I'll probably never try to teach writing to prisoners. That said, I have heard from former prisoners that reading, writing, and religion are extremely common ways to reach out to prisoners and help them cope with the situation they find themselves in as well as their past. It's interesting that the author explores the way both the prisoners and non-prisoners resist the writing and also put down the idea of prison writing, with a "what good will it do" attitude. I'm sure Julie enjoyed this piece, it had Moffett quotes throughout. What I found most enjoyable is some of the techniques that we talk about using with students, such as freedom of topic, is just as applicable to prisoners.
I like what Smith had to say, though this was another one of his chapters where I felt he ways just reiterating a lot of bits of common sense. "Writing is learned by writing, by reading, and by perceiving ones self as a writer." (217) Well of course. He makes many similar comments in his opening, saying things like "teachers are influential" and "writing is fostered rather than taught." More valuable information comes out as the piece continues. Smtih boldly stated "I have never seen a testing or evaluation instrument that would help students learn to write or teachers to teach writing." (224) I enjoyed that he actually wrote that into the chapter. He then tears apart the notion of teaching for the sake of evaluation. And then he tears apart the institution that is the school system. I was loving it. Another great statement was "schools are not primarily concerned with learning." (226) Smith calls it like it is, I'll give him that, so even though I cynically might say he writes common sense notions out on paper, there are moments when you need to be reminded of such things, even if it's just to reaffirm what you know. Smith tries to end positively though with a list of what educators can do to make teaching effective dispite the flaws in the system.
Again, I found 9R a hard read, only because Spandel rubs me the wrong way. I really loath the way she uses the word "publish". We have talked several times in class about the way curriculum and assessment can get in the way of teaching students to write. For Spandel to ask us to be intuitive and don't give feedback such as "you do not write well" is another duh moment. She does make the point "reviewers should be able to put personal preferences aside," (100) which is likely the hardest of her recommendations. We know what we like, and to deny that is hard. Spandel just refers to types of bias, another thing to file into duh category, but if you open it up to matters of what we feel is "good", then we may often find ourselves struggling in our evaluations. For example, the assessor that prefers modern poetics to romantic styling may be much more harsh on a student that adopts romantic devices and makes mistakes than they would of a student who uses modern devices and makes mistakes. Is that wrong? It's hard to say, because when you serve as the authority on something such as poetry writing, you should be able to explain yourself for making the choices you did in the scenario mentioned.
Wednesday, October 31, 2007
Rubrics, ugh!
Whenever I created lesson plans while an undergrad I always lost points on the assessment section. I found it difficult to outline how I would assess the assignment. Sometimes the process will determine which type of assessment is used. Therefore the idea of students helping to create the assessment is one that I would likely implement in the classroom. By the time students reach high school they know what is expected of their writing assignments. They will likely mention these things when creating their assessment. More importantly, they will likely address other concerns that they have with about their writing.
As for our discussion in class Monday, there is a web-site that a professor recommended I use to create rubrics and I thought it might be interesting for the class to explore it. If you do, keep in mind that the site is sponsored by the federal government. What do they know about assessment? (rubistar.4teachers.org) One thing I noted is how they define mechanics. A perfect score for mechanics means that you have "No grammatical, spelling or punctuation errors."
As for our discussion in class Monday, there is a web-site that a professor recommended I use to create rubrics and I thought it might be interesting for the class to explore it. If you do, keep in mind that the site is sponsored by the federal government. What do they know about assessment? (rubistar.4teachers.org) One thing I noted is how they define mechanics. A perfect score for mechanics means that you have "No grammatical, spelling or punctuation errors."
Blog 9
I'm torn on the idea of students helping build rubrics. From a theoretical standpoint, it's a great idea to have students engaged in forming what they feel is important to learn but from a realistic standpoint, at least if I were still a student, I'd be trying to make it as easy as possible for myself and put a lot of weight on format and grammar because I know that I could knock it out the box. I think that a teacher should use indirect student involvement rather than direct. By coming up with several options for a student to choose from as far as what type of writing they want to produce and allowing them to choose, a teacher can then take what works the best for a variety of students and adjust the available options for the next year. Granted, this might mean that the ratio of satisfactory to unsatisfactory work will be lower for the first two or three years, but I feel that ultimately, the effects will be overwhelmingly positive once an effective system is established.
I have been thinking back to my high school days more and more since I've been doing my observation and i think that the reason i am a confident writer is that i was taught how to read deeper right off the bat. Our first assignment was a glorified book report known as an Explication de Texte in which you are to focus on subject, theme, diction, imagery, symbolism, genre, structure, and other literary techniques and devices systematically and contextualize the use of these devices in the effect of the novel as a whole. My first couple Ex de Texte's were not very strong because i wasn't familiar with the techniques, but as I learned what to look for, I got much more insightful as to what I look for as i read and I learned to apply these techniques in my own writing. We continually read ad analyzed text in this manner all through high school and good reading skills are necessary do develop good writing skills. Plus, in understanding these techniques more fully, students will start to use them more even if it is subconscious.
One of my questions then is would if be effective to establish grading criteria on the use of different literary techniques? and how can that be quantified? If something is present in a students writing should they get the same credit that another student gets for having a much more developed representation of the same technique? I don't know how fair it is to score writing objectively.
I have been thinking back to my high school days more and more since I've been doing my observation and i think that the reason i am a confident writer is that i was taught how to read deeper right off the bat. Our first assignment was a glorified book report known as an Explication de Texte in which you are to focus on subject, theme, diction, imagery, symbolism, genre, structure, and other literary techniques and devices systematically and contextualize the use of these devices in the effect of the novel as a whole. My first couple Ex de Texte's were not very strong because i wasn't familiar with the techniques, but as I learned what to look for, I got much more insightful as to what I look for as i read and I learned to apply these techniques in my own writing. We continually read ad analyzed text in this manner all through high school and good reading skills are necessary do develop good writing skills. Plus, in understanding these techniques more fully, students will start to use them more even if it is subconscious.
