napster

Day by day
near the chatter of daytime television
I rest my eyes
and cover in homemade blankets.
Clutching my pillow,
right leg exposed
with gentle breeze
and ceiling fan 'click.'

The Sun Lot

The abyss of campus,
This lack of creativity.
A throw up circus
of black asphalt,
pasty yellow beams
and 'school pride' brown steel.
An overly discussed destruction of funds.
Eyesores are hardly a place
for a seat.

Group 2 evaluation

Planning and Organization

The goal of our group was to have students play around with and invest in a good deal of creative writing to produce a multigenre paper. Explaining the concept, getting them to research a topic and producing a multigenre paper seemed like a lot of work, but we thought it was conceivable. It simply didn’t turn out how we wanted it. I believe the planning and organization of the presentation was the part were most concerned about and spent the most time focusing on as a group, however, I think we realized, once in front of class, that what we had planned simply was not going to fit the time schedule. I still think day 1 was effective, however, also I think we bounced back nicely for day two. I thought day two was very meaningful towards the role of the teacher in evaluating multigenre papers, as well as, what they provide the student academically.

Team Investment and Participation

As an individual I believe I contributed a fair and equal amount to that of the other group members. All of us as a group worked well together and all contributed good ideas to the process of the presentation. I think we all owe John a thank you for constructing our packet. The times we met were constructive to the process, and definitely revised and crafted what we had come up with in the last meeting. Personally, I was a bit saddened by my participation in the final meeting, as I showed up late due to traffic issues. I think we were all pretty open and agreed on where we wanted this thing to go. I was very pleased with everyone’s input and investment in the project.

Teaching Presence and Authority:

This is where all our organization and planning met the realities of a classroom. The misunderstanding of our ‘engaging question’ provided that the students lose time in the beginning finding a topic and performing research. I also think that we were a bit unclear in how the students should conduct research, as students we over performing in that area. For creative writing, the research should have been a small concern, just something to get going. Once the project got going, I was very happy to see us observant and helpful to all students of the classroom. Students requested us for help, and we were the over seeing eye to jump in when needed. The second day I thought we ran a quality discussion, going off track here and there, but overall I think people understood the power of the multigenre paper and it’s place in the classroom.

Incorporation of Writing

For this lesson you guys blew me away with what you produced. I was extremely impressed with the quality of the work I saw. Also in hindsight, the time spent on one or two pieces, rather than the 4 or 5 we had hoped, still shows the unbelievable effort you guys put forth during out teach. Thank you all for that. The honest efferts you gave really provided us with evidence of why multigenre papers should be utilized in the classroom. It was really wonderful to see people get excited about what they wrote. Day one really provided reasoning to let kids write creatively in ANY classroom.

Meaningful Connection with students

I think we were all very observant leaders of the classroom on both days. During research and writing we aided students who needed help, and encouraged everyone to keep up the good work. That is not to say we were the necessary ingredient, you all could of produced the same wonderful work without us, but I think we played a good role in day one. Perhaps maybe more forceful on the timing of the day, but we also shouldn’t of expected so much in so little time. Day two I think we had a decent performance motioning you guys toward the connections we wanted to be made in class towards the subject matter. I think the issues of creativity, grading, and significance were relevant to the class and useful towards us as future teachers. I wish we could have all had a little more time to speak and more completely wrap up our discussion, but overall I think we did a good job.

Overall Grade: 90
Personal Grade: 87

Thank you all so much for your participation throughout our presentation. You guys were both great writers and great thinkers.

Sharon's Q's

How can we develop a community of writers inside our classrooms? What characteristics exist in a classroom that has created a community of writers? What are some specific ideas and techniques we can employ to create a community of writers in our classrooms that are engaging, meaningful and useful in our students' lives?

Honestly I think there is a very simple response to these questions. Share, share, share. You could witness it through our own 4790 class. The more we started writing the more we started commenting on each others post or what they read out loud. Creative writing in the classroom produces a reflection of the writer and their life experience. Encouraging children to write and share their work builds a class of writers and thinkers.

Boyz

Why are boys reluctant readers? If you want to classify boys as being reluctant readers in the classroom, I think it's because of a vast range of reasons towards why most adolescents challenge authority, social norms, and even themselves to 'discover' something. Reading in the classroom, or at least my high school experience, was very structured, and while I could connect with and enjoy a lot of the material we were reading, a lot of my friends would often refer to it as 'pointless,' 'stupid,' 'dull' and so on. I think it comes down to connecting with student interest and the whole concept of an adolescent. It almost seems like going with the flow of things is wrong and rejecting anything given to you by an adult is cool. Student choice in the classroom, definitely the English classroom, should be encouraged. Who reads like they did in school when they are an adult? You don't wait for someone to assign you a book, you tell a friend or vice-versa; or you seek one out. Very few times in school I was allowed to choose what I wanted to read.

