to ask a peer.
In college, I had one or two people who read my papers, but again it was never for ideas or content or to truly revise a paper. It was strictly editing. I don't recall visiting the writing lab to get help with my papers, but I did tutor a few students on their writing. Grad school is when I began trusting a few more people to read my writing. Discussing my writing became more comfortable as I began learning more about writing theory. Participating in CSU Writing Project was where I crossed the threshold and decided that I needed and wanted to participate in a functioning writing group with thoughts of publishing on my mind.
Additionally, I focused my research on writing groups when I was in grad school. I conducted mini-lessons on how to set up writing groups with grad students as facilitators. [Honors students proved to be a challenging group when setting up writing groups. Consider their First draft, last draft, mentality. argh! :)]
Up next week...what I did in the classroom surveys, compiling data, moodle, and a student interview.
On to the Outline of my Deadline Draft...
Initial Question: How Can I help students provide constructive feedback to their writing group?
How I Became Interested in Writing Groups
I can't remember when writing groups weren't on my radar. Now in my twelfth year of teaching, I have always been fussing, fidgeting, finagling, fighting, focused on writing groups. From middle school to post-secondary, writing groups can provide valuable insights to writers -- readers providing immediate commentary, sharing the written word, multiple perspectives. Yet, they can also be frustrating -- lack of comments, time commitment, groupings, front loading of expectations and purpose.
I'm curious when writing groups first came onto the teaching scene. As I've stated before, it has been a long journey for me to finally find the group of people who are my writing group. In high school and junior high, I never experienced writing groups. Many of my papers have teacher writing on them -- often times these comments are nothing more than editing. Revising meant having my mom look at my papers. I never thought to ask a peer.
In college, I had one or two people who read my papers, but again it was never for ideas or content or to truly revise a paper. It was strictly editing. I don't recall visiting the writing lab to get help with my papers, but I did tutor a few students on their writing. Grad school is when I began trusting a few more people to read my writing. Discussing my writing became more comfortable as I began learning more about writing theory. Participating in CSU Writing Project was where I crossed the threshold and decided that I needed and wanted to participate in a functioning writing group with thoughts of publishing on my mind.
Additionally, I focused my research on writing groups when I was in grad school. I conducted mini-lessons on how to set up writing groups with grad students as facilitators. [Honors students proved to be a challenging group when setting up writing groups. Consider their First draft, last draft, mentality. argh! :)]
Up next week...what I did in the classroom surveys, compiling data, moodle, and a student interview.
Saturday, September 15, 2007
Blogging...
Blogging….the long lost art of communicating online. If I reach far back into the recesses of my brain, I can faintly remember when I blogged daily. Ahh, yes, the lazy days of summer are now replaced with the insanity of the school year.
I’m not that far off from my timeline. I had wanted to get permission to quote forms to my two sections of creative writing students. That has been done. I have not surveyed students about their writing group experience, but I did ask students approximately ten questions about their thoughts about the class, and I did ask them to comment on their writing group experience. Groups have been finalized and are underway; students will meet for the second time on Monday. Additionally, students have set up norms within their writing groups. I have a signed copy of the groups’ norms as does each member of the writing group.
Resources…Steph just mentioned an article that I’d like to see as well as an activity she did with her students. Other than that, I suppose I need to decide on a functional group to observe and begin taking field notes.
I have yet to create a connection between students’ personal experiences outside the classroom and writing groups. Honestly, I’m not sure how to go about this. Maybe that is the question for my inquiry group. Maybe not... I also wrote up the interview from the student who helped create my “Aha Moment” of connecting writing groups to personal experiences. However…
I started team teaching two sections of remediation this year. And I LOVE it! While I did create a blog in hopes of posting observations there, my teammate and I have really just been writing in our notebooks. While not blogging, I’m still ecstatic that we’re writing about what we’re doing. I think there is much to say about teaming at the high school level. Amy has her MA in Reading, mine’s in writing. We gathered data to ensure placement of students; we have a baseline for reading scores, and students are just finishing up a writing sample. Also, we’ve created Readers as Leaders – our high school students go to the local elementary once a week to read. It’s been amazing to see high school students exited about reading, to be in a leadership role where they usually struggle.
Sooo….I’m torn. Continue with my writing group stuff or forge into uncharted water with the teaming aspect. During the blissful days this summer I ambitiously thought I could actually keep both projects afloat. My dream bubble has been popped, and I have my feet firmly grounded, and now I’m just not sure which way to start walking.
I’m not that far off from my timeline. I had wanted to get permission to quote forms to my two sections of creative writing students. That has been done. I have not surveyed students about their writing group experience, but I did ask students approximately ten questions about their thoughts about the class, and I did ask them to comment on their writing group experience. Groups have been finalized and are underway; students will meet for the second time on Monday. Additionally, students have set up norms within their writing groups. I have a signed copy of the groups’ norms as does each member of the writing group.