One of my questions then is would if be effective to establish grading criteria on the use of different literary techniques? and how can that be quantified? If something is present in a students writing should they get the same credit that another student gets for having a much more developed representation of the same technique? I don't know how fair it is to score writing objectively.
blog 9
I agree with Chris that grading rubrics make more sense when the teacher involves the students in the process of creating the assessment. As a matter of fact, I think self-assessment is an important part of assessment in general. Students involved in setting goals are, in my opinion more likely to achieve those goals. Knowing how to evaluate your own writing will not only help you become a better writer but it will also help you learn to offer constructive criticism to others. Spandel wrote that “good assessors sense a heartbeat behind the words” . Of course Spandel was referring to teachers evaluating students but I think that statement can easily be applied to self-assessments.
I liked the WTL article a lot because it was interesting, entertaining and emotional. Furthermore, I feel that writing experiment shows the importance of self-assessment.
Sadly, Smith went back to his old ways this week. The most interesting and useful part of the article was his list at the end.
I liked the WTL article a lot because it was interesting, entertaining and emotional. Furthermore, I feel that writing experiment shows the importance of self-assessment.
Sadly, Smith went back to his old ways this week. The most interesting and useful part of the article was his list at the end.
Blog 9
I responded to Chapter 7 of 9R right away, probably because it addressed issues I am already facing or will be facing in the near future. The gray box at the beginning addressed assessing what is easiest to measure, which is an issue that has come up in conversation several times during our class discussions. We keep coming back to the fact that good teaching techniques often require more time and effort than many teachers are willing to give. I also think there's an underlying issue of personal accountability. If teachers can refer to an answer key or award a certain number of points for fulfilling the various requirements of an assignment, they remove the responsibility from themselves if the grades they give are questioned by students, parents or administrators. It's safe.
"Ours is a nation obsessed with assessment" (93). As a student and especially as a future teacher, I am already beginning to see how much time teachers spend on preparing for "the test" and how much influence statewide standardized testing has on everyday assignments and activities in the classroom. The argument is that the testing needs to be revised, but that's not as simple as it sounds. I went to school in Kentucky during a period of extreme educational reform, and students were required to submit math and writing portfolios in grades 4, 8 and 12. It sounds good, but teachers fell into the same patterns of assigning pieces specifically for the portfolios, and students quickly learned which formats and formulas seemed to work best and adjusted their writing accordingly. The focus was still on the assessment itself, just a different type. I was surprised to read that 80 percent of Kentucky's teachers endorsed the portfolios because every English teacher I had hated them.
"Courage is of more enduring value than any writing technique or strategy" (94). I found this quote to be a refreshing one, and a true one, especially in middle and high school classrooms. Students at that age are so worried about what other people think, and most of them have already decided whether or not they can write well and whether they like to write or not. With all of the techniques and strategies out there, both for writing and for teaching in general, I thought it was important to be reminded how powerful a tool the simple act of encouragement can be.
"Ours is a nation obsessed with assessment" (93). As a student and especially as a future teacher, I am already beginning to see how much time teachers spend on preparing for "the test" and how much influence statewide standardized testing has on everyday assignments and activities in the classroom. The argument is that the testing needs to be revised, but that's not as simple as it sounds. I went to school in Kentucky during a period of extreme educational reform, and students were required to submit math and writing portfolios in grades 4, 8 and 12. It sounds good, but teachers fell into the same patterns of assigning pieces specifically for the portfolios, and students quickly learned which formats and formulas seemed to work best and adjusted their writing accordingly. The focus was still on the assessment itself, just a different type. I was surprised to read that 80 percent of Kentucky's teachers endorsed the portfolios because every English teacher I had hated them.
"Courage is of more enduring value than any writing technique or strategy" (94). I found this quote to be a refreshing one, and a true one, especially in middle and high school classrooms. Students at that age are so worried about what other people think, and most of them have already decided whether or not they can write well and whether they like to write or not. With all of the techniques and strategies out there, both for writing and for teaching in general, I thought it was important to be reminded how powerful a tool the simple act of encouragement can be.
Blog 9
The whole issue of assessments and the such have always been a particularly frustrating one to me. It recalls those profs I've had that (mind you they aren't Eng. profs) take me for a fool when scrutinizing my grammar and mechanics. Granted a PhD or whatever gives them the "authority" in their classroom, but I'm not a fool and don't always need a thesis and ugh...can u tell this was recent? I guess my point is, if these professors, teachers, whatevers would have clearly stated rubrics that does not mean I'd strictly adhere. I write how I write, and the 9R's chapter made one of the best suggestions I've heard for assessing--and that is to collectively create or define the "rubric" or what have you.
Assessments with such student-defined parameters would not only benefit the students, as they have their own best interests in mind I'm sure...but teachers can see what exactly students are comfortable with. The ideas that are left out of these assessments could become starting points for further instruction, and, unbeknown to the students, those shortcomings could be addressed.
Assessments with such student-defined parameters would not only benefit the students, as they have their own best interests in mind I'm sure...but teachers can see what exactly students are comfortable with. The ideas that are left out of these assessments could become starting points for further instruction, and, unbeknown to the students, those shortcomings could be addressed.
Tuesday, October 30, 2007
Happy Halloween!!!!!
