UWP: Before, During, Beyond

This morning we completed our Teacher Leader Chart which included our professional task before, during, and beyond the Upstate Writing Institute. Now that the before, during, are almost complete, I look forward to the future with UWP!

Writing Marathon Downtown Greenville: 06/26/09

The Highlights of Our Day:

The History of Mice on Main at Falls Park: Dawn read Mice on Main to the UWP participants. Thanks, Dawn!

Greenville County Art Museum: Lot's and lots of writing responses to the elaborate and unique paintings: The Glass House, The Letter, and Shoreline by Andrew Wyth, just to name a few.

Trios: Lunch and more writing!

Coffee Underground: Coffee and sharing writing!

Another great day with the Upstate Writing Project staff and participants!

Thank you, Presenters!

From the Beginning: Using Great Leads to Improve Writing by Jennifer Bryson
This demo inspired me to take a closer look at good and bad leads within each book.
Thank, Jennifer!

What's the Magic Word by Kevin Metz inspired me to write " Your Light Shines Within Me"
Thanks Kevin for encouraging me to write this.

Your Light Shines Within Me

You have given me so much
Words can not say the love I hold fast to my heart for you
You have carried me beyond my wildess imagination
When I am weak, you take me into your bosom
My weeping eyes are comforted by your loving grace
Your precious angels encamp around me
Words can not say the gratitude I have for you
You constantly send your spirit-filled angels of wisdom here on earth to direct my path to the Truth
Words can not say the desire I have to be even closer to you

My Perspective on Your Perspective....Presentation

Anna, great Job! I liked the getting-to-know-you strategy, as well as the Walking in Someone Else's Shoes activity. Based on the students' sample you shared, they enjoyed this too!

The Young Writers....WoW!

It was such a pleasure meeting the prospective authors of the Young Writer's Camp! Janis, Jon Michael, Sara, and Jenna shared an excellent piece of their writing with us, as we shared our writings with them. We collaborated on ideas, and revised our pieces. What a joy!

PEERING INTO THE FUTURE WITH UWP

Let's get to work...

Inquiry Days: I am willing to assist in any available Tuesdays. I do have a few more trainings this summer with Greenville County School District.

Spring Conference: I would love to assist with presenting, setting up, hosting, etc.
Just let me know when and where.

Present your demo:
Back to School Special - Yes
UWP Conference - Yes
UWP Graduate Courses - Yes
School Professional Development - Yes
After-School - Yes
Full Day - Yes

Yes, absolutely! Just let me know.

My Husband

My Husband poem

Morning Demos

Scenic Sounds: Using Sounds to Enhance Setting Descriptions by Anna Roark
This activity shared various ways to enhance setting. One of the main ways was to allow students to listen to different sounds and write/draw what they had visualized.

Emotional Revelations: Evoking Emotions through Reflective Writing in History by Mindy Watson
This thought-provoking activity set the stage for evoking various emotions: Pride, Sadness, and Anger (I only had one M&M after The King's M&M's activity :)
Next we had to write about an historical event that had taken place during our lifetime.

Here's my response:
It was September 11, 2001. I was in my classroom when the principal came to my room and told me the horrible news. A plane has just crashed into the World Trade center. Then another plane hit the other building. At first, I did not quite grasp what had happened. Several other teachers and I believed it was an accident then as news developed throughout the day, we came to the painful conclusion that this attack on our country had been spitefully planned. We were horrified.

I Married a Genius!

I was hoping to fit this in somehow during this morning’s journal entry.

Last night, while recording my son for our National Day of Writing video. Bam! My computer hit the floor. Oh no, I tried not to imagine the damage, my fragile thumb drive was plugged in the back of my computer. Slowly, peering over the bed, I expected the worst. I got it, my thumb drive had broken in two! I tried not to imagine what was on it, for fear of becoming sick to my stomach. How could this have happened? I tried for thirty minutes to put the pieces back together; however, I only made it worst bits of metal kept falling to the bed. My heart sunk deeper into the pit of my stomach. All of my projects, writing assignments gone! Finally, I accepted the fact that I would have to redo most of my writings. I turned my computer off, I couldn’t work any longer. My husband came home around 11:30 last night, and I was still awake moping around the house. I explained to him what had happened. He usually can fix anything, but this I was sure he could not reassemble. The parts were too small, tiny metal pieces were missing, and his fingers are too large to maneuver such small, fragile pieces. Even still, I handed my broken pieces to my husband not actually expecting him to fix it. Guess what, he fixed it with a soldering iron. I was amazed shocked, and relieved. I was able to retrieve all of my work! He never seems to amaze me with his unusual thought-provoking mind-boggling talents.