Resources…Steph just mentioned an article that I’d like to see as well as an activity she did with her students. Other than that, I suppose I need to decide on a functional group to observe and begin taking field notes.
I have yet to create a connection between students’ personal experiences outside the classroom and writing groups. Honestly, I’m not sure how to go about this. Maybe that is the question for my inquiry group. Maybe not... I also wrote up the interview from the student who helped create my “Aha Moment” of connecting writing groups to personal experiences. However…
I started team teaching two sections of remediation this year. And I LOVE it! While I did create a blog in hopes of posting observations there, my teammate and I have really just been writing in our notebooks. While not blogging, I’m still ecstatic that we’re writing about what we’re doing. I think there is much to say about teaming at the high school level. Amy has her MA in Reading, mine’s in writing. We gathered data to ensure placement of students; we have a baseline for reading scores, and students are just finishing up a writing sample. Also, we’ve created Readers as Leaders – our high school students go to the local elementary once a week to read. It’s been amazing to see high school students exited about reading, to be in a leadership role where they usually struggle.
Sooo….I’m torn. Continue with my writing group stuff or forge into uncharted water with the teaming aspect. During the blissful days this summer I ambitiously thought I could actually keep both projects afloat. My dream bubble has been popped, and I have my feet firmly grounded, and now I’m just not sure which way to start walking.
Tuesday, September 4, 2007
To quote Sandra Cisneros...
I'm not dead; I was in New Braunsfels.
Ok, well I wasn't in New Braunsfels -- which think she means New Braunfels which is in Texas, but I'm only guessing. I've really just been absorbed in the day-to-day job we all have and enjoy so much that we become obsessive about getting everything going. While the beginning of the school year is exciting, it also poses some challenges: every class needs everything -- rules, procedures, copies, books. Agh! It can be a bit overwhelming. Such is our job.
However, in my Slackerville state--or daydreaming according to Joyce Carol Oats -- I have not forgotten about my data. Yes, I still need to finish compiling the data from last spring (I only have six more papers to go through. I mean seriously, what am I talking about? An hour tops! I think this goes into the slacker column, but I really do appreciate everyone's support. The next SA [Slackers Anonymous] meeting will meet at my house!)
However, I have two classes of creative writing this semester, and I've done a few things different with my writing groups. First, I sent out permission to quote slips! :) I still had students write about their writing group experience as well as categorize their writing [if your writing were a color, what would it be and why? type of questions], do "speed dating" according to writing characteristics, three sets of possible writing group.
But I think the most powerful thing has been having them define norms for their perfect writing group situation and have them share with potential writing groups. I asked questions such as how will you handle unprepared writers? heavy critical participants? sugary sweet comments with no substance? what about hurt feelings? I’m allowing them to test each other out. Tomorrow I'm telling them their final assignments.
I also discussed with them the scale of writing groups: dysfunction junction, semi-autonomous, and autonomous. Not only did I scare them with big words, :) but I also informed them of the two things already working against them: it's still school, and the mix of students. I'm hoping my conversation will help them take ownership of the group.
Since students aren't in set groups yet, I'm still mulling over the whole idea of past experiences that the writer brings to the group and how that influences constructive criticism. I'm waiting to see who surfaces as the shining stars of writing groups then I'll dig back in.
Ok, well I wasn't in New Braunsfels -- which think she means New Braunfels which is in Texas, but I'm only guessing. I've really just been absorbed in the day-to-day job we all have and enjoy so much that we become obsessive about getting everything going. While the beginning of the school year is exciting, it also poses some challenges: every class needs everything -- rules, procedures, copies, books. Agh! It can be a bit overwhelming. Such is our job.
However, in my Slackerville state--or daydreaming according to Joyce Carol Oats -- I have not forgotten about my data. Yes, I still need to finish compiling the data from last spring (I only have six more papers to go through. I mean seriously, what am I talking about? An hour tops! I think this goes into the slacker column, but I really do appreciate everyone's support. The next SA [Slackers Anonymous] meeting will meet at my house!)
However, I have two classes of creative writing this semester, and I've done a few things different with my writing groups. First, I sent out permission to quote slips! :) I still had students write about their writing group experience as well as categorize their writing [if your writing were a color, what would it be and why? type of questions], do "speed dating" according to writing characteristics, three sets of possible writing group.
But I think the most powerful thing has been having them define norms for their perfect writing group situation and have them share with potential writing groups. I asked questions such as how will you handle unprepared writers? heavy critical participants? sugary sweet comments with no substance? what about hurt feelings? I’m allowing them to test each other out. Tomorrow I'm telling them their final assignments.
I also discussed with them the scale of writing groups: dysfunction junction, semi-autonomous, and autonomous. Not only did I scare them with big words, :) but I also informed them of the two things already working against them: it's still school, and the mix of students. I'm hoping my conversation will help them take ownership of the group.