In "The Right to be Assessed Well", Spandel brings up many good points about assessments; that is, what components a good assessment should possess. Instead of looking for the faults of our young writers, we should be looking for their abilities and strong points. I don't believe, as some do ,that we are pampering our children by focusing on these things...I believe we're shaping their future. This country (lacking the educational quality it so deperately needs) is now obsessed with assessments to try and make up for the loss. It's not going to work. I, like many other students, am sick to death of the grading system. Yes, I'll go out on a limb and say it's not just assessments that make me sick, but also the grades we're constantly struggling for. We've buried ourselves too deeply in the idea that this will somehow measure our intellectual ability and therefore, we can monitor our progress or failure accurately. Tax payers need to see where our money is going...Yeah, and our kids aren't learning half of what they should be. Nice try. But I definitely agree that we need serious reform in the grade grubbing and overbearing assessments. I don't know if it was Spandel or another writer, (I've read so much this week) but an interesting view came about in my research that I have adopted for my own classes: My students will know that as long as they are willing to redo the work, I am willing to regrade. This includes tests as well...
It is exactly this very idea that is carried over into Writing and the Writer, where Smith discusses the importance of the teacher, and the many ways in which we can implement learning writing in the classroom. I am concerned with providing my students with a positive, and productive writing environment. I don't want my students learning what they have to learn, I want them wanting to learn. I hate dittos (what we called them in my days) and they bore me to death. I remember well, the feeling of dread as my teacher presented us with yet another stack of "ditto's" to complete in our limited time allotted. Lovely...Time tested dittos. Yum. Please Sir, can I have some more? (Oliver Twist).
In addition, (I'm in smart-ass mode now) I agree with Smith when he states that "inexperienced writers usually stop writing because they are tired, lose interest, or become uncertain of what in particular to say next-or simply because they think they have written enough." (222) Yes, I agree wholeheartedly. I'm going through the same thing right now, and I never thought I would say this, but I'm tired of writing. I'm tired of writing for a grade. I'm tired of having to, all the time, regardless of whether I'm motivated or not. Obviously I've been in school long enough to learn how to write, (seven years to be exact) and most people know that I am quite capable of producing quality work. Not every paper teaches me something new, and I don't always walk away feeling better off as a result of having written it. Penn State should be paying me to write, as often as I'm doing it. And I can't perceive how deadlines, due dates, forced writing, grades, etc. is going to help me want to teach this to my students. Hopefully, I won't hold a grudge...I don't think I'll ever stop loving writing, but I'm to my breaking point. How many papers do we actually need to write in order to prove ourselves worthy? Yes, writing can be fun, but when it's the only method we're using, it beings to bore after a while. I've started wishing for the lecture teacher again. It would be nice to sit back and enjoy the ride for once...
And when our students begin to say this to us, how do we rectify the situation (in keeping our students wanting to write) and still keep the parents, taxpayers and administrators happy? There must be a better way...
I understand that assessments are necessary and that we do need to grade our students somehow, otherwise we would not be able to assess their ability to succeed. My question, however, remains; how can we teach what are not being taught? (Or taught little of). Granted, some professors are flexible, but not all of them, all the time. If we're exhausted by the time we graduate, how will we be able to motiviate our students? How will we write with them? Lastly, how will we tell them that this is what they're going to go through if they attend college? Sure, we all need to learn to write well in order to teach it, but at this level of education (including the dissertation we'll need later if we pursue college further), we should be well endowed with at least some effective writing ability, and I don't feel we need to prove it all the time.
We have learned a plethora of information this semester regarding assessments, learning environments, teaching methods, etc., and yet we are being taught the opposite of what we learn, simply because we're in college--so we are expected to have the maturity, responsibility and ability to write day in and out. In addition, not all teachers have an understanding of the projects we face in other classes.
Don't get me wrong, I love my classes and have learned from them, I just think that 3 papers per class or better yet, 3 exams (x how many classes?) can wear a person out. This is our major (for most of us anyway) and we could use a break once in a while--especially if we're supposed to teach our students how to love writing. Although I am still learning new knowledge through the process, I'm also learning to burn out--quickly. If it seems like I'm bitching, well please excuse me, but I guess I am. I want to enjoy my projects and writing as I wish my students will. But sitting at my computer 10-18 hours per day is causing me a bit of frustration. (Although I'm good, I'm not fast.) I can do it, but it won't be my best work, and I certainly won't enjoy it. The thought of taking more classes next semester overwhelms me...
Like I said, there must be a better way...
It is exactly this very idea that is carried over into Writing and the Writer, where Smith discusses the importance of the teacher, and the many ways in which we can implement learning writing in the classroom. I am concerned with providing my students with a positive, and productive writing environment. I don't want my students learning what they have to learn, I want them wanting to learn. I hate dittos (what we called them in my days) and they bore me to death. I remember well, the feeling of dread as my teacher presented us with yet another stack of "ditto's" to complete in our limited time allotted. Lovely...Time tested dittos. Yum. Please Sir, can I have some more? (Oliver Twist).
In addition, (I'm in smart-ass mode now) I agree with Smith when he states that "inexperienced writers usually stop writing because they are tired, lose interest, or become uncertain of what in particular to say next-or simply because they think they have written enough." (222) Yes, I agree wholeheartedly. I'm going through the same thing right now, and I never thought I would say this, but I'm tired of writing. I'm tired of writing for a grade. I'm tired of having to, all the time, regardless of whether I'm motivated or not. Obviously I've been in school long enough to learn how to write, (seven years to be exact) and most people know that I am quite capable of producing quality work. Not every paper teaches me something new, and I don't always walk away feeling better off as a result of having written it. Penn State should be paying me to write, as often as I'm doing it. And I can't perceive how deadlines, due dates, forced writing, grades, etc. is going to help me want to teach this to my students. Hopefully, I won't hold a grudge...I don't think I'll ever stop loving writing, but I'm to my breaking point. How many papers do we actually need to write in order to prove ourselves worthy? Yes, writing can be fun, but when it's the only method we're using, it beings to bore after a while. I've started wishing for the lecture teacher again. It would be nice to sit back and enjoy the ride for once...
