Student identity and the writing workshop process

1. Student identity and the writing workshop process Boise State Writing Project Room 520 Education Building Boise State University 1910 University Drive Boise, Idaho 83725 jonelle.warnock@boiseschools.org Jonelle Warnock, Teacher Consultant, BSWP 2010 This presentation will assist teachers in finding ways for students to stake their identities through writing. Teachers will be introduced to the writing workshop, modes of writing, using writing notebooks and directed writing through prompts and modeling, and finding ways to celebrate students as writers. After the presentation, teachers will have ideas for how to integrate writing throughout the curriculum as well as giving students ownership of their writing.

2. Making hats… Step 1: Take an 8 ½ X 11 sheet of paper and fold it in half, horizontally. Step 2: Fold the 2 corners to the center, making sure to leave some space at the bottom. Step 3: Fold the 2 “flaps” at the bottom. Now, you have a hat!! Use the markers to decorate your hat and when you’ve finished, please pick up an inventory sheet at the front of the room. Jonelle Warnock, Teacher Consultant, BSWP 2010

3. Finding my way to my teaching demo: *Writing workshop and the Zine…but why? *It’s successful in my classroom, with all students turning it in…but why? *My students have more freedom and choice than in other assignments which helps them to feel like writers…but why? *Writing can lead to self-discovery and I give them the direction and the space to create and stake their identities. Conclusion: Writing workshop and the Zine is a way for me to give students a way to stake their identities through writing. “You have been writing in your head all your life” -Donald Murray Jonelle Warnock, Teacher Consultant, BSWP 2010

4. My Reality… Boise School District, English 9 curriculum *Quarter 1: short story *Quarter 2: poetry (my Zine) *Quarter 3: TKAM (To Kill a Mockingbird) *Quarter 4: R and J (Romeo and Juliet) Thoughts on writing: Write your personal thoughts on writing and, in particular, poetry. Keep close for discussion later in the demonstration. *Pair and share* “If I feel physically as if the top of my head were taken off, I know that is poetry” -Emily Dickinson Jonelle Warnock, Teacher Consultant, BSWP 2010

5. My thoughts on writing… Nancie Atwell and In the Middle (1987) and In the Middle: New Understandings…(1998) Atwell’s writing workshop gave shape to how I perceived writing should be taught in the English classroom. “A workshop is student-centered in the sense that individuals’ rigorous pursuit of their ideas is the primary content of the course…”(71). Within the writing workshop, “teachers provide help by responding sensibly and sensitively to students’ writing, demonstrating ways students might respond to each other, encouraging kids’ choices, and giving enough time for writing so that writers can work through and solve their problems” (149). Jonelle Warnock, Teacher Consultant, BSWP 2010

6. Other thoughts on writing… From Richard Kent in Teaching the Neglected “R” 3 modes of writing (54) Transactional- to convey information or to explain ideas, facts, or processes argumentative/persuasive to influence or convince another of one’s ideas or judgements Poetic- to give shape to an idea, experience, or observation Expressive- to discover, identify, or clarify ideas or experiences for self or for others Usually, writing in English classrooms concentrates more on transactional or poetic. Writing workshop allows for expressive writing to enter the classroom. Jonelle Warnock, Teacher Consultant, BSWP 2010

7. Commentary about writing in the classroom… In writing workshop, students have the opportunity to use expressive writing. Expressive writing can be defined as “writing that is highly personal, such as in diaries, journals, personal letters, and autobiographies. The author's opinions, feelings, and voice may be present (or even the focus of) expressive writing” (www.education.com/definition/expressive-writing). Using expressive writing can enhance writing ability. “Students can gain clarity by writing statements of belief; they can develop their linguistic ability by writing expressively; and in using language purposefully, they can come to use language respectively” (Cobine 3). Expressive writing has been used successively as an alternative therapy source. “Researchers at Dana-Farber Cancer Institute and Harvard Medical School…found that expressive writing or journal therapy may boost mental and physical health in patients suffering from cancer” (Watson Clinic). Jonelle Warnock, Teacher Consultant, BSWP 2010