Since students aren't in set groups yet, I'm still mulling over the whole idea of past experiences that the writer brings to the group and how that influences constructive criticism. I'm waiting to see who surfaces as the shining stars of writing groups then I'll dig back in.
Thursday, July 19, 2007
To-Do List Re-Do
Well...I can't quite believe that it's been two weeks since AI. I don't have much to show either. I still need to finish compiling my data. I'm soooooooooo close to being done, but I apparently can't quite bring myself to finish. Maybe I have such attachments to the data that I don't want to be finished with it...not exactly. I just need to sit down for about an hour and finish it. argh!
So to answer where I am now... same place I was two weeks ago. I haven't moved much. :)
Here's what I think now...I'm a slacker who still has a to-do list.
These are the questions I still have...umm...why am I a slacker?
Still To-Do...Again
*go through all of my data --both online and in paper format -- combing for some sort of pattern *define terms [constructive feedback, purpose of writing group
*read the articles I emailed to myself
*outline of a deadline draft
Keep your fingers crossed in hopes that I'll have more to report next week!
Monday, July 2, 2007
To-Do List
One week ago today, I apparently had very lofty ideas! :) Why does everything seem to take longer than you think? Everyone needs more time. Hmm… maybe I’m just hard on myself since I really didn’t get done what I had planned to this weekend. Yet, looking back over my original to-do list, I have completed more than half of it. So, that makes me feel better. Oh, I also need to add a few things that I have completed, but they weren't on the list!
However, I realize that one important piece isn’t done – going through the data. Without that I realize that it will be a bit difficult to actually accomplish the other items done.
I’ll also be adding to my list since today I want to head to the library to find a some more recent articles on writing groups. It shouldn’t be too difficult – just time consuming. Again, the issue of time. Maybe I’m just annoyed since I feel like I lost six hours of time when I couldn’t sleep.
Completed
☼revisit my initial research question
☼read what I wrote after the interview
☼added an addendum to the initial interview write up [I wonder how much work this needs?]
☼read Acts of Revision
☼decide what I really want to know [is this ever really decided?]
☼refine RQ: [adding the what happens, how, and what is… from the T-R book]
☼review Peter Elbow’s Writing Without Teachers
Still To-Do
*go through all of my data --both online and in paper format -- combing for some sort of pattern *define terms [constructive feedback, purpose of writing group,
*have a rough article by the end of the institute
[I'm thinking the interview write up might be able to go somewhere?]
*outline for the conference presentation
The Plan
Today – library articles
Tonight – data analysis
Tomorrow –with the help of our open activity outline conference/demo/paper
However, I realize that one important piece isn’t done – going through the data. Without that I realize that it will be a bit difficult to actually accomplish the other items done.
I’ll also be adding to my list since today I want to head to the library to find a some more recent articles on writing groups. It shouldn’t be too difficult – just time consuming. Again, the issue of time. Maybe I’m just annoyed since I feel like I lost six hours of time when I couldn’t sleep.
Completed
☼revisit my initial research question
☼read what I wrote after the interview
☼added an addendum to the initial interview write up [I wonder how much work this needs?]
☼read Acts of Revision
☼decide what I really want to know [is this ever really decided?]
☼refine RQ: [adding the what happens, how, and what is… from the T-R book]
☼review Peter Elbow’s Writing Without Teachers
Still To-Do
*go through all of my data --both online and in paper format -- combing for some sort of pattern *define terms [constructive feedback, purpose of writing group,
*have a rough article by the end of the institute
[I'm thinking the interview write up might be able to go somewhere?]
*outline for the conference presentation
The Plan
Today – library articles
Tonight – data analysis
Tomorrow –with the help of our open activity outline conference/demo/paper
Sunday, July 1, 2007
Questions
Prompt in progress:
Background knowledge
previous exposure
what you bring to the table as a teacher and a researcher
How does your investment in your research question and the students’ background about your topic affect the research?
Interesting prompt this morning, Steph [and Renee!]. Last night I just posted something about how long I’ve been infatuated with writing groups. While not nearly as long as Cindy has worked with book clubs, it seems like I always come back to the complexities of writing groups. I know that I sometimes make assumptions –things that I think I have told students, or assume that other teachers have told them about writing groups. While with behavior issues, I can just tell kids not to be idiots and they get that since I’ve been at the school for awhile. Apparently my reputation precedes me. J Imagine that! But with writing groups, it seems as though I’m always forgetting to tell them something, show them something, remind them of something.
My lack of experience with writing groups as a student certain has influenced my passion? about setting up authentic? autonomous writing group experiences for students. Yet, ironically, I’m not too consumed when a group doesn’t work. Or when one student opts not to participate fully. However, I’m also the teacher who believes that my job is to provide students opportunities to learn. --whether they take that opportunity is completely up to them.
Sometimes I wonder if students think writing groups are stupid or dumb because they really don’t get the purpose? or they have yet to see the benefit of such groups? or they simply see it as a time to be with their friends and it becomes a blow off time. argh! Yet, have seen students –mostly girl groups? or equally mixed groups – have completely autonomous writing group experiences. Interesting that I’ve simply always? understood that all boy groups were going to be my dysfunction junction group. Weird.
