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.
Monday, March 23, 2009
Monday, March 16, 2009
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.
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.”
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.”
Tuesday, March 10, 2009
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!
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!
Saturday, March 7, 2009
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!
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!
Sunday, March 1, 2009
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.
"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.
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