JMoore

2/22/06

This week's readings addressed 13 more writing lessons.  As I found when reading about the first second set and again in this set of readings, the author has compiled many examples and samples for us to try in the classroom.  I especially appreciated the contributing writers comments about "there is no right way" to teach writing.  Good writers learn by first becoming good readers.  It is in reading where one establishes a foundation to experiment with various writing methods.  This weeks readings addresses ways to emphasize setting, flashback, irony, symbolism, and circular ending so as to create interest in the story being written.  I have found myself pausing when the class has been reading The Golden Goblet to bring out points the author is making in her choice of words, change of scenes, internal monologue, etc.  I direct students to some of the colorful words and commented on ways to also use colorful wirds in personal writing.

Although not part of the assigned reading, the book's FAQ section contains interesting and helpful ways to implement some of the lessons.

I have enjoyed reading this book.  I plan to implement some of the lessons in future writing assigments this year.

2/14, pages 79-91

Interesting writing activities that have the purpose of engaging the writer deep into the writing process.  I see that "ownership" is key to being a good writer.  To this end each lesson addresses a specific writing need.  Each lesson includes literature and/or practical examples in the "how to" write process.  I gleaned ideas in ways to create a real life character with specific traits through the specific helps described in the appendixes.  Perhaps I'll be able to incorporate them in the weeks ahead.  I do see that the entire set of lessons could be sprinkled throughout the academic year beginning in August.  It appears that these lessons are arranged in that order.

2/8/06

Craft Lessons by Ralph Fletcher and Joann Portalupi is a how-to book on writing.  The first assigned reading delved into the purpose of the book:  Age specific craft lessons to support the need for unplanned teacher moments rather than relying preprinted materials.  The problems that teachers have faced is identifying grade level expectations for writing.  The authors state that yes, there should be grade level expectations that are based on appropriate developmental abilities of the child.  The authors present a 3 step process CONCEIVE-----CRAFT-----CORRECT, and state that the middle stage receives the least attention by teachers and students alike.  In the introduction section, the authors present a template for each craft lesson presented.  The rest of this initial assignment was called Setting the Table for Craft. This section star5ted by identifying the need to learn to write.  That is, there are no short cuts to writing.  Students must write in authenic ways regularly.  Next the authors identified shared beliefs on writing.  1.  Time must be given to students to write.  2. Response by both teacher and student is needed.  3. Responsibility or student ownership of writing is critical.  Therefore, choices of writing assignments are necessary.  4. Literature sparks writing and consequently must be used in conjunction with the writing process.

With this as background the book is divided into grade level areas.  I will be studying the 5-8 section of the book.

Thus far the book has rekindled the feedback (response) part of writing.  Rather than editing and correcting errors on papers, more dialogue on the worth of the paper can motivate the writer to continue the upward trek rather than give up.