And when our students begin to say this to us, how do we rectify the situation (in keeping our students wanting to write) and still keep the parents, taxpayers and administrators happy? There must be a better way...
I understand that assessments are necessary and that we do need to grade our students somehow, otherwise we would not be able to assess their ability to succeed. My question, however, remains; how can we teach what are not being taught? (Or taught little of). Granted, some professors are flexible, but not all of them, all the time. If we're exhausted by the time we graduate, how will we be able to motiviate our students? How will we write with them? Lastly, how will we tell them that this is what they're going to go through if they attend college? Sure, we all need to learn to write well in order to teach it, but at this level of education (including the dissertation we'll need later if we pursue college further), we should be well endowed with at least some effective writing ability, and I don't feel we need to prove it all the time.
We have learned a plethora of information this semester regarding assessments, learning environments, teaching methods, etc., and yet we are being taught the opposite of what we learn, simply because we're in college--so we are expected to have the maturity, responsibility and ability to write day in and out. In addition, not all teachers have an understanding of the projects we face in other classes.
Don't get me wrong, I love my classes and have learned from them, I just think that 3 papers per class or better yet, 3 exams (x how many classes?) can wear a person out. This is our major (for most of us anyway) and we could use a break once in a while--especially if we're supposed to teach our students how to love writing. Although I am still learning new knowledge through the process, I'm also learning to burn out--quickly. If it seems like I'm bitching, well please excuse me, but I guess I am. I want to enjoy my projects and writing as I wish my students will. But sitting at my computer 10-18 hours per day is causing me a bit of frustration. (Although I'm good, I'm not fast.) I can do it, but it won't be my best work, and I certainly won't enjoy it. The thought of taking more classes next semester overwhelms me...
Like I said, there must be a better way...
Blog 9
I'm sensing that some of us didn't find the article in WTL that beneficial this week, whereas I, on the other hand, found it to be very reassuring. To be quite honest, I never really thought about anyone teaching in a prison. I'm not saying that it couldn't be done, the thought just never crossed my mind. I especially didn't think that teaching inmates who had life sentences had any purpose. What could they use it for and could they really be taught? Would they even care to be taught? After I completed these arrogant thoughts, it occurred to me... how many older adults say the same thing about the younger generation now? It was a real eye-opening experience for me. I was thinking very inside the box and shallow thoughts. Everyone deserves the right to write and to learn ways to strengthen their abilities. This article also put me at ease as well. If this woman can teach prisoners locked away for doing murder, than I sure as hall can teach a bunch of teenagers.
Another interesting thing that happened for me during this week's readings is that I didn't gag as much while reading Smith and I feel that he actually made some sense to me. The one thing that I agree with and find it very useful is that if I'm going to do an in-class writing assignment that I should be doing it with my students. I should never ask someone to do something if I wouldn't do it myself. In my observations, I notice that sometimes teachers have a habit of not really paying attention to what their students are doing. This just lets the kids no that if the teacher thinks it's pointless than I will too. I think by writing along with my students with will ensure a bond that lets them know I'm not afraid to get down and dirty right along with them.
Another interesting thing that happened for me during this week's readings is that I didn't gag as much while reading Smith and I feel that he actually made some sense to me. The one thing that I agree with and find it very useful is that if I'm going to do an in-class writing assignment that I should be doing it with my students. I should never ask someone to do something if I wouldn't do it myself. In my observations, I notice that sometimes teachers have a habit of not really paying attention to what their students are doing. This just lets the kids no that if the teacher thinks it's pointless than I will too. I think by writing along with my students with will ensure a bond that lets them know I'm not afraid to get down and dirty right along with them.
Blog 9
I enjoyed the Juska reading in WTL this week. I've never really thought about prison life or the availability of classes for prisoners, but it's intriguing. I liked how she walked through each step of the writing process and then related it to how she and the inmates taught each other. It was also interesting how they wouldn't talk about what landed them in prison in the first place, and would ask Juska for grammar and writing rules since they'd missed out on other important rules throughout their lifetime.
Spandel's writing on assessment was helpful. We've talked about rubrics in class, but Spandel's descriptions really made it click for me. Some of her ideas have been discussed already, like being perceptive and compassionate when delving into the writing. However, I like the idea of having the class help you create the rubric they'll be assessed with; I think that would help them better understand not only what you're looking for, but what they'll want to keep an eye on while revising and editing.
I will admit, I'm interested in how Kentucky assesses its students. It makes so much more sense to let students take their time creating pieces they actually enjoy than to give them topics and a time period to write in. Shows respect for the writers, yes, and also allows students to show off what they can really do. Sometimes magic happens when you're given a set amount of time to write in and a topic you enjoy; but other times, if you give them junk to work with, you'll get junk in return. And the idea that teachers/administrators aren't always the ones reading state assessments? That just doesn't seem right to me. It feels like it would be common sense to have teachers, who know what to look for in these writing assignments, assess and grade the essays.
Smith was actually easy to get into this week. He went over a lot of the topics we've covered so far this semester and added some good tidbits. I never realized that students only write about half a page per day in the classroom, even though it makes sense when I think about it. You take notes on the reading, take down what the teacher is saying, but that's usually about it unless you have a test or some kind of classwork.
Spandel's writing on assessment was helpful. We've talked about rubrics in class, but Spandel's descriptions really made it click for me. Some of her ideas have been discussed already, like being perceptive and compassionate when delving into the writing. However, I like the idea of having the class help you create the rubric they'll be assessed with; I think that would help them better understand not only what you're looking for, but what they'll want to keep an eye on while revising and editing.
I will admit, I'm interested in how Kentucky assesses its students. It makes so much more sense to let students take their time creating pieces they actually enjoy than to give them topics and a time period to write in. Shows respect for the writers, yes, and also allows students to show off what they can really do. Sometimes magic happens when you're given a set amount of time to write in and a topic you enjoy; but other times, if you give them junk to work with, you'll get junk in return. And the idea that teachers/administrators aren't always the ones reading state assessments? That just doesn't seem right to me. It feels like it would be common sense to have teachers, who know what to look for in these writing assignments, assess and grade the essays.