I’ve also noticed that I sometimes gloss over the importance or how-to with a group second semester. I think I’ve just gotten lazy in that last two years. My first group of ninth graders at EHS received much writing group instruction. I guess that’s why I’m curious how next year’s group of college research students will handle writing groups. Do I need to start from scratch with explanations, purpose, how-to, do’s and don’ts? I suppose I could survey students each semester to give me an idea of where to start.
A few suggestions include… a new norming…agree to a new set of standards…explain to them the purpose…have them figure out the purpose…
I just noticed how many question marks this post contains...it is certainly reflective of my thinking right now.
Wednesday, June 27, 2007
Abstract
Writing groups have been my focus since I was in grad school. While I didn't intend to focus on them again during AI, it appears as though I'm consumed by them. Maybe my lack of writing group experience in school drives my quest to figure out what makes them work? how come some kids get in and others don't, why is there always one dysfunction junction group? why doesn't it bother me when that group (dysfunction) emerges?
While I use writing groups in my ninth grade classes, my focus is on my college research class. Although I plan on taking some version of what I learn into all of my class. College Research is a senior level weighted class (a 4.5 scale rather than a 4.0) offered in the semester. In all honesty, the past group was not comprised of the top writers in their class; however, they were a group of students who want to become better writers. I just realized an assumption: some of those students within that class could have been taking it just to receive the English credit they needed to graduate or because their parents told them to take it. Hmm...
The class is intended to prepare students for the type of writing they will be expected to complete as they begin their post-secondary career. Having taught the first year writing course at Colorado State University, I modeled the high school class after it. Students were expected to become familiar with the local university library databases, evaluate texts, synthesis and analyze material, and write an argument beyond a pro/con debate.
I've moved away from examining the online component [Moodle] I required students to use since I really didn't notice much difference in the types of comments students were providing: they were superficial either way. I'm trying to create an autonomous writing group experience in a teacher-driven setting. Yes, contradictory; impossible, no. I've seen it happen, and I know you have too.
* How do we create that environment where students offer the types of comments they want to receive from their peers?
* Has anyone read anything in depth about connecting life experiences and writing group commentary?
* What ideas do you have to help students a) recognize something where they are both learners and teachers? And b) how can I connect those two ideas? [a survey was mentioned -- ideas for questions?]
* How do you help students provide the types of comments that are helpful to writing group participants?
* What helped you provide quality constructive feedback to your writing groups? Experiences? Teachers? Activities? [Maybe reply to this question rather than discussing it during Researcher's Chair?]
While I use writing groups in my ninth grade classes, my focus is on my college research class. Although I plan on taking some version of what I learn into all of my class. College Research is a senior level weighted class (a 4.5 scale rather than a 4.0) offered in the semester. In all honesty, the past group was not comprised of the top writers in their class; however, they were a group of students who want to become better writers. I just realized an assumption: some of those students within that class could have been taking it just to receive the English credit they needed to graduate or because their parents told them to take it. Hmm...
The class is intended to prepare students for the type of writing they will be expected to complete as they begin their post-secondary career. Having taught the first year writing course at Colorado State University, I modeled the high school class after it. Students were expected to become familiar with the local university library databases, evaluate texts, synthesis and analyze material, and write an argument beyond a pro/con debate.
I've moved away from examining the online component [Moodle] I required students to use since I really didn't notice much difference in the types of comments students were providing: they were superficial either way. I'm trying to create an autonomous writing group experience in a teacher-driven setting. Yes, contradictory; impossible, no. I've seen it happen, and I know you have too.
* How do we create that environment where students offer the types of comments they want to receive from their peers?
* Has anyone read anything in depth about connecting life experiences and writing group commentary?
* What ideas do you have to help students a) recognize something where they are both learners and teachers? And b) how can I connect those two ideas? [a survey was mentioned -- ideas for questions?]
* How do you help students provide the types of comments that are helpful to writing group participants?
* What helped you provide quality constructive feedback to your writing groups? Experiences? Teachers? Activities? [Maybe reply to this question rather than discussing it during Researcher's Chair?]
Revision
Today during AI, Rebecca and Renee lead us through a great activity prompted by Teacher Researchers at Work. It really made me think more about my research question -- and the questions I have about the question! [Argh, but in a good way!] Here's the latest revision:
How can I help students provide constructive feedback to their writing group?
☼ what happens when I connect students' life experiences to constructive feedback?
☼ how do students' life experiences affect constructive feedback?
☼ what is constructive feedback?
☼ what is a writing group? [really -- what is the purpose of a writing group?]
☼ what is revision?
These last few days of AI I've seemed to be left with more questions about my research and the direction I am going. While The Art of Revision began with several ideas that I really liked, the rest of the chapters --while helpful in overall writing instruction, and I will use several of the new ideas presented -- weren't quite what I had in mind. Tomorrow I'm headed to the library with several search terms in hand. Cross your fingers!