Reflection of the Day 9 June 22, 2009

The presentation: You Make Me Sick by Donna Coffman was very informative! The FQR sheet, article, and newsletter all added to its formality. Integrating the science topic- Pathogens with Writing- Creating propagandas to influence individuals in the form of a newsletter was highly engaging.
The presentation: Courage to Write: Using Collaborative Writing and Technology to Improve Student’s Writing by Linda Farrell was filled with voice and emotion. Thanks, Linda for evoking passion for collaborative writing.
We are still concerned about our technology piece of our eportfolio. Hopefully, it will become clearer by the end of the day.

Upstate Writing Project: At Your Service!

I have thoroughly enjoyed being apart of the Upstate Writing Project. I would love to serve UWP by working with the Young Writers Camp and/or the Young Writers Tech Camp. Furthermore, I am willing to be of assistance in public relations and preparing/hosting conferences as well. Writing daily during this class reminded me of the necessity of daily journaling. I can’t wait to share my UWP writing experiences with our staff.

Upstate Writing Project: At Your Service!

I have thoroughly enjoyed being apart of the Upstate Writing Project. I would love to serve UWP by working with the Young Writers Camp and/or the Young Writers Tech Camp. Furthermore, I am willing to be of assistance in public relations and preparing/hosting conferences as well. Writing daily during this class reminded of the necessity of daily journaling. I can’t wait to share my UWP writing experiences with our staff at Monaview.

Botanical Gardens, Clemson SC

Spending the day at Botanical Gardens reading a chapter from One Foot in Eden by Ron Rash was a rewarding treat. As a result, I want to purchase some of his books because I love his style of writing. Hopefully, I will be able to hear him speak one day. Our teacher consultants said that he is a great speaker.
How refreshing, I felt like a college student again when we ate at the Hendrix Center. As always, I enjoyed conversing with my writing group. It’s reassuring to be apart of such a supportive group.

Reflection of the Day 7 June 18, 2009

Today was full of reflection, exploration, and of course.....writing. Carol Uhl a 5th Grade teacher from Buena Vista, presented a lesson on using Photo Story in her classroom. Creating a movie with pictures and photo story was very intriguing. We all were hard at work creating our videos. My "special" computer continued to freeze up delaying my process to create a movie- bummer!

Time to Be Reflective; Using Onomatopoeias to Create Poetry, Analyzing Images: The True Meaning behind Comics?

This morning we worked on our biographies and demo abstract- quite a reflective task, yet extremely beneficial.
What Does Your Writing Say presented by Ashley Cloone allowed us the opportunity to create poetry using onomatopoeias- great writing strategy!
Visual Rhetoric presented by Dee Tindal allowed us to analyze several comic strips in search of the meaning behind the picture.
Thanks to all of you, I am learning so many new strategies to share with my teachers.

Reflection of the Day 6 June 17, 2009

Another Great Day @ UWP 2009

Ann Huggins did a superb job on her presentation, Writing With Dialogue. Even the activity, communicating with a partner using the white boards was very engaging. Students at any level would love this activity! I was very pleased with my sample writing (see previous blog inspired by your presentation).

Thanks Rebecca Moore for your lead discussion on Relative Revision! Allowing us time to revise one of our many writings was much needed. I finally feel that I have at least one writing task completed. I believe we all had a sigh of relief when you said "I want you to revise one of your writings you have already started." Revision is a powerful thing when time is allotted for it!

I am beginning to feel like a writer!!!

The Peculiar Child (Morning Journal)