8. Other advantages of the workshop approach William Glasser and “The Quality School Teacher” *Some of Glasser’s qualities stem from giving choice to students, while giving students useful work and asking them to evaluate their own work and spend time on improving it. “As you teach, emphasize what interests you and have respect for your students’ interests” (Glasser). Writing in the classroom *Donald Graves- “Write yourself. Invite children to do something you're already doing. If you're not doing it, Hey, the kids say, I can't wait to grow up and not have to write, like you. They know” (“Answering your questions about teaching writing”). *Penny Kittle- “I will always be working on whatever genre we are studying together so that my understandings of what writers need to work in that genre are fresh and helpful. I do not share my writing with you because I think I am the best model of writing…other writers show only the finished products…my writing is in the midst of process…” (Kittle 66). Jonelle Warnock, Teacher Consultant, BSWP 2010

9. My approach to the writing workshop • I use the workshop as part of my current curriculum during Quarter 2 (poetry emphasis). • Students use writing notebooks, given as a required school supply, (see example) to keep all their ideas and drafts. They have choice in writing within a workshop structure and some teacher-directed writing assignments. • Students have time to write every day for a significant amount of time. Prompts and writing exercises are given each day, as well as mini-lessons on particular poetic devices, as needed. • Students are encouraged to conference with me and peer-conference about their writing. • Students will turn in a polished product at the end of our writing workshop time. Jonelle Warnock, Teacher Consultant, BSWP 2010

10. Introduction to Quarter 2 and Poetry: *Look back at your Thoughts on writing and keep them in mind as you listen to the story and then move into group work. After hearing “I Go Along” by Richard Peck, in groups of 4, discuss the following: *What was Gene’s (and his reg. English classmates) initial view of poetry and poets? *Discuss Gene’s reaction to first seeing the poet. *Discuss what Gene thought poetry should be. *What might he think after hearing the poet? This story is typical of my students’ initial reaction to the Quarter 2 curriculum. We discuss this piece and remind each other to open our minds to all the possibilities. Read Billy Collin’s poem “Introduction to Poetry” as a student introduction to what we won’t be doing this quarter. Jonelle Warnock, Teacher Consultant, BSWP 2010

11. Bringing poetry into the classroom… *Goldilocks assignment- cart of poetry books in your classroom, online sources, etc. Let the students explore all types of poetry finding the too hard, too easy, and just right poems for themselves. *Poetry Speaks book- let students hear poetry read by the actual poets or by dramatic readers. *Poetry reads in the classroom- invite staff members and other notable District or city officials to come and read their favorite poems. *Find a singer/songwriter who will visit your school- we use our 9th grade science teacher who writes his own music and plays for our kids all day. Your goal here is to have your students experience as much poetry in as many different ways as possible. “We read poems through the brain, but poetry is about our deepest feelings. The feelings endure, and the craft of poetry helps us figure things out.” –Sharon Olds Jonelle Warnock, Teacher Consultant, BSWP 2010

12. My ode to the writing workshop… The Zine- my autobiographical writing project that is teacher and student directed. During the Zine, students use the writing workshop to produce writing of many types. The purpose is to promote student writing and to find a way for students to stake their identities through the writing process. (The Zine guidelines are somewhat adapted from Nancie Atwell’s Expectations for Writing Workshop from 2006-2007) *Begin with Writing Territories - where students “identify and lay claim to their own interests, concerns, and areas of expertise” (Atwell 120) (much like Donald Murray’s authority list). Write your own Writing Territory, using mine as an example. Take one of your topics and write on a scrap piece of paper. Trash ‘O Ideas… Jonelle Warnock, Teacher Consultant, BSWP 2010