South Cak Warped Tour

I was maneuvering through the crowd to return to my two friends; sliding, squishing and squeezing my way through any available crevasse just to get closer. Wave after wave of people ignoring my polite "excuse me's" and "could I get through's?" to led me to receive pushes, elbows and 14 year-olds wanting me to help boost up their friend so he could live out some Avril Levine induced fantasy. "Not today good sir." Stepping on toes, trash and 'whatever that was' I reach my destination of exhausted friends and sweaty companions only to wait in what now looks like rain. This is what I came for.

What's in a name?

Brian Edward Schiller. Common, but it kind of has a flow to it. I keep a card in my wallet about this specific name. 'Brian' in bold, black letters at the top informing me I'm 'strong and sincere,' and it being of 'Celtic origin.' I'm not sure why I'm even named 'Brian,' or why exactly I carry this card. There's something so arbitrary about a name, but yet I cannot picture myself by any other. My name is me. It represents laughter. It means being laid back and always having another Brian to associate with. It's a life of being asked "Did you say 'Brian' or 'Ryan?'" and "Is that 'Brian' with an 'I?' It's hard to imagine another name with so much experience attached along with it.

Crash Response

*a letter from the lock repair man to his employer

Mr. Davis,

I am writing you to inform you of my resignation from the lock repair store. I am leaving due to the constant and ridiculous conflict between your customers and my appearance. Apparently, no one trusts a Latino with tattoos and a shaved head. People are consistently suspicious and nervous around me; I am simply tired of having to prove myself to ignorant individuals. I hope you can understand that constant prejudice has ruined my experience within this job.

-Your former employer.

**wow this is not creative at all; sorry guys.

ode to those who pick up their dog's dung

O Dog Owner!
Peasant and follower
of the canine species-

Your dedication and
desire to promote
yourself through another
animal has reached new
heights!

O Dog Owner!
Readily unwrapping and placing
that shiny cover over
your hand you observantly
and carefully watch your
dog squat and struggle.

Analyzing! Anticipating!
The wait is over!
You can readily fulfill
your civic duty!
The warmth in your
heart is now matched by
that of the warmth in your hand.

My Homer Pez

The Homer Pez is a reflection of that sudden childhood desire.
My "I gotta have it!"
versus my Mother's hesitant
"Do you really need this?"

"Of course I do!"

Homer's yellow melon on top of a plastic container hiding delicious candy; How could one resist?

I'm not asking for Bart, Lisa, Maggie and Marge. Just Homer.

"Come on, I can re-use it.
Again and again.
It'll Boost the economy!"

Self-Evaluation

Before I get going on this self-evaluation, I would just like to thank the entire class for being excellent and insightful 'students' and allowing myself to get a lot out of the lesson. I hope you all enjoyed it; I know I did. Thank you.

Planning and Organization: Planning for this unit started out as a real struggle. After grasping what the text was about I was concerned as to how far it could be effectively transitioned into a lesson and concept for ourselves as future teachers. The book provided an interesting and important theme, yet I felt like there wasn't much room for discussion and would be too much writing for one day's lesson. I changed my lesson around a few times until I was excited about what was to be accomplished, and I think it worked out pretty well; I believe many of you took something from it. I was very nervous about the idea of people opening up themselves in front of the class, but overall I think it worked.

Teaching Presence and Authority: This was definitely the challenge of the lesson for me. I had my unit planned and had run through it on multiple occasions for timing reasons; however, when I was up there in front of class it all changed. I became concerned about time, and about stopping those who were still writing. I need to be more concise with my directions and clear as to what is needed and when. I really want to present a comfortable figure in front of my classroom, especially in lessons such as this, and I feel I accomplished that. Authoritativeness, however, needs to be shown more at appropriate times.

Incorporation of Writing: I feel that I accurately translated the theme of my text. The main point of the book was to realize yourself as a writer and as an individual to strengthen ability and drive. I think through discussing the main points of the book, such as memories, images, and life, that it came across through the writing activities. Hopefully the writing prompts benefited the class in seeing that there is power in personal, creative writing. Next time, to allow students to become more engaged I think I would have a discussion or 'think time' before each write; perhaps to help get them started.

Meaningful Connection with Students: I really think my classmates provided a wonderful environment for the activities I had planned. I was really pleased with what came out of the lesson; it seems people enjoyed the prompts and got something out of them (at least a cool journal right?). I think it's sometimes hard to share writing such as this, and I was glad to see people were willing to. I think the lesson showed that for some students it aids in writing, and if anything at all, can engage a student or class to provide for creativity, and therefore, effect.