"You know if you have this child, it may not live," the doctor offhandedly barked at the frightened mother who silently prayed for her unborn premature child who would soon arrive. "It’s a good thing it’s not up to you" she quickly replied. The small two and a half pound, bald, and wrinkled infant with huge eyes was quite a repulsive sight; too small to sleep in a crib, like her eight month old brother. After residing in an incubator for several weeks, her grandmother prepared a decoratively cushioned bed, the top drawer of a dresser to protect her small frame. "Keesa made my plants grow just by gooing at them!" her grandmother exclaimed to the little girl’s mother. The petite child grew healthier each day like any other child; her premature features did not last long. Climbing trees with her thick brown hair, plump figure and chubby cheeks was this child’s favorite ritual. As a teenager, she loved to sneak a peek into her Aunt Linda’s sacred romance novels. She later discovered that reading was her profound joy, a way to escape. Eventually, this play-spirited child started having strange visions and dreams. Once she dreamed her Uncle Otis asking for a glass of water while sitting in his wheelchair. Then, he handed her a dollar. When she had awakened she thought "that was strange" and proceeded to the kitchen in search of something to eat. As usual, Uncle Otis was sitting in his wheelchair. Then, he asked for a glass of water. Deja’vu set in and the dream replayed itself write before her eyes! Uncle Otis slowly raised his hand with a dollar bill in it and handed it to her in the same manner he did in her dream. She did not know whether to take it or to scream! Several instances to follow, the girl continued to have these strange episodes. "Mama, I see things when I am a sleep and sometimes when I’m awake and often they come true," cried the young girl. Her mother assured her that she was normal. It’s okay, child you have inherited the sixth sense from me" said her mother. As an adult, she saw a vision of a conversation between a teacher and her husband while they were painting their kitchen. "That’s odd, she thought, what was that all about?" Wanting to satisfy her curiosity, the next morning she asked the teacher if she was painting her kitchen. "Why yes, I am. How did you know?" she asked surprisingly. The peculiar child, now a peculiar adult did not know how to answer. So she abruptly sited, "Oh, I saw it in a dream last night". The teacher was shocked and somewhat uncomfortable from that point on. She continued having visions and dreams, afraid to share her eccentric talent with the world due to the judgment that would follow. Eventually, the little girl with large eyes became a woman with children of her own. Life became too busy, too hectic to meditate or even think about the talent she had once experienced. Often, she looked at her three children and wondered if they possessed the ability to see beyond what normal eyes could see. "One day, I will share my story with them" she thought. Her gift has abated now silently lying in a dormant state. Maybe one day something or someone will revive her ability to roam the spiritual realm again. That unique and timid girl…now a wife, mother, former teacher, and now an instructional coach have come to the realization that her ability was not strange at all. She has encountered other people and read memoirs in which share similar stories. Some of which who have far greater experience! Everyone undeniably gifted with a "sixth sense."
The moral of this true story: The Lord created you for His divine purpose. Your gift is from Him. Never lose sight of it. Use it in reverence of Him.

Reflection of the Day 5 June 16, 2009

I've Got An Idea!
Presented by Patsy McGregor
Great Job, Patsy!

Words for the Wordless
Presented by Shelly Blalock
Thanks for sharing, Shelly!

Today went really fast. Working on our storyboard was very engaging. Our writing group came up with a variety of great ideas!

My Professional UWP Plan

I have decided to create the UWP Online Lesson Plan. This will assist me when I work with the Tech. Campers near the end of July. I like having time to reflect this morning on our UWP goals. Consequently, I have a better understanding of our requirements as prospective TCs.

Reflection of the Day 4 June 15, 2009

The Things They Carry: Reaching Into Student's Histories to Engage Their Present Writing created by Laura Paradis provided us with a sound foundation on how to incorporate student issues into a form of poetry. She used the following scaffolding techniques: quick-write and webbing. Laura modeled each activity in which she wanted us to complete. This was a plus, because guided practice keeps the wondering minds from going astray.

Kathy Berry presented Journey to Becoming a Journalist: Creating a Community of Writers. This form of writing can be implemented across grade levels. Feature stories are extremely engaging. After sharing her student samples, it was evident that Kathy's students thoroughly enjoyed this form of writing. We were like children at an ice cream shop when it was time to share! Based on the 100% participation of highly engaged educators, this demo will be shared again at our schools.

Thanks Laura and Kathy for sharing your expertise with us today!

Donald Graves Did Not Give Up...

It is amazing how negative comments and constant criticism can motivate the best of us. I am glad Donald Graves did not give up his dream to be an author! Often times, I fantasize about being a writer. I would love to concentrate on writing or journaling on a daily basis. Writing refreshes the soul. This is one of the main reasons I want to pursue another degree because writing is at the heart of it. Although it’s a challenging task, researching and writing what one believes is captivating.
I did not always feel this way. I can recall in many writing classes, my teachers reminded me to stay on topic. I was a big rambler, jumping from one topic to the next. I was interested in everything, yet I tried to include all of my convoluted thoughts/interests in one paper. Big mistake! Like Donald Graves, I’m not easily discouraged from writing- even if it doesn’t flow, I can't find the right words, or if its just a bland piece. I write anyway, hoping to find my voice and the best approach to share it with the world.