Smith was actually easy to get into this week. He went over a lot of the topics we've covered so far this semester and added some good tidbits. I never realized that students only write about half a page per day in the classroom, even though it makes sense when I think about it. You take notes on the reading, take down what the teacher is saying, but that's usually about it unless you have a test or some kind of classwork.
Like Matt, I also picture Smith, raybanned, on top of a car carrier, on the LA freeway trading blows with Neo. Well when he's not writing, writing books.
Smith was the most enlightening for me this week. I got alot out of this chapter. I agree that the role that writing teacher plays is often quite different from the one that is perceived. I can't imagine teaching writing and not thinking of oneself as a writer but I have taken high school classes from such teachers. If learning is a give and take, a dialogue between learner and instructor then both must be engaged in lessons. Its a growth process, learning by imitating--modeling. "even the best ideas can be misused in the hands of a misguided or insensitive teacher." I fear this happens in classrooms every day and creates kids that hate writing, or at least find it a chore.
"Teachers cannot expect writing to be a controlled and well-ordered activity..." I think this is just the thing that scares some teachers away from great instruction--a fear of loosing the ordered class they struggle to maintain every day. I remember a high school journalism class I observed. Desks were willy-nilly and almost no one sat in them, there was a big old overstuffed sofa in the class that some of the kids were flopped over, it was loud as the kids debated what to write. It was barely-controlled chaos, but the students were totally engaged at what they were doing. The class buzzed with energy. I read some of the work they produced and it was wonderful! Later that day I moved into another writing class, desks in even rows, grammar rules posted on the board, it was like night and day--these kids were not at all into what they were doing. I made the mistake of mentioning the other class to this teacher and she snapped back about students must be kept under control or they will not do their work. No so.
WTL-But I shot a man in Reno just to watch him die, ..and to take writing 101. Love the story that reads like a police report. I was heartened by the fact that these guys are in prison and yet they still feel the time is not enough to get their projects completed. "Stan stays after class which means he will miss showers." Stan, you're in prison buddy, this just might be a good thing.
Spandell adds another voice to the shortcomings of government assessment tests. They are inaccurate, biased, and take valuable time out of the year to "teach to the test" I am not a fan.
Smith was the most enlightening for me this week. I got alot out of this chapter. I agree that the role that writing teacher plays is often quite different from the one that is perceived. I can't imagine teaching writing and not thinking of oneself as a writer but I have taken high school classes from such teachers. If learning is a give and take, a dialogue between learner and instructor then both must be engaged in lessons. Its a growth process, learning by imitating--modeling. "even the best ideas can be misused in the hands of a misguided or insensitive teacher." I fear this happens in classrooms every day and creates kids that hate writing, or at least find it a chore.
"Teachers cannot expect writing to be a controlled and well-ordered activity..." I think this is just the thing that scares some teachers away from great instruction--a fear of loosing the ordered class they struggle to maintain every day. I remember a high school journalism class I observed. Desks were willy-nilly and almost no one sat in them, there was a big old overstuffed sofa in the class that some of the kids were flopped over, it was loud as the kids debated what to write. It was barely-controlled chaos, but the students were totally engaged at what they were doing. The class buzzed with energy. I read some of the work they produced and it was wonderful! Later that day I moved into another writing class, desks in even rows, grammar rules posted on the board, it was like night and day--these kids were not at all into what they were doing. I made the mistake of mentioning the other class to this teacher and she snapped back about students must be kept under control or they will not do their work. No so.
WTL-But I shot a man in Reno just to watch him die, ..and to take writing 101. Love the story that reads like a police report. I was heartened by the fact that these guys are in prison and yet they still feel the time is not enough to get their projects completed. "Stan stays after class which means he will miss showers." Stan, you're in prison buddy, this just might be a good thing.
Spandell adds another voice to the shortcomings of government assessment tests. They are inaccurate, biased, and take valuable time out of the year to "teach to the test" I am not a fan.
Monday, October 29, 2007
Blog 9
Chapter 7 in Spandel has some helpful commentary on assessment, which is an apparent developed skill in itself. I imagine it would be a difficult task to be compassionate and useful with students who could care less and put little thought into their work; while being offering perceptive commentary would come naturally. I can envision that teachers eventually become accustomed to being shocked by the creativity or lack there of or totally misguided attempts when assessing. Students know that feeling of hanging on every word of an assessment from an instructor, while we fear the honesty; it can be a very positive and reaffirming experience to have praise heaped upon us from a respected, knowledgeable source. This chapter actually speaks more of the large scale state or national testing assessments which have and will always be under scrutiny. At a quick glance I could totally see how writing could be an even greater challenge to assess on a large scale, but if the reviewer themselves meet specific criteria and are coupled with a proven rubric it does seem more likely to function systematically and be useful as a gauge. However, the pleas for compassionate assessment would be a difficult and predictable request unless you had the luxury to have multiple reviewers. But I always suggest people to remember the constructive side of assessments and to not take the criticism or praise too seriously, it’ll make you kooky.
The Juska piece was fascinating, as are most stories derived from prisons. We are amazed at why people do what they do and this chapter showed examples that some prisoners learned poor examples at young ages, but most were under educated. Prisoners certainly produce unique reactions, sometimes threatening bodily harm, to assessment but it is insightful to examine how education may have better served them and that despite all that is troubling about a prisoner and their crimes, they still demonstrate potential and desire to improve even when they have no have no need for it anymore (life sentence).
