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?]
Wednesday, June 27, 2007
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.
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