Reflection of the Day 3 June 12, 2009

The clouds are a dark bluish gray. Carl Sandburg’s house serenely sits just above the hill semi circled by a mass of oddly shaped evergreen trees. The north wind sends a potent smell of fish into my nostrils reminding me of our families camping trip just weeks ago. Consequently, my eyes wonder to the lake in search of signs of life below. There’s a tricolored healthy goose gracefully swimming by. I imagine his nature- he’s not worried, afraid, sad, hungry, or even bored. My eyes follow him until he’s completely out of sight and now I feel a sense of loneliness. Suddenly, a small head protrudes out of the brownish liquid, ten feet away from my location. The rest of its body becomes visible as she moves closer to land. It’s a mother Snapping Turtle, going to deliver her eggs in a grassy area on the side of the bank. After hatching the golf ball sized eggs, the turtle cautiously covers them, and proceeds back into the water appearing almost camouflaged the further she glides out of sight. The dark, heap of clouds are just above my head now. The ferrous wind thrusts its massive hand upon my shoulders and hair. Finally, the wind’s force abates as the sun gradually projects out of the clouds.
My thoughts abandon nature just for a moment to revisit Carl Sandburg’s home. I try to imagine his life here- to be completely immersed around this glorious mass of nature –to awaken to magnificent mountains dressed in an array of uniquely shaped silky, white clouds. Out of no where, the goose that had deserted me earlier has returned. Approximately seven feet from where I write, my plump feathered friend vigorously plucks at his feathers. Abruptly interrupted by a small yet menacing, brown spider, I quickly flick it to its natural habitat, the ground. I try to regain my previous thoughts, when I notice that the goose, unalarmed by my sudden movements, continued to groom himself. I return to my zone again without a care in the world- at least for the moment. The goose and I have become one with nature as we gaze beyond the lake, the clouds, and the trees. Maybe this is simply a snapshot of what is to come in paradise.

Carl Sandburg's Place

Like Carl Sandburg, complete solitude is essential to create passionate, heart-felt writing. This breathtaking scenery causes my senses to become as keen as the pungent smell of roses after a summer rain. The sweet scent of morning mist, the peaceful sound of flowing water, the calming sight of the stagnant lake with the glowing sunlight illuminating only a portion of it, transforms my spirit to a state of trance. I want to put this moment in a jar and take it back with me to my no-time-to-meditate home.
The geese roam freely around us without a care in the world. Even the trees appear to be a vibrant green here, not like the ones I see on a daily basis. Or maybe I don’t see the trees where I live at all. I’m always rushing to work, home, gym, grocery store, and to complete chores -no time to sit and see anything. The cool breeze unwraps my inner being even more causing me to be unusually silent, wanting to savor this moment forever. The occasional droplets of water on my writing pad, and on my skin startle my daydreaming state.
Carl Sandburg, how fortunate you were to discover your chi, and share it with us through your poetry, and this abundant 240 acre terrain. Your presence is still here, in the calming lake, the vibrant trees, and even the carefree animals that dwell here. Now you are blessed to enjoy the eternal awe-inspiring sight of the heavenly palace in which one day you will greet many of us at its gate.

Reflection of the Day 2 June 11, 2009

Wow, what an adrenaline rush-being the first presenter today. Thanks to all of you (UWP participants), we will all work "write" through our demo together. Take 5: How to Become a Script Writer was one of the most rewarding writing assignments for me as well as my prospective script writers. I will be posting their videos on Teacher Tube. Look for "The Clique II Second Edition", and "Fitting In".
Stacie Clark, I really enjoyed your demo on "Writing Detectives". This is an effective way to encourage students to finalize their writing piece. Your "energy" is phenomenal! I hope it rubs off on me before the end of this course.
Technology, Technology, Technology, oh my! I should be really tech savvy after completing the UWP (It should be UWTP-Upstate Writing Technology Project).

Reflection of the Day June 10, 2009

It's very comforting meeting/collaborating with other educators! While we do share a common field (education), we are all unique and valuable to one another when it comes to brainstorming various ways to teaching writing strategies.
Today, we discussed our agenda of the next fourteen days. We all feel a little nervous, yet confident because we have each other. Go Team, UWP 2009!!!

I present tomorrow: TAKE 5-Becoming a Script Writer?
Pray for me.

Carl Sandburg Reflection June 10, 2009

Carl Sandburg and his Rootabaga stories are quite peculiar. However, it did remind me of the bitter, sweet taste of the orange miniature cubes my grandmother, Glendora use to prepare for us at dinner time. She served them so much; I can still taste them as I write! Thanks to Carl Sandburg’s vegetable stories, children (and adults) may be more prone to eat their vegetables. I can actually visualize the corn fairies sewing the husk of the corn into a pair of overalls with their toes pointing directly at the moon mainly because I watch a variety of cartoons with my children.

May 2nd Reflection

Thanks, Shasta and Dawn for your resourceful presentations. I have used it occasionally to prepare my demo. I am grateful for the 6+1 Traits of Writing by Ruth Culham that I received as well. I have used this as a resource for my demo. The afternoon collaboration grouping really help me with organizing my presentation. Thanks to all of you! Best of all, I enjoyed making the video clip with Stacie. We need to go into Show Business, Girl!!!