I also have Researcher's Chair tomorrow. It's not something I'm concerned about, but I really want to make certain I glean ;) as much knowledge as possible from my fellow AI participants. Yet, since I'm feeling befuddled by my own inexperience, I'm not quite sure what to ask from the class.
Polka Dots
If my research were a color, it would be green, purple and blue polka-dotted. That seemed to be the theme yesterday for me! It seems like I have clusters of research and data, but I’m not quite sure how to connect all the dots together to form a coherent picture. I feel like I know what I want to say, but I’m not sure how to get there. I have a starting point and an ending point, but the middle isn’t there yet.
Starting point: methods I’ve used to help students with commenting [script, stars and wishes, examples of helpful comments, fishbowl, discussing the type of quality comments that are most helpful, distinguishing between editing and revision, looking at global concerns and local concerns]
realizing students were not offering quality comments –helpful comments
thinking at an online forum would help
realizing that it didn’t
class survey
individual student interview
realizing that students need to connect writing group comments with a prior learning/teaching experience
is that true?
how to get students to make that connection?
questions – what is something you enjoy doing?
is that “something” require you to practice, practice, practice
what have you learned through that practice?
partner interview?
class survey?
live experience affects how students approach writing groups
Starting point: methods I’ve used to help students with commenting [script, stars and wishes, examples of helpful comments, fishbowl, discussing the type of quality comments that are most helpful, distinguishing between editing and revision, looking at global concerns and local concerns]
realizing students were not offering quality comments –helpful comments
thinking at an online forum would help
realizing that it didn’t
class survey
individual student interview
realizing that students need to connect writing group comments with a prior learning/teaching experience
is that true?
how to get students to make that connection?
questions – what is something you enjoy doing?
is that “something” require you to practice, practice, practice
what have you learned through that practice?
partner interview?
class survey?
live experience affects how students approach writing groups
Tuesday, June 26, 2007
Morning Invitation
Natalie’s Prompt: What do I expect to glean from The Art of Revision?
[Natalie, I love that you used the word “glean”! It’s one of my recent favorites!]
I started reading Wendy Bishop’s book last night; here are some highlights:
☼ Bishop begins by asking what type of reviser are you? Good question. Since I only finished chapter two, I’m still learning the three types, so I have to wait to classify myself. However, there are several passages I plan on sharing with my creative writing classes next year. I might even copy chapters from the book itself!
☼ Dethier discusses “meaningful changes” – adding, deleting, substituting, rethinking. I have a variation of this (add, cut, reorganize), however, I plan on spending more time discussing revision – true revision.
☼ Dethier moves onto explore why novice writers have a “resistance to revision” and offers a rebuttal to the resistance. He writes this as a top eight list. I think students could certainly compile this list as a class or individually.
☼ “To become true believers – and practitioners—of revision, most writers need to witness the power and value of revision…” ( 3).
☼ Book suggestion: Barry Wallenstein and Robert Burr Vision & Revision: The Poet’s Process
☼ As I was reading, I thought of something else I think I know: students need to have experienced something –sports, rodeo, music, cooking – where they have repeatedly practiced that something to get it right to understand the importance of revision. And, as a teacher, I need to help students make the connection between that something and writing! I see a lesson plan and demo in the works…
[Natalie, I love that you used the word “glean”! It’s one of my recent favorites!]
I started reading Wendy Bishop’s book last night; here are some highlights:
☼ Bishop begins by asking what type of reviser are you? Good question. Since I only finished chapter two, I’m still learning the three types, so I have to wait to classify myself. However, there are several passages I plan on sharing with my creative writing classes next year. I might even copy chapters from the book itself!
☼ Dethier discusses “meaningful changes” – adding, deleting, substituting, rethinking. I have a variation of this (add, cut, reorganize), however, I plan on spending more time discussing revision – true revision.
☼ Dethier moves onto explore why novice writers have a “resistance to revision” and offers a rebuttal to the resistance. He writes this as a top eight list. I think students could certainly compile this list as a class or individually.
☼ “To become true believers – and practitioners—of revision, most writers need to witness the power and value of revision…” ( 3).