Chapter 14in WW offers some valuable advice and insight for the writing teacher to remember in their classrooms. The teaching of writing will be more useful for students if the teacher is a reader/writer themselves, committed, and has a grasp of the probable challenges. The challenges come in many forms: the students, the environment, the administrations, the parents, the support, and just the knowledge of the approaches will best serve your classroom. Smith continues to include many suggestions in a teachers approach that should yield results, such as the power of positive feedback, an understanding the realities of testing, an acceptance of the realities that are educating in masses, and that those who never appreciated simply never had an inspirational instructor.
The Juska piece was fascinating, as are most stories derived from prisons. We are amazed at why people do what they do and this chapter showed examples that some prisoners learned poor examples at young ages, but most were under educated. Prisoners certainly produce unique reactions, sometimes threatening bodily harm, to assessment but it is insightful to examine how education may have better served them and that despite all that is troubling about a prisoner and their crimes, they still demonstrate potential and desire to improve even when they have no have no need for it anymore (life sentence).
Chapter 14in WW offers some valuable advice and insight for the writing teacher to remember in their classrooms. The teaching of writing will be more useful for students if the teacher is a reader/writer themselves, committed, and has a grasp of the probable challenges. The challenges come in many forms: the students, the environment, the administrations, the parents, the support, and just the knowledge of the approaches will best serve your classroom. Smith continues to include many suggestions in a teachers approach that should yield results, such as the power of positive feedback, an understanding the realities of testing, an acceptance of the realities that are educating in masses, and that those who never appreciated simply never had an inspirational instructor.
Blog 9
When reading Jane Juska’s The Writing Process Goes to San Quentin, I was intrigued to learn about her experiences teaching writing in a San Francisco prison. This article really helped clarify the important role writing can play in any individual’s life. It is such an essential outlet and means of expression and communication. It was likewise wonderful to see that any environment can be transformed into a community that supports writing. As a future teacher, I am sure that I will encounter students with various behavioral issues. However, this story has impressed upon me the fact that if Jane Juska could successfully teach writing to convicted murders in a prison, then I can teach writing to any type of student I might encounter.
In Chapter 7 of The 9 Rights of Every Writer, I found it quite interesting to read about the writing assessment used in Kentucky to rate student writing abilities. Rather than adopting the five-paragraph essay format, students are assessed on “a combination of on-demand and portfolio writing that spans genres, themes, and purposes, and includes writing produced for classes other than English” (Spandel 97). I find this new approach to be extremely promising because it acknowledges the fact that writing is a process that includes multiple drafts and ongoing revision. It amazes me that more states have not switched to a similar format.
Spandel recommends that teachers design their own rubrics to be used in the classroom for grading student writing assignments. In the middle school classroom where I am currently observing, the teacher employs the PSSA rubric for assessing students. This is mainly due to the fact that students will be scored using the same guidelines when taking the PSSA test next spring. The opening of Chapter 7 describes a six-week time period called “boot camp” in which students are being prepared for state testing. In the classes I observe, the teacher works with PSSA packets when teaching new literary or writing concepts. It appears to me that this so called “boot camp” no longer lasts a mere 6 weeks but has been extended to encompass almost the entire school year. As Spandel comments, “I wonder whether the parents and others who applaud testing as a means of ensuring quality in our schools are at all uneasy about making test preparation a curriculum unto itself” (93).
In regard to evaluation, I found it interesting that Smith choose not to discuss grading in any great detail. I completely agree with his point that “I have never seen a testing or evaluation instrument that would help students learn to write or teachers to teach writing” (pg.224). Ironically, Smith points out that many students will not put forth an effort in their writing if they know that an assignment or activity is not being graded. This is the fallacy of our system. Our schools place too much value on grades instead of focusing on the actual learning process.
In Chapter 7 of The 9 Rights of Every Writer, I found it quite interesting to read about the writing assessment used in Kentucky to rate student writing abilities. Rather than adopting the five-paragraph essay format, students are assessed on “a combination of on-demand and portfolio writing that spans genres, themes, and purposes, and includes writing produced for classes other than English” (Spandel 97). I find this new approach to be extremely promising because it acknowledges the fact that writing is a process that includes multiple drafts and ongoing revision. It amazes me that more states have not switched to a similar format.
Spandel recommends that teachers design their own rubrics to be used in the classroom for grading student writing assignments. In the middle school classroom where I am currently observing, the teacher employs the PSSA rubric for assessing students. This is mainly due to the fact that students will be scored using the same guidelines when taking the PSSA test next spring. The opening of Chapter 7 describes a six-week time period called “boot camp” in which students are being prepared for state testing. In the classes I observe, the teacher works with PSSA packets when teaching new literary or writing concepts. It appears to me that this so called “boot camp” no longer lasts a mere 6 weeks but has been extended to encompass almost the entire school year. As Spandel comments, “I wonder whether the parents and others who applaud testing as a means of ensuring quality in our schools are at all uneasy about making test preparation a curriculum unto itself” (93).
In regard to evaluation, I found it interesting that Smith choose not to discuss grading in any great detail. I completely agree with his point that “I have never seen a testing or evaluation instrument that would help students learn to write or teachers to teach writing” (pg.224). Ironically, Smith points out that many students will not put forth an effort in their writing if they know that an assignment or activity is not being graded. This is the fallacy of our system. Our schools place too much value on grades instead of focusing on the actual learning process.
Usually I'm not that interested in the essays in Writing, Teaching, Learning, but the article this week really made me think. Many of us in this class want to be teachers, but I don't know how many of us would be willing to teach in a prison. If we want prisons to be more than punitive, we have to make resources available to these prisoners so when they are out of prison they do not repeat the same mistakes. I know that this could get into a discussion about punishment versus rehabilitation and that is not what this class is about, but any case it made me think.