Chapter 9 THE RIGHT TO FIND YOUR VOICE

Saving the best for last…this chapter sums up the main purpose of many authors, captivate the reader’s attention through voice. Our overall goal as writers is not the five paragraph structure, the number of transitional words used, nor the word count. A writer’s goal is to move the reader in such a way that triggers emotion.
Often times, students with several teachers can accurately identify a piece of their teacher's writing based on the true voice it portrays. This would be a neat activity to try with students who have multiple teachers.
As Spandel noted, voice is like an individual’s personality, we simply have to teach students to recognize and value this quality in their own writing as well as others.
What makes us read a five hundred page (or more) novel in one day, forget about our daily chores and escape to a new world, or get up an extra three hours early on a Saturday just to read- VOICE. In contrast, what causes us to read the first paragraph of a book and never pick it up again, continuously procrastinate reading an assigned book or text, attempt to read a book yet our thoughts consistently wonders as we painfully try to pick up where we left off- THE LACK OF VOICE.

The 9 Rights of Every Writer, encourage teachers to instruct and model for prospective young authors, not future prompt responders. We are to promote writing daily. Respond whole-heartedly to our students’ writing. Concentrate more on the flow of words as in the rhythm of music. And most importantly, teach students how to seek voice as they read. Consequently they will discover their own.

Ch.8 THE RIGHT TO GO BEYOND FORMULA

All together now--“Main idea, supporting details, conclusion….repeat…."Main idea….” This is how I was taught to write. Consequently, when I became a teacher, I taught this way as well. What was that called-- the five paragraph rule- The Famous Hamburger, Give me Five, etc. In essence, our writing formula was introduction, three supporting paragraphs plus the conclusion. Although this was the “appropriate” way to teach writing years ago, it is not something readers anticipate reading for pleasure. As I read this chapter, I could not help but wonder what if novels were written this way? Would a romantic novel fanatic read it with great anticipation? Of course not.
A writing formula provides a since of false security. Students are apt to concentrate more on the method of writing, rather than on voice, or even content. Spandel is not suggesting that teachers should avoid organization. Instead “writing needs to do a kind of dance.” (pg. 118) It’s like adding seasoning to a bland bowl of green beans. A little dash of facts, a sprinkle of emotion, a pinch of humor (who doesn’t like to laugh), and let’s not forget a can of cream of voice. Writers must expand on every concept to invoke the reader’s mind with images, sounds, and feelings.
Chapter Eight confirms that reading and writing intertwined. Better readers inevitably produce better writers. Therefore, we must encourage our students to READ.

April 18th UWP Conference

It was beyond a doubt, refreshing to collaborate with other educators on Saturday. The “Drawing Your Way to Writing” presentation provided us the opportunity to make and take strategies back to our school. The calm music really helped me to concentrate on my scenic Forty Acre Rock illustration and writing. I am convinced that children need a relaxing tune to alleviate the pressure of writing.
During our mentoring section with Dawn, I was able to brainstorm various ideas about my demo writing lesson. Hopefully, I will have a plan in place for our next gathering.
The Reading a Book in an Hour strategy was a great way for us to review valuable information through several group presentations. Gratefully, we will be using this approach again this summer.

Ch. 7 THE RIGHT TO BE ASSESSED WELL

I can recall when my favorite English teacher in sixth grade scored my writing assessments. She would always write a passionate response in the far corner of my paper. Consistently, I would search for the comment, not the grade. Her recorded reaction meant more to me than a number or even a rubric (My teachers did not use rubrics in the 80s). When I entered the teaching profession in 1997, I thoroughly enjoyed reading my students’ writing. I anticipated hearing their voice through their work. It defines who they are. I have learned more about my students in their writing than any other subject. When assessing their published piece, I used a rubric along with a honest and heart-felt response.
Many teachers feel the same way as I. Writing is such a unique, yet intimate part of our being. It would be detrimental to simply record a grade and not a comment. In a perfect world we could record a comment on every piece of our student’s writing. But that’s unrealistic. In chapter seven, Spandel encourage teachers to evaluate writing with passion and compassion. Everyone needs encouragement, especially in writing. Confidence is such an enormous piece in promoting effective writing.
Yes, our nation is becoming more and more data driven. Unfortunately, we may experience less prominent authors in the future due to our statistic frenzy. If we all could heed to the words of Samantha Abeel (pg.112): “Look for me in my writing. You will know if my written voice matches my outer voice. It’s not eloquence or beauty; it’s about honesty”. We need to see our student through their writing, and respond appropriately. Fortunately, I work with many teachers who demonstrate the ability to look beyond the words and acknowledge the voice of their students’ writing.