☼ Book suggestion: Barry Wallenstein and Robert Burr Vision & Revision: The Poet’s Process
☼ As I was reading, I thought of something else I think I know: students need to have experienced something –sports, rodeo, music, cooking – where they have repeatedly practiced that something to get it right to understand the importance of revision. And, as a teacher, I need to help students make the connection between that something and writing! I see a lesson plan and demo in the works…
Monday, June 25, 2007
Plan of Action
Plans, goals, a direction for the next two weeks...hmm, that sounds so ominous. Now that AI is officially here, I must admit that I'm not exactly sure what I'm going to do. Since my last post I have not done anything with my blog, my data, or my research. Well, I guess I did check out a book from the library. Does that count for something? ;0
- revisit my initial research question
- go through all of my data --both online and in paper format -- combing for some sort of pattern
- read what I wrote after the interview
- read Acts of Revision
- decide what I really want to know
- have a rough article by the end of the institute
- outline for the conference presentation
Friday, June 1, 2007
Destination Unknown
June...one of the three real reasons people think we teach! :) I don't know about everyone else, but summer never really seems as relaxing as I would like it to be. There are always so many things to do! Write curriculum, develop a course, expand a unit, take a class, read a million things not only for school but also for pleasure, jet to foreign and exotic locations, oh! and relax! :o)
As far as my research is concerned, I've gathered what I hope is enough data -- I wonder if you can really ever have enough? At the very least, I have data that I can analyze during the AI: online forum workshop comments, survey, interview, final papers which are to contain comments from peers. I also have requested a few books which focus on revision.
Oh, I also wrote up quite a bit from the interview I was gushing about in the former post. It's pretty much my throw up and clean up writing process. Funny, I thought I moved beyond that stage, but there was simply too much information in my brain. It's empty now! I haven't looked at it since I wrote it.
I don't really know what to do next. Honestly, I'd like to wait to do the next thing until we actually start the AI. Even as I type this I know how much that sounds like slackerville; however, I'm off to a foreign and exotic location.
As far as my research is concerned, I've gathered what I hope is enough data -- I wonder if you can really ever have enough? At the very least, I have data that I can analyze during the AI: online forum workshop comments, survey, interview, final papers which are to contain comments from peers. I also have requested a few books which focus on revision.
Oh, I also wrote up quite a bit from the interview I was gushing about in the former post. It's pretty much my throw up and clean up writing process. Funny, I thought I moved beyond that stage, but there was simply too much information in my brain. It's empty now! I haven't looked at it since I wrote it.
I don't really know what to do next. Honestly, I'd like to wait to do the next thing until we actually start the AI. Even as I type this I know how much that sounds like slackerville; however, I'm off to a foreign and exotic location.
Thursday, May 10, 2007
Technical Difficulties
Ugh! Today I went to fast forward the tape I used to recorded my class conversation about writing workshops. Sadness. It didn't record. Yet, I'm not that upset by it. I'm guessing this is an abnormal t-r response? :) Even when I discovered the error, I felt no disappointment. Weird. What does that mean?
I wasn't really sure if the conversation had any brilliant quotes anyhow--and now I'll never know. However, by having the conversation, I feel students provided me with honest answers and left me wanting to interview one student -- which I did today.
The conversation was fascinating! Eye-opening, intriguing, puzzling, amazing! Honestly! It left me rejuvenated -- something difficult to do with less than two weeks of school left. Brandon was honest and insightful. The interview lead to a truly philosophical conversation over lunch about writing with two of the social studies teachers. I have some really great ideas on how to change things for next year.
Technical difficulties be damned! :) I used pen and paper to document the interview!
P.S. My book study just finished Strategic Writing by Deborah Dean. The last chapter strictly focused on revision! And she included several resources that I requested from the library. Two arrived today!
I wasn't really sure if the conversation had any brilliant quotes anyhow--and now I'll never know. However, by having the conversation, I feel students provided me with honest answers and left me wanting to interview one student -- which I did today.
The conversation was fascinating! Eye-opening, intriguing, puzzling, amazing! Honestly! It left me rejuvenated -- something difficult to do with less than two weeks of school left. Brandon was honest and insightful. The interview lead to a truly philosophical conversation over lunch about writing with two of the social studies teachers. I have some really great ideas on how to change things for next year.
Technical difficulties be damned! :) I used pen and paper to document the interview!
P.S. My book study just finished Strategic Writing by Deborah Dean. The last chapter strictly focused on revision! And she included several resources that I requested from the library. Two arrived today!
Wednesday, May 9, 2007
Data, Data, Data
Warning: Rambling Rant
Senior-itis has set in. With only a week before their final paper is due, some students have yet to turn in a rough draft. It was due a week ago, but they must turn in a draft before I even look at a final paper. I reminded some of them that their final paper grade will be reduced since their drafts were late. They seemed utterly shocked that not having a draft would hinder the final grade. They also seemed appauled that I would actually make them work. I mean, come on, there are only three class periods left. Do we really have to work? ugh.
Bright spot... I have found two students who are actually providing their peers with truly constructive and helpful criticism -- [one consistently] --both online and face-to-face comment are fabulous. I've decided to interview one of them to find out what makes him tick. How did he get so good at offering writing advice? How doe he begin go critique a paper? I brainedstormed with Natalie to come up with ten questions in hopes of picking his brain!
I've got the interview set up for tomorrow morning. More data to review for this summer. :)
Senior-itis has set in. With only a week before their final paper is due, some students have yet to turn in a rough draft. It was due a week ago, but they must turn in a draft before I even look at a final paper. I reminded some of them that their final paper grade will be reduced since their drafts were late. They seemed utterly shocked that not having a draft would hinder the final grade. They also seemed appauled that I would actually make them work. I mean, come on, there are only three class periods left. Do we really have to work? ugh.