13. What writing looks like in my classroom • Quickwrites- choose a topic from your territory and write for 3 minutes. Don’t censor, just write. *Now take what you’ve written and examine to see if there’s something there (Kittle). 2. Prompts/mini-lessons each day- Some students will “never have anything to write about” so I always start out each day with some prompt or exercise. Students may or may not choose to continue the writing process with any of the exercises; if they have something else to write, go for it! The beginning of each day, I will take the previous day’s prompt and, using a mini-lesson (curriculum tie-in) show how to make my own writing better. This might be with adding vivid details or using sensory images with metaphors or similes. All of the prompts are my first drafts of writing and I share these with the students. I try to keep sessions short (usually 10-15 minutes), so that the majority of time in the classroom is spent writing, either in the classroom or the computer lab. Jonelle Warnock, Teacher Consultant, BSWP 2010

14. Examples of prompts… *”Cars” and repetition poetry- audience, revision -follow the steps and write along with me! *Song lyrics- using the text to explain meaning -write an explanation of your retreat song *Sandra Cisneros and “My Name”- finding sensory details and strong images in Cisneros’ piece, revision -write the origin of your name (if you don’t know, make it up) Example: Change “I haven’t always liked my name…” to “I haven’t always liked my name. Hearing someone call me ‘Janelle’ or ‘Jolene’ is a little like hearing a yellow-eared mongrel’s nails scrape across the hard wood floors.” *”Where I am from”- using poems and memory for inspiration Jonelle Warnock, Teacher Consultant, BSWP 2010

15. Other parts of my workshop… *Conferences and revision- Throughout the workshop, I spend my time walking and talking with my students. It is here that I learn the most, especially about my students and their interests, goals, and aspirations. It is up to each student to make sure they meet with me and a partner at least once during our workshop. I have different revision sheets available for them and I model what a peer revision should look like, as well. *Ideas for publishing- The Zine is a published project at the end, but I also look for other ways to make my students “published writers”. -Eraser’s Edge, Writing without Walls, Poetry in public places *Celebrating the Zine- We spend a whole day eating, drinking, and passing around our Zines to enjoy. http://www.youtube.com/watch?v=fF418iSOdXc&feature=related Jonelle Warnock, Teacher Consultant, BSWP 2010

16. Reflection Time… Self-reflection *difficulties in doing the demo *trying to stake student identities through writing throughout the curriculum (paying attention to what matters to them) -Social media and the Romeo and Juliet FaceScroll *things to change in the upcoming school year -Writing notebook throughout the year Group reflection *How could you use the writing workshop (choice, quickwrites, writing notebooks, mini-lessons, using your own writing) in your discipline. Jot some ideas on your Ticket out the Door and then pair and share. Jonelle Warnock, Teacher Consultant, BSWP 2010

17. References Atwell, Nancie. (1998). In the Middle: New Understanding About Writing, Reading, and Learning. 2nd edition. Portsmouth, NH: Heinemann Cobine, Gary R. (1996). Teaching Expressive Writing. ERIC Clearinghouse on Reading, English, and Communication Digest #113. Retrieved from http://www.indiana.edu/~reading/ieo/digests/d113 Expressive Writing (n.d.) in Education.com Definition List Retrieved from http://education.com/definition/ expressive-writing Expressive Writing Therapy: Cancer Therapy (n.d) PubMed- indexed for MEDLINE Retrieved from http://www.watsonclinic.com/uploads/expressive_writing_therapy.pdf Glasser, William. (retrieved on June 20, 2010) Glasser’s CHOICE THEORY Retrieved from http://www.wglasser.com Graves, Donald. (retrieved on June 26, 2010) Answering your questions about teaching writing: a talk with Donald H. Graves. Scholastic. Teachers Retrieved from http://www2.scholastic.com/browse/article/jsp?id=4415 Kittle, Penny. (2008). New & Recent Write Beside Them: risk, voice, and clarity in high school writing. Portsmouth, NH: Heinemann Newkirk, Thomas and Kent, Richard, ed. (2007). Teaching the Neglected “R”: Rethinking Writing Instruction in Secondary Classrooms. Portsmouth, NH: Heinemann Jonelle Warnock, Teacher Consultant, BSWP 2010