The Right to See Others Write

Chapter 6

It is amazing how this chapter has confirmed what many educators have learned through their teaching experiences. Effective teachers of writing must model writing on an ongoing basis to promote productive writers. Students need to observe our thoughts, methods, and even struggles as we attempt to write. How do teachers choose or personalize a topic? Their inquiring minds have to know. Our style of writings is apart of who we are. It’s okay to allow our students to see our struggles. Then, they may not be as hesitant to leap into the writing process with us. Let’s try this short version of a fable: There was this commander who gave his soldiers a series of checklists, rubrics, and even samples on how to win a battle. Then tells his troops “Okay soldiers, go out there and fight-defeat the enemy!” What are the chances of that commander’s regime winning? Slim to none… exactly. Why? Without knowledge, experience or some form of modeling, the soldiers are bound to perish. Students are no different. They are more prone to write, take risks, and revise their writing if they see their teacher exhibiting these same skills.
What does an environment that is conducive to writing look like? Will it possess the soft lighting from a lamp, calm music, or a large clean area to write? Chapter six described various writing atmospheres to aid students and teachers during writing time. Other techniques writers use during the writing/revision stage is using post-it notes, marginal writings, symbols, or bubble responses to remind them when and where to revise their work. Several authors stress the importance of students seeing this in action. Often times it is extremely rare for us to have published authors in our classroom daily demonstrating their unique system. Yet, we (the teachers of writing) can transform our students into prospective published authors by showing them how writing truly works. Spandel suggests a fifteen minute demonstration before each writing lesson to enhance students’ performance. Furthermore, Donald Graves recommends writing being taught four to five days a week. Any less than that is ineffective. Writing requires time to gather, reflect, and access a higher level of thinking.
From my experience, students dislike revision mainly because they think of it as destroying their original work. What we must teach our children is that modification is the best part! Seeing how a teacher had to revise his/her personal writing several times before arriving at the final copy is more valuable than providing a student with a sample of a before and after piece. We want our future authors to be comfortable in their own writing and believe that revision is not a stage of criticism, but a stage of sharing, advising, and best of all, polishing what is already there.

The Right to Write Badly

Chapter 5


Allowing students the right to write badly is what we do when we encourage daily journal writing. We simply want students to write without the fear of having their writing assessed. Honestly, I do not prefer the term “badly”. “Write badly” sounds somewhat misleading. I do understand Vicki’s point, though. I would much rather call it “writing in progress”, because that’s what it really is. The same way my six year old son, Grant was a potential soccer player “in progress”. During the first few games, his soccer skills were hilarious! Grant kicked the ball in the opposing teams’ goal. He became extremely agitated when another player managed to get the ball from him. Grant even appeared to be performing a relay race instead of playing soccer! I knew (believed) as he continued to practice his attitude and skills would improve. Although, his father and I had to constantly remind him that it was okay not to win all the time, he still became adamant about winning. Eventually, Grant became the star of his team. They started winning game after game. He was very serious about winning. Although, Grant’s coach did an exceptional job explaining to the entire team the importance of just having fun! That’s what writing is all about….allowing students the opportunity to just have fun while writing. As Spandel suggest, teachers may promote “fun” writing when they rid themselves of the “dreadful red pen” overview. After reading this chapter, I am encouraged more than ever to insist that our students not only have journals, but to optimistically write in them daily. Please keep in mind that the author does not suggest we not teach the mechanics of writing. She simply stresses the importance of getting–it-out-on paper first. Allow students to create more than one draft, maybe more than two. Students need to find their voice, identity, and style of writing. By reading Chapter 5, I have learned that true writers have several rough drafts before their final masterpiece is created. I never thought of the writing as a spider spinning its unique web-intriguing comparison for sure!
As I reminisce on the “Mrs. O’Neill” I had as a writing teacher, I can’t help but to cringe. I had to focus on writing in such a way to please the assessor. I wanted to write with her voice (not my own) to receive a good grade. And yes we were all encouraged to utilize various sentence structures we had learned in our English 101, of course. Fortunately, this did not limit my desire to write. I’ve always enjoyed writing mostly poetry to express my thoughts/feelings. I still have several pieces in my 5th grade poetry notebook that I still read from time to time.
What is still amazing to me is that I became a better writing teacher not after teaching fifth grade for five years, but after teaching Kindergarten for three years. What I realized is that the same ongoing fun, energetic, and innocuous environment needed to motivate five year olds to write was pertinent no matter how old a child was. Students need to feel comfortable, encouraged, and most of all anxious to write like Jason Kelleher (pg.73). As I read his writing, I could experience his voice too. I could feel his pain as he discovered his beloved cow dead the next morning. We want our students to experience this kind of writing. Writing that truly matters to the writer not necessarily to the reader. The reader who seeks to identify voice will appreciate this kind of writing.

