Monday 26 January 2015
Friday 23 January 2015
Mentor Texts
The Mentor text I chose was a movie review on the recent film American Sniper from the New York Daily News. I chose this text as a way to teach conveying meaning and intentions in writing for an English class. This type of lesson would probably be used for a grade 11 or 12 class. The review itself never actually gives a thumbs up or thumbs down type response, but the language used by the author implies a positive review. I think it would be an interesting way for students to grasp how language can affect meaning without being overtly stated. This lesson could provide students with deeper critical thinking skills in assessing bias and perspective, as well as writing skills to help properly convey meaning. Coming from a history background as well, it would be interesting to use this mentor text in a history unit. It might be fun and engaging for students to write a review of a movie through a historical perspective where they could argue for or against the validity of the movie as a fictional member of the society being depicted. In this case, it would be appropriate to use some of the mini-lessons from chapter 7 of the Peterson reading including spelling, grammar, punctuation, homophones, etc. The mentor text could serve as a guide by re-arranging sentences to convey different meaning due to poor punctuation, grammar, etc.
Thursday 15 January 2015
Atwell and Peterson Response:
What stuck out the most to me from Atwell's article is the need for teachers to loosen the restraints they place on their writing curriculum. Teachers should be open to allowing the creativity of their students to come out in their writing, regardless of whatever preconceived notions you may hold about what "good" writing is. Taking into account the first two chapters of the Peterson reading, these concepts can be applied across many different subject areas and disciplines. The most important part of writing, not that grammar and spelling are unimportant, is expressing those ideas you have onto paper. Both readings stress the importance of sharing these ideas and editing your writing with your peers. The authors regard this practice as an efficient way of reflecting on strategies for writing, as well as for producing finished works.
Atwell claims that having a preset curriculum, with activities and assignments laid out, will limit the creativity of your students, and they will not produce their best work as a result. Having the freedom of choice allows students to produce a level of writing which best demonstrates their competency in writing. Atwell realized the importance of allowing her curriculum to work for her and her students, instead of having her students work for her curriculum. Through this change in process, she was able to see the real potential her students had in writing. She decided that relinquishing some of the power she held over the writing process benefited the students learning. If we are to take the Peterson reading into context, perhaps all subject areas can benefit from a more open approach to not only writing, but learning as a whole.
From my own personal experience, I believe there needs to be a balance between having structured, directed writing tasks, and open writing tasks where students have the freedom of choice. I really believe that leaving every assignment open may benefit students writing in the short term, but may not be conducive to preparing students for life outside of formalized education. For most people, it is a harsh reality that sometimes things need to be done regardless of whether you want to do it or not. This rule does not extend beyond the scope of writing.
What stuck out the most to me from Atwell's article is the need for teachers to loosen the restraints they place on their writing curriculum. Teachers should be open to allowing the creativity of their students to come out in their writing, regardless of whatever preconceived notions you may hold about what "good" writing is. Taking into account the first two chapters of the Peterson reading, these concepts can be applied across many different subject areas and disciplines. The most important part of writing, not that grammar and spelling are unimportant, is expressing those ideas you have onto paper. Both readings stress the importance of sharing these ideas and editing your writing with your peers. The authors regard this practice as an efficient way of reflecting on strategies for writing, as well as for producing finished works.
Atwell claims that having a preset curriculum, with activities and assignments laid out, will limit the creativity of your students, and they will not produce their best work as a result. Having the freedom of choice allows students to produce a level of writing which best demonstrates their competency in writing. Atwell realized the importance of allowing her curriculum to work for her and her students, instead of having her students work for her curriculum. Through this change in process, she was able to see the real potential her students had in writing. She decided that relinquishing some of the power she held over the writing process benefited the students learning. If we are to take the Peterson reading into context, perhaps all subject areas can benefit from a more open approach to not only writing, but learning as a whole.
From my own personal experience, I believe there needs to be a balance between having structured, directed writing tasks, and open writing tasks where students have the freedom of choice. I really believe that leaving every assignment open may benefit students writing in the short term, but may not be conducive to preparing students for life outside of formalized education. For most people, it is a harsh reality that sometimes things need to be done regardless of whether you want to do it or not. This rule does not extend beyond the scope of writing.
Free Writing Assignment:
Free writing can be difficult. When you factor in a vast question, like "what is writing," the task becomes even more difficult. It took me a while to synthesise my thoughts, as random words flew into my head. At first, I jotted down words to describe writing (particularly my own writing).
Free writing can be difficult. When you factor in a vast question, like "what is writing," the task becomes even more difficult. It took me a while to synthesise my thoughts, as random words flew into my head. At first, I jotted down words to describe writing (particularly my own writing).
- words
- messy words
- creative
- or not
- books, journals, articles, diaries, letters, blogs, etc.
- Writing can be anything you want. It is fully open. There are limitless forms of writing which can be used to convey meaning, express, influence, entertain, bring about emotions, and excite. Or you can make your writing boring. It's your call.
- You can get completely lost in writing, taking you and potential readers to places as far as your imagination will let you go.
- When I think about writing, the word structure immediately comes to mind. But the structures of language and writing are not rigid, they are flexible, and they are made to be bent, broken, and remade. I think about how words can take on new connotations, I think about how new words are made, and I think about how writing is constantly evolving as a result.
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