I have to say that usually every time that I read the Smith book, I have to take a nap afterwards. That didn't happen this week. I thought it is chapter about the writing teacher was really good and helpful. Many of the things that he said are things that I've heard before, like the best way to get students to write is have the teacher write with the students. I like that he said, "Students need to see that writing can be a struggle." If students think that teachers can write perfectly the first time, they're going to think that they should be able to and if they can't, they're going to think there's something wrong with them.
There was a long section about the teacher's handicaps, and of course I was going to like it. I always have that "we have to stick it to the man" mentality. I really liked to have his quotes. One was, "The principal concern of any institution is the perpetuation and smooth daily operation of the institution in itself. Institutions tend by their nature to be resistant to change, intolerant of anything that interferes with their good order and routine, and gripped by a stultifying inertia." The second, which I think is what happens often, is "That is why schools have rigid routines, not to help the students learn but to keep them under control."
I was really fascinated by the average times of students reading and writing. It really boggles my mind that children in elementary school read more four minutes a day. How can that be? Even the time writing for high school students seemed so short. I mean really, when I was in high school I was writing all the time. Granted, it was long notes to my friends rather than "schoolwork," but I was still writing a lot. Smith's figures didn't seem to make sense, but I thought it was interesting.
The Spandel book really annoyed me this week; I felt it was very condescending. I like her information about Kentucky's assessment of writing. If it's so helpful, I don't know why more states are following Kentucky's lead.
I have to say that usually every time that I read the Smith book, I have to take a nap afterwards. That didn't happen this week. I thought it is chapter about the writing teacher was really good and helpful. Many of the things that he said are things that I've heard before, like the best way to get students to write is have the teacher write with the students. I like that he said, "Students need to see that writing can be a struggle." If students think that teachers can write perfectly the first time, they're going to think that they should be able to and if they can't, they're going to think there's something wrong with them.
There was a long section about the teacher's handicaps, and of course I was going to like it. I always have that "we have to stick it to the man" mentality. I really liked to have his quotes. One was, "The principal concern of any institution is the perpetuation and smooth daily operation of the institution in itself. Institutions tend by their nature to be resistant to change, intolerant of anything that interferes with their good order and routine, and gripped by a stultifying inertia." The second, which I think is what happens often, is "That is why schools have rigid routines, not to help the students learn but to keep them under control."
I was really fascinated by the average times of students reading and writing. It really boggles my mind that children in elementary school read more four minutes a day. How can that be? Even the time writing for high school students seemed so short. I mean really, when I was in high school I was writing all the time. Granted, it was long notes to my friends rather than "schoolwork," but I was still writing a lot. Smith's figures didn't seem to make sense, but I thought it was interesting.
The Spandel book really annoyed me this week; I felt it was very condescending. I like her information about Kentucky's assessment of writing. If it's so helpful, I don't know why more states are following Kentucky's lead.
blog 9
I thought all the readings were interesting this week. As far as the WTL article, it was nice to see a personal reflection on how the writing process had to be modified considering the population and circumstances of the class. I also think the article was a testament to the power of writing and the benefits that writing brought to the prisoners. I felt that this essay pretty much summed up everything we have been talking about this semester: writing as therapeutic, adapting to audience and purpose, modifying the writing process, and the sheer enjoyment writing can bring. I also enjoyed the numerous quotes from James Moffett that appeared throughout the chapter.
I think the topic of the 9Rights chapter, "the right to be assessed well" is an important and often overlooked area in writing and education. If only all assessors could be perceptive, compassionate, and useful in their criticism. That would make writing much more enjoyable. I think some of these ideas need to be refreshed in the minds of current K-12 English teachers and others as well. I personally don't see any purpose or advantage in using standardized assessments, especially on demand writing assessments. No one enjoys them or feels particularly confident after they complete one of these types of assessments, so why continue them? Spandel brought up three great points as to why schools should not use on demand writing assessments and while I think all three points are valid, her second point questions whether this type of writing produces the students best writing. I think we can all agree that it doesn't. So why are we showing evaluators something that we just threw together in an allotted amount of time? Isn't the purpose of these standardized assessments to show off a students best work? In talking about how most students and teachers/evaluators put more emphasis on a numerical grade than a heartfelt analysis, Spandel said "We trust our calculators more than we trust our hearts" (111). I thought that was a great way of looking at the situation.
Smith's chapter in WW was also enjoyable this week. I felt that he mostly reiterated what we discussed in former chapters, but it was a nice refresher. Besides, even those teachers with the best intentions need to be reminded of these things occasionally.
I think the topic of the 9Rights chapter, "the right to be assessed well" is an important and often overlooked area in writing and education. If only all assessors could be perceptive, compassionate, and useful in their criticism. That would make writing much more enjoyable. I think some of these ideas need to be refreshed in the minds of current K-12 English teachers and others as well. I personally don't see any purpose or advantage in using standardized assessments, especially on demand writing assessments. No one enjoys them or feels particularly confident after they complete one of these types of assessments, so why continue them? Spandel brought up three great points as to why schools should not use on demand writing assessments and while I think all three points are valid, her second point questions whether this type of writing produces the students best writing. I think we can all agree that it doesn't. So why are we showing evaluators something that we just threw together in an allotted amount of time? Isn't the purpose of these standardized assessments to show off a students best work? In talking about how most students and teachers/evaluators put more emphasis on a numerical grade than a heartfelt analysis, Spandel said "We trust our calculators more than we trust our hearts" (111). I thought that was a great way of looking at the situation.
Smith's chapter in WW was also enjoyable this week. I felt that he mostly reiterated what we discussed in former chapters, but it was a nice refresher. Besides, even those teachers with the best intentions need to be reminded of these things occasionally.