Chapter Four: The Right to Personalize Writing Process

The 9 Rights of Every Writer
A Guide for Teachers

I’ve never thought of the writing process as being as unique as the sound of a person’s voice. Allow me to recall the all-to familiar writing step-by-step process: Generate topic, Complete organizational chart, Pre-Write, Revise, Edit, and Final Copy. (To publish or not to publish, that my friend, is the question!) As I read this chapter, I reflected upon the times I had students who wanted to write and revise their writing simultaneously. Although, I continued to insist that they follow “the process” of writing; these students only excelled in writing when I provided them the freedom to discover their own style. I admit it was difficult to let go and allow them to do it their way. This chapter confirms that we as educators need to allow students the freedom to find their niche in the writing process. Yes, each step is imperative. However, all students do not have to complete steps 1, 2, and 3 at the same time. Our prospective authors need the freedom to explore, make revisions, find their voice, and enjoy writing!
All too often we write in BIG RED letters in kids’ journals…INCOMPLETE when they don’t finish their journal writing. In this chapter, Spandel emphasized that everything does not have to be published. It’s even okay to not complete an unfinished piece that has "given up the ghost". This does not apply to required writing benchmarks, however. Teachers have to assess what has been taught and make the necessary provisions when needed. Unfortunately, the factor that confines most of us in producing the next Shakespeare or Nikki Giovanni is consistency, and time. Due to high stakes testing and our focus on academic standardized assessments, we are forced to rid our instruction of the dramatic plays, the prolific hour-long writing sessions, etc.
Yet, there’s hope still. Some have discovered the power of INTEGRATION! In many classrooms, students are given the opportunity to express their knowledge through writing in other subject areas such as Science, Social Studies, and even Math. These students are encouraged to gather resources, read daily and collaborate with their peers to create a masterpiece the teacher is sure to enjoy. Now, how cool is that.
In closing, Sneed Collard stated that reading a story is more fascinating than scanning facts. I’m not sure why, but this reminds me of the stories in the Bible…what if the Bible was filled with a list of do’s and don’ts--no stories (parables)? Would I remember the lesson? No, the story is what helps me remember the lesson. Now, stay with me as I attempt to tie this back to Collard’s statement, the writing process and the point of this chapter; writing with voice, and personalizing the writing to fit an individual’s own Being is crucial in discovering who we are as the "Scripter". That is what we must teach our students.

My Suppose-To-Be 1st Blog

I have taught Kindergarten, Fourth, and Fifth Grade in a span of eleven years. Currently, I am an Instructional Coach at Monaview Elementary. This is my second year, and I am delighted to work with such a talented group of teachers!
I am sincerely thankful for having the opportunity to partcipate in the UWP 2009. I look forward to collaborating with each of you this summer.

Ch.3 The Right to Go Off Topic

I know, when I read the title I too thought “what!” We can not encourage students to write off topic! It’s not what you think. The author is marvelous at captivating our attention this way. When a student writes about the Super Bowl but the prompt stated to write about The Use of Technology Today, on a scale of one to five (five being the highest) the score is definitely a one. Actually, what Spandel is referring to is when students passionately provide more details than what is required. Some writing assessor gurus believe that elaborating beyond what is required is violating the “prompt nobility”. In agreement with Spandel, our focus should be on the quality of the writing “student-as-writer nobility”. Keep in mind that she is not suggesting that students should never write about a specific topic. In this case, their writing will be measured on what they know about a particular topic. Even then, a little flexibility still may exist especially with historical topics like the American Revolution.
Question to ponder: In a large scale writing assessment, what is being assessed content knowledge or writing skill? Spandel stated “In assigning any prompt, we need to look closely at the standards or criteria by which the writing will be judged and ask, “Will this prompt encourage writing in which the writer can demonstrate the required skills?”
In essence, effective writers possess these qualities: creativity, spontaneity, originality, and most importantly they are risk takers.
Bob Ornstein said it best, “Good coaching doesn’t begin with spelling and grammar-or commas. It begins with the writer’s ideas-and the writer.”