Bright spot... I have found two students who are actually providing their peers with truly constructive and helpful criticism -- [one consistently] --both online and face-to-face comment are fabulous. I've decided to interview one of them to find out what makes him tick. How did he get so good at offering writing advice? How doe he begin go critique a paper? I brainedstormed with Natalie to come up with ten questions in hopes of picking his brain!
I've got the interview set up for tomorrow morning. More data to review for this summer. :)
Wednesday, May 2, 2007
Survey says...
That kids are schizophrenic when it comes to writing groups! :) More time, less time, face-to-face, online, require more of us, require less of us! Ahck! I guess it just proved what we all know: you can't please all of the people all of the time. Yet, I guess I thought that 20 small town high school seniors would at least have some common thoughts about writing groups.
I went back and re-read the comments and did realize that two main ideas were the same: the qualities a successful group should have, and the types of qualites they wanted from their peers. I was impressed that they at least knew what they wanted, yet I was still puzzled as to why they didn't exptect that from themselves. I decided that I wanted to have a class discussion about writing groups.
Today, I did just that. I brought in the tape recorder and had about a 20 minute conversation focused around the following six questions:
- If you know the qualities of a successful writing group, and you know the types of comments that are most helpful, why don't you give the types of comments you desire?
- Would requiring a certain number or length of comments help? If so, what would you suggest?
- Would you prefer assigned groups or your choice of groups? [Yes, we all know the answer, so I then asked, how can "messing around" be avoided?]
- Would you prefer if I offered a handful if questions to help guide you as you workshop a paper? If so, what and why?
- How do you identify a problem within a peer's paper? How do you offer "constructive criticism"?
- What problems do you address first? Why?
Before I started recording, I discussed with them my personal experiences with writing groups -- from nill in high school, to mediocrity in college, to above average in grad school, and sheer brilliance with CSUWP! 
(That's my awesome writing group below!)
I pondered with the students was it me? Was I unable to give and receive helpful workshop comments in high school? Did I lack the objectivity to do so? Honestly, I'm sure I had something to do with it, but I also know I never had a teacher offer me helpful comments along the way either. Yet, that's a different story! I also verbally previewed the questions that I had for them. I thought about springing them on 'em, but I wanted them to think about the questions a bit more than a gut reaction.
Overall, the students were honest with me. They brought up laziness within themselves, trust issues with their peers and their own ability to decide what is a "good" suggestion [one that will win then points with the teacher] versus one that is a "bad" suggestion [one that will loose them points with the teacher], selfishness [spending time on their peer's paper took away time from working on their own paper]. It will be interesting to transcribe the tape. At the very least, I'm very curious how their comments will vary this time as opposed to the first time.
I also noticed my research question has pulled back to include more about writing groups in general rather than simply the online component. Ahhh, research...
Wednesday, April 25, 2007
Totally Cool Research Opportunity
This afternoon I had a meeting with the literacy teacher at my school; we're teaming a class of low level ninth graders next year. As were were sharing our vision for the class, I realized what a huge opportunity for t-r! Not only can we look at teaming a class at the high school class [somewhat of an anomaly], but also how to effectively help low-level readers and writers once they enter the high school. I see lots of good stuff -- and challenging stuff -- coming out of the experience. Thanks AI!
Moving Foward?
Today I sent out my permission to quote forms with the hopes of receiving them back on Friday. I actually had two sides to my form -- one for students and one for parents. The form was the same; I just decided that I wanted to ask my students for their permission first rather than skip right to their parents. I'm dealing with seniors; some of them are already 18 and can grant themselves permission. I still opted for all students regardless of their age to have their parents and them sign the form --just as a cya.
I still have some tweaking to do with my survey before I administer that on Friday of this week. [Dear Blog Buddy Bud (such alliteration!), I'm hoping to hear from you soon. :) ]It seems a bit surreal to me that just earlier this month we were sitting at Mugs discussing this whole research thing, and now I've not only mastered (maybe? pseudo-mastered?) the blog thing, but I'm also getting ready to actually collect data from students. Cool.
I think I already have some data from students (we've already done one online writing group session), I'm wondering if I should print out my online instructions and their comments (of course, pending that I'm granted permission)? I suppose then I can analyze it this summer. Any thoughts? Even if I don't get permission from all students, can I still use the information I glean from their comments for my hypotheses? as well as changes that I make in my instruction? Can I still paraphrase and make generalizations based on their comments -- but just not direct quotes?
I still have some tweaking to do with my survey before I administer that on Friday of this week. [Dear Blog Buddy Bud (such alliteration!), I'm hoping to hear from you soon. :) ]It seems a bit surreal to me that just earlier this month we were sitting at Mugs discussing this whole research thing, and now I've not only mastered (maybe? pseudo-mastered?) the blog thing, but I'm also getting ready to actually collect data from students. Cool.
