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Cultural Practices of Writing II. Writing Processes as Schooling. Explore writing within school Explore writing/reading related to your cultural artifact Understand how individuals write Extending writing through peer review. Overview. Goals Objectives Instructions
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Writing Processes as Schooling • Explore writing within school • Explore writing/reading related to your cultural artifact • Understand how individuals write • Extending writing through peer review
Overview • Goals • Objectives • Instructions • Reflections • Adaptations
Day 1 Schooling
Day 1 Objectives: Frontloading Explore writing processes as situated within schooling • View Mr. Erickson’s writing process online: http://philerickson.weebly.com/on-writing.html • Read “Comic life of writing in school” • Draw a comic that shows how you write a school paper
Day 1 Objectives: Constructing Explore writing processes as situated within schooling • Share your comic with at least 5 students • Write at least 5 words that come to mind to describe this writing process • No repeats! • Write these words on the back of the comic
Day 1 Objectives: Constructing Explore writing processes as situated within schooling • Find 4-5 students who share similar experiences in school assigned writing • Choose one person’s comic to dramatize and create a skit
Day 1 Objectives: Constructing Explore writing processes as situated within schooling Rules: • open the skit with an introduction to the title and significance of the skit • everyone speak one line • include a song or other media used to facilitate writing
Day 1 Objectives: Constructing Explore writing processes as situated within schooling Reflection: • What do these skits and comics illustrate about the influence of schooling on writing? • What commonalities and differences do we find between our experiences with writing in schools?
Day 1 Objectives: Evaluating Explore writing processes as situated within schooling Freewrite for 5 minutes: • How is writing taught in particular schools and areas • How does this affect the writer?
Day 1 Cultural Artifact
Day 1 Objectives: Frontloading Explore writing processes as situated within inferences about your cultural artifact • Write a haiku, riddle,(or create a sketch) about your cultural artifact • Guess the instructor's sketch of their artifact
Day 1 Objectives: Constructing Explore writing processes as situated within inferences about your cultural artifact • After instructor reveals artifact, write at least 3 questions that come to mind about it • Write these words on the board
Day 1 Objectives: Constructing Explore writing processes as situated within inferences about your cultural artifact Review how instructor revises their sketch based on what you wanted to know
Day 1 Objectives: Constructing Explore writing processes as situated within inferences about your cultural artifact Reflection: • How does this process of inferencing as readers and asking questions help develop your writing? • What can we presume readers know about our artifacts? • What do we think the artifact is? How does it related to culture?
Day 1 Objectives: Evaluating Explore writing processes as situated within inferences about your cultural artifact Freewrite for 5 minutes: • Choose any item you have on your person right now • What makes it important to you? • Describe it without naming the object • Exchange your freewrites • What do you have to revise to help him/her correctly guess it?
Day 2 Objectives: Frontloading Understand and analyze how individuals write Take out your notebooks and complete the following prompts: • I write when… • I write to… • I write for… • I write because… • Two more sentences of your choice
Day 2 Objectives: Frontloading Understand and analyze how individuals write Reflection: • Stand and share these with each other • What two prompts surprised you and why?
Day 2 Objectives: Constructing Understand and analyze how individuals write Reflect on the last activity and raise your hands if you on your stance • You write only when you have to • You write to please an audience • You write for reasons of your own • You write because you’ve got something to say
Day 2 Objectives: Constructing Understand and analyze how individuals write Questions: • Overall, what trends to you notice across your experiences? • To what factors do you attribute your writing? • What motivates your writing? • To what extend would you say that schooling or school has shaped your writing practices?
Day 2 Objectives: Extending Understand and analyze how individuals write • Write in a stream of consciousness for 3 minutes. If you’ve got nothing, write “nothing” until something comes • Prompt: My writing process is like…
Day 2 Objectives: Extending Understand and analyze how individuals write • You’ll see in the reading from Nancy Sommers that she uses many metaphors for writing. • How do student writers’ metaphors differ from experienced writers?
Day 2 Objectives: Extending Understand and analyze how individuals write • For homework: • Read Sommers and do a side-by-side journal with student writers on one side, experienced writers on the other • As you read, write in the margins • What are the most important things when writing? • What events did you find interesting? • What seem to be the key metaphors for each process? • How does this experience relate to your own writing? • Bring your annotated text to class
Day 3 Objectives: Frontloading Understand and analyze how individuals write • Take out your journals • Break into 5 groups • Discuss important ideas of your 2 pages • How do these mesh with your experiences as writers? • Reflection: • What is a draft? • When really does a writing process start?
Day 3 Objectives: Constructing Understand and analyze how individuals write • Go to the board and write your name along the continuum • Form small groups of people around you and discuss: • Why did you put yourself there? • What works well in your writing process? • What might you change? Why? • What types of inferencing strategies do you use in yours and others’ writing?
Day 3 Objectives: Constructing Understand and analyze how individuals write Reflection: • What would you have to do as a writer to become an experienced writer? • What would a reader have to do to help you become an experienced writer?
Day 3 Objectives: Extending Understand and analyze how individuals write Write in a stream of consciousness for 3 minutes: • Imagine you are writing a paper: • Where are you? • What do you have in front of you? • What does the place sound like? Smell like? Feel like? • Complete this sentence: • “After starting my paper this way, I will … over the next few days.”
Day 3 Objectives: Extending Understand and analyze how individuals write • Share these with a partner • Read something you loved from your peer’s writing • Why did you like it as a reader?
Day 4 Objectives: Frontloading Extending writing process through peer review strategies • How many of you have done peer reviews for other students writing? • How many have had teachers respond to your writing?
Day 4 Objectives: Frontloading Extending writing process through peer review strategies • List the kinds of responses you’ve received or would like to receive from readers that you find most helpful • Collect these on the board
Day 4 Objectives: Frontloading Extending writing process through peer review strategies • Which of these responses influence your writing process the most? • Which of these responses would hurt you the most?
Day 4 Objectives: Constructing Extending writing process through peer review strategies • Write an anonymous a set of instructions to your peer’s or a letter to your peer’s in which you tell them what kinds of response they might want to their writing
Day 4 Objectives: Constructing Extending writing process through peer review strategies • Read aloud the response you got • As these are being read aloud: • Take notes on what types/kinds of instructions, guidelines, and tips you would create from these
Day 4 Objectives: Extending Extending writing process through peer review strategies In groups of 4, compile your findings from the last activity into a list of instructions • What should every one of us keep in mind as we’re responding to each other’s writing? • How should we respond to each other’s writing? • To what extent and when should we pay attention to each other’s grammar? • What should we value as we respond to each other’s writing?
Day 4 Objectives: Extending Extending writing process through peer review strategies Reflection: • What connections do you see between your writing process and a reader’s response to your writing? • What kinds of responses help us develop as writers? • How does the culture of the classroom impact your writing?