Chapter 2: The Right to Choose a Personally Important Topic

Wow, why don’t we let our students choose their own topic to write about for state standardized assessments? Often teachers allow this in the classroom. It’s called journal writing. Okay, here’s a Scenario: Let’s say you have this really “helicopter mom” (me) who wants her nine year old child to excel in everything. It’s September. My child comes to me and says “Mom, I know what I want to write about! Tornadoes! What would I do? Hmm...Go straight to the library weekly to check out books about tornadoes. His assignment would be to read a book weekly about his chosen topic. I would ask him to record his thoughts in his at-home journal. Is it cheating when students are thoroughly prepared with a topic they have chosen? The jury is out on this one. I’ll bet 55% would say yes, this is cheating. Most educators have been programmed to think that this is cheating because students will be given the necessary time to gather and research material, and prepare their thoughts. The other 45% are parents and some are both parents and educators who want their students/children to have voice in their writing. Imagine the possibilities! Exactly, Vicki! What a treat for the readers, to have the opportunity to escape inside the minds of our diverse and unique population through their writing. Yet, what they have to assess now is thousands of student essays on How I Spent My Summer Vacation. Some student essays may be quite fascinating, yet others may be somewhat bland…. “All I did was spend the summer at Grandmas.”
This leads me to my next concurring response to Chapter 2. All students must realize that they and their experiences are distinctively special. Everyone has a story to tell. That’s why journal writing is so crucial. Thanks to all of those teachers who allow this in their classrooms! Let us not omit purpose for writing. This is a vital piece that inevitably aid students in effective writing as well. Students need to distinguish between the different genres of writing. This of course, has to be taught through a series of lessons, and lot’s of time to practice.
On the other hand, it was also stated that many students would rather have a topic chosen for them. It beats having to actually think of one independently. That’s when you have the kid that just sits their and stares at the paper. And when asked, he/she responds... “I’m thinking!” Then two hours goes by….still thinking. “Okay, Johnny write about your baseball cards” says the teacher. Wrong response according to Spandel and many others. Do not give in! Let them develop their own thinking. Encourage and teach them to be aware of their surroundings “poke around” for ideas. Search deep inside and awaken the explorer-writer!
The most important thing I want to leave with my readers from this chapter was this. Most authors choose their own topics they want to write about. Why are we not treating our students like authors, teaching and allowing them to choose their own topics on benchmarks or standardized test? I’ll save you the time of answering this… because we do what we are directed to do. One day, we might escape the horror of assigning topics like Tell Why School Buses are Yellow instead of Green. Ah…who cares? No offense bus designers, but I'd rather write about my very first car "Reebok", that's what we called it. It resembled the appearance of a white reebok shoe. It was a Ford Festiva that I purchased myself at the age of eighteen. It only took five dollars to fill up, and I could drive two hundred miles on that alone!

March 7, 2009 UWP

The Upstate Writing Conference was a blast!

Diana Johnson, a USC professor and an author of children's books, was a dynamic speaker! I never thought about writing children books until today. She shared many personal experiences that she encountered while writing several of her books. A huge thanks to Diana Johnson for giving me the courage to even think about becoming an author!

Thank you, Shasta Looper for teaching us about Finding Your Voice using Voicethread. I really enjoyed acting as "Mean Jean, the Recess Queen". Although, I am quite a nice individual, it was really fun to play someone totally out of my character!

Special thanks to Paige Ubanks and Erika Bennington for presenting on Podcast Publishing.
It's always a pleasure being able to take something learned from a conference back and actually use it! I can not wait to present this to our staff at Monaview!

As I read the first chapter of The 9 Rights of Every Writer, A Guide for Teachers by Vicki Spandel, I initially thought that I would receive several intense suggestions (a list) on how to improve student writing that I would need to memorize in order to be an effective teacher of writing. Instead, I experienced the pleasure of escaping with Vicki to the Boundary Waters and the Elephant Rock. The peacefulness of the isolated atmosphere freed my perceptions. I longed to take my family there where most of technology is nonexistent and our minds would become liberated from the daily cares of our busy lives. How I longed to visit this place.
"The Right to Be Reflective", the 1st chapter, cajoled me to reflect upon how I have taught writing in the pass. Did I allow my students a time to reflect? Did I focus more on content, grammar, voice, etc? Did I ever provide silent time for them to construct their thoughts, and experience the freedom of writing without focusing on mechanics? Yes, but not as often as I should have. Although, I believe these elements are necessary, the majority of my focus should have been on unfettering their minds from the fear of writing. Spandel and Kling encouraged me to rethink my approach to a student who is staring out the window or at the ceiling instead of writing. While some students may be thinking about what they’ll do once school is over, others may very well be developing a dynamic starter sentence through the reflection process.
Like Gary Paulsen, as a child, reading was my escape from the world and the trials of life. At the age of twelve, I couldn’t wait to sneak and pick one of my Aunt Linda’s innumerable romantic novels off of her sacred bookshelf, and hide to read it as often as I could. Students need to experience such a joy of reading! Reading and reflecting inevitably produces great writers. It is essential for us to value this concept and model it as often as possible. As the author suggest, I have experienced times when I wanted to feel "dialed-up" as she puts it. The fear of being alone to think/reflect frightened me. Well, that was before I had three children of course. Being alone now is like a glass of ice cold lemonade on an excoriating hot summer day! I treasure it like gold!
In essence, effective writing is a gradual process that should not be forced, but gradually developed through reading, reflecting, recording thoughts, and most importantly encouraging dialogue between teacher and student.