I think I already have some data from students (we've already done one online writing group session), I'm wondering if I should print out my online instructions and their comments (of course, pending that I'm granted permission)? I suppose then I can analyze it this summer. Any thoughts? Even if I don't get permission from all students, can I still use the information I glean from their comments for my hypotheses? as well as changes that I make in my instruction? Can I still paraphrase and make generalizations based on their comments -- but just not direct quotes?
Saturday, April 7, 2007
Why am I here?
Such a vast overwhelming question to begin with...so, more specifically, why am I participating in the CSUWP Advanced Institute? Umm... I like research. I like teaching. I like participating in Writing Project events. It seems like the AI is going to mix all those things together -- just like a yummy margarita. Oh, and that little extra special squeeze of lime that makes a margarita supremo -- is that two of my writing group gals are also participating.
What will I focus on?
The simple research question: How do online forums change student workshop comments?
The more detailed, round-about, query I have comes from the College Research class I currently teach. This is my first year teaching this class at the high school level, but I've taught the first level writing class at CSU. There I learned how to use Syllabase: an online forum where students could post their writing, as well as view and comment on each others' writing. I currently have an online component for my high school students to use, thanks to Bud the Teacher. Students have posted homework assignments so we may create a paperless assignment. We have also used the forum to comment on the writing that students post. I have found that my comments were more extensive than the students -- not a huge surprise, but I also noticed that some students offered minimal comments.
Again, I wasn't terribly shocked, but I'm still curious how I can get students to offer constructive, critical, and valuable comments to their peers? Does an online component merely reflect what we see in the classroom when we attempt to set up writing workshops? (Some students offer minimal comments that are not helpful; some offer constructive comments, yet their peers don't take any advice offered; still others are completely off task and are dysfunctional as a group?) Some how I thought that an online piece would hold students more accountable since I am able to view their comments as is the entire class. Not true. Maybe I need to explain the expectations yet again? Maybe I need to allow them to respond to their choice of peers? Maybe I need to provide more structure? Less structure? Maybe it's completely impossible to expect that high school students lack the objectivity to comment on their peers' writing?
I really don't believe that last comment, yet I do know that it is difficult to set up autonomous writing groups in a classroom environment. But, it has happened in the past. Even in my College Research class! And online! I guess I really want to know how to help students use online forums to improve their writing? In a few weeks, students will be posting their rough drafts. I'm contemplating how I should set up the online forum to see the most productive results. I'm also curious if I should survey my students about their experience with writing workshops in general and then ask them about their online experience.
What do I hope to get out of the Advanced Institute?
I hope to get lots of answers and lots of ideas. I'm also hoping to expand the synapses in my brain (see AI: The Beginning!).
What will I focus on?
The simple research question: How do online forums change student workshop comments?
The more detailed, round-about, query I have comes from the College Research class I currently teach. This is my first year teaching this class at the high school level, but I've taught the first level writing class at CSU. There I learned how to use Syllabase: an online forum where students could post their writing, as well as view and comment on each others' writing. I currently have an online component for my high school students to use, thanks to Bud the Teacher. Students have posted homework assignments so we may create a paperless assignment. We have also used the forum to comment on the writing that students post. I have found that my comments were more extensive than the students -- not a huge surprise, but I also noticed that some students offered minimal comments.
Again, I wasn't terribly shocked, but I'm still curious how I can get students to offer constructive, critical, and valuable comments to their peers? Does an online component merely reflect what we see in the classroom when we attempt to set up writing workshops? (Some students offer minimal comments that are not helpful; some offer constructive comments, yet their peers don't take any advice offered; still others are completely off task and are dysfunctional as a group?) Some how I thought that an online piece would hold students more accountable since I am able to view their comments as is the entire class. Not true. Maybe I need to explain the expectations yet again? Maybe I need to allow them to respond to their choice of peers? Maybe I need to provide more structure? Less structure? Maybe it's completely impossible to expect that high school students lack the objectivity to comment on their peers' writing?
I really don't believe that last comment, yet I do know that it is difficult to set up autonomous writing groups in a classroom environment. But, it has happened in the past. Even in my College Research class! And online! I guess I really want to know how to help students use online forums to improve their writing? In a few weeks, students will be posting their rough drafts. I'm contemplating how I should set up the online forum to see the most productive results. I'm also curious if I should survey my students about their experience with writing workshops in general and then ask them about their online experience.
What do I hope to get out of the Advanced Institute?
I hope to get lots of answers and lots of ideas. I'm also hoping to expand the synapses in my brain (see AI: The Beginning!).
AI: The Beginning
Mornin'! Here we are bloggin' our brains out. Well, actually many of us are creating new synapses! (Jason says this the right way to spell this, but I'm really not sure!) I love that we are connecting new information to old information -- expanding our brains as we type. Love that!
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