Sunday, October 28, 2007
All
To me, Juska's ethos is an amazing thing. Why teach people "without a date" how to express themselves in writing? I wrestled with my own self perceived insensitivity on this point for a while, finally realizing that the purpose I was originally attaching to 'teaching writing' was wrong. I had thought the life prisoners could not gain anything by better writing ability. I mean, it's not like they'd get a better job or into a better college. Then I felt truly the fool because I had forgotten what writing was really for. It is a way to communicate, but also to think, and to learn about yourself and other people. And if I were incarcerated for the rest of my life, I know I'd want to understand the people confined with me, and be able to share my experience and self with them.
Spandel, bandel, bo-bandel, banana fana fo fandel...Oh, sorry, got distracted. Yeah, assesment can be the breaker of a beginning writer and compassion is needed badly. But the balance has to be maintained; if a piece has a lot of "suck points" then the writer needs that feedback. I realize you shouldn't tell a beginner "Hey, this really beats a preacher" (you figure it out, it sounded mean to me) but if I write a transition that reminds you of rolling lead bricks, then ONLY pointing out my strengths won't help me. I don't think this is what Spandel is suggesting we do, but it's easy to forget that blind encouragement can fool people into believing they don't have any need to try hard or revise.
"Nothing is as unhelpful as a blank sheet of paper when words refuse to come. But assisting with a theme is not the same as imposing a topic to write upon." As always, I find myself willingly accepting the label of the Smithophile. This is yet another area where that balance of roles (in this case the roles are collaborator vs. tyrant) is the most helpful thing. This is what Julie did to us that very first time with the "no verb prompts." She gave a nudge, not a prescribed route. To use a different analogy many writers are like wagon on a hill. The only reason they aren't careering (careening? I always confuse those two) wildly down the road is because they've got a little block next to one wheel preventing the start. If someone can come by and either nudge them over the block or kick the block out of the way, they'll pick up speed the further they roll on their own. The hope is that soon they'll roll along so quick we'll have trouble keeping up, never mind giving pushes.
Spandel, bandel, bo-bandel, banana fana fo fandel...Oh, sorry, got distracted. Yeah, assesment can be the breaker of a beginning writer and compassion is needed badly. But the balance has to be maintained; if a piece has a lot of "suck points" then the writer needs that feedback. I realize you shouldn't tell a beginner "Hey, this really beats a preacher" (you figure it out, it sounded mean to me) but if I write a transition that reminds you of rolling lead bricks, then ONLY pointing out my strengths won't help me. I don't think this is what Spandel is suggesting we do, but it's easy to forget that blind encouragement can fool people into believing they don't have any need to try hard or revise.
"Nothing is as unhelpful as a blank sheet of paper when words refuse to come. But assisting with a theme is not the same as imposing a topic to write upon." As always, I find myself willingly accepting the label of the Smithophile. This is yet another area where that balance of roles (in this case the roles are collaborator vs. tyrant) is the most helpful thing. This is what Julie did to us that very first time with the "no verb prompts." She gave a nudge, not a prescribed route. To use a different analogy many writers are like wagon on a hill. The only reason they aren't careering (careening? I always confuse those two) wildly down the road is because they've got a little block next to one wheel preventing the start. If someone can come by and either nudge them over the block or kick the block out of the way, they'll pick up speed the further they roll on their own. The hope is that soon they'll roll along so quick we'll have trouble keeping up, never mind giving pushes.
Blog 9 . . .
Okay, Ms. Spandel bugged me this time. All of her student writers were female: her sheet of paper, she will be alone on top of a Mesa. And then, and then . . . a reference to Olympic ice skating judges!? One hundred sentences for Spandel to conjugate and diagram! Due tomorrow!
Maybe it's just me.
As for assessment, it can be of help, if the assessment is constructive. To assess, to peer review, is not always the easiest thing. What to say, how to say it, in a way that helps the writer can be as confining as the writing process itself. I found the peer review process to be much more comfortable in my Creative Writing classes than in my current classes. The "vibe" was different.
I sometimes find it difficult to criticize my peers' writing due to the inadequacies I perceive in my own. I have never pictured myself as a teacher, still don't, could be part of the problem.
Maybe it's just me.
Interesting essay about teaching in prison. Good to see that she allowed them to find their own way. It really is the only way to learn how to write. Make mistakes, find a subject of your choosing. Not sure if I could teach in a prison though. Could be that teacher thing again.
Maybe it's just me.
Smith. I write that name and I hear Hugo Weaving in my head say, "Mister Anderson."
Maybe it's just me.
The Smith reading was going along fine until I got to this point: page 222, middle of the page, "In writing, the old rural joke often applies: It may not be possible to get where you want to go from where you are at present." WHAT? Was the farmer a retired professor from Harvard?! How does "you can't get there from here" turn into "it may not be possible to get where you want to go from where you are at present." Aauughh!
Maybe it's just me.
Maybe it's just me.
As for assessment, it can be of help, if the assessment is constructive. To assess, to peer review, is not always the easiest thing. What to say, how to say it, in a way that helps the writer can be as confining as the writing process itself. I found the peer review process to be much more comfortable in my Creative Writing classes than in my current classes. The "vibe" was different.
I sometimes find it difficult to criticize my peers' writing due to the inadequacies I perceive in my own. I have never pictured myself as a teacher, still don't, could be part of the problem.
Maybe it's just me.
Interesting essay about teaching in prison. Good to see that she allowed them to find their own way. It really is the only way to learn how to write. Make mistakes, find a subject of your choosing. Not sure if I could teach in a prison though. Could be that teacher thing again.
Maybe it's just me.
Smith. I write that name and I hear Hugo Weaving in my head say, "Mister Anderson."
Maybe it's just me.
The Smith reading was going along fine until I got to this point: page 222, middle of the page, "In writing, the old rural joke often applies: It may not be possible to get where you want to go from where you are at present." WHAT? Was the farmer a retired professor from Harvard?! How does "you can't get there from here" turn into "it may not be possible to get where you want to go from where you are at present." Aauughh!
Maybe it's just me.
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