Overall Grade: 85

two sentences

'Best Practice' is a meaningful effort sharpened through time and experience. It is an agreed upon concept or mentality; one which continually develops the practitioner.

Day 1 response

The science of grammar and the art of writing are of course related. Can you have one without the other? Sort of. I think everyone understands that structure is needed to language; that's how it works. But, I appreciate the strange, original styles of authors. If everyone wrote sentences that were similar to that of a 1960s grammar notebook, I think we'd all have gone crazy a long time ago. The two are related with the basic structure and law in writing, however, writing is a personal process; one which many people can still connect with.

Instruction should provide creativity within grammar lessons. The coolest part about yesterdays presentation was how the lessons allowed the students to create what they reviewed. It really makes it seem like the material covered is making a personal impact on your skill as a writer. Instruction such as this gives the sensation that you are creating, designing and altering your words, rather than accomplishing repetition of a rule.

Writing is like painting in the sense that you're creating something. Often painting takes you to a picture you could not have imagined. Writing lessons in this structure ask a student to be creative, and then review, and the process can lead to a wonderful sense of accomplishment.

Grammar

I believe that I was taught grammar like most of you; the breaking down of sentences, ditto sheets, workbooks, etc. Basically repetition was used to enforce the rules of the language. Of course these often were not fun, if ever, and I'm sure I was goofing off most of the time the teacher was covering the material. The discussion of effective and meaningful teaching methods towards grammar seems very interesting to me because, quite simply, I don't think I've ever experienced it. During my observational period last Spring, I experienced a lot of kids in the class loved to write, but were afraid to in the academic setting. It seems much of these activities and the way they come across to the students do not promote writing to the individual.

Even when reading through 'image grammar,' it's hard to picture these ideas and concepts as being effective within a classroom. The techniques seem to produce and understanding, and therefore, develop a practice within a student. While reading through chapter 1 I was specifically taken back to the memories of a writing workshop about detailing experience and the use of images. It's good to see enjoyable writing placed into the practice of a classroom; instead of filling in blanks in a workbook, you're developing your own writing.

I am excited to see the activities that go along with these lessons. I think a lot of children enjoy writing, it just seems like too much of a chore within schooling. Expressing oneself on paper is even more exciting if one knows how to do it properly, as well as personally; it becomes a reflection of crafted self.

Creative vs. Traditional

When discussing the creative vs. the traditional, it seems like we are asking how fun our classrooms will be. Crafting a lesson seems daunting enough. What areas do I attempt at making a 'fun' lesson and where do I just teach standard instruction? I believe that the subject area is more likely to determine student enjoyment, not the activity, however, that is not to say you don't have an effect to motivate many students through interesting and constructed lessons which allow for creativity.

As we've been discussing the concept of integrating technology as a 'creative' lesson, I am kind of torn on the issue. The digital stories were definitely a very entertaining and powerful medium for writing. I trust that many students were motivated into creating a meaningful poem, or story accompanied by their personal touch of music, art and pictures. This lesson most likely is a success in a lot of classrooms.

However, with the task of writing, it seems like the main objective could get thrown around and lost by some students who are more interested in producing a slide show, or putting in their favorite song, picture, etc. to the assignment. I don't want to sound like I'm not a fan of creativity, but I think lessons that include technology, mainly the internet, require precaution and a clear understanding of how the writing is the main focus. As an instructor you have to anticipate the issues that arise out of using the internet, videos, music, and so on, so the lesson is not lost.

Also, is traditional instruction that bad? I feel like a lot of Education classes are pushing 'fun' lessons, but it seems difficult to not lose some of the learning process. Where in life is everything fun? How can that be expected in a classroom? Sometimes you have to go through dull, repetitive tasks to acquire skill (a lot of which are used in teaching writing...i.e. 9th grade english?) I think if you are level with your students, even with a simple introduction about how the specific days task may not be that fun, but necessary and important, it can help in creating an understanding within your classroom. Try to introduce fun lessons and projects, but more often I think you need the traditional academic structure.

I don't know...I'm interested to see what you all post.

Digital Storytelling

The concept of allowing students to produce these digital stories is very appealing to me. While we were watching the shorts, with no disrespect to the writer's, I kept thinking about how much more effective they were when accompanied with sound, personal photos and music. Writing is already so personal; combining it with more aspects of someone only strengthens the voice and meaning of the work.
I really think the potential on this concept is huge. I know as a secondary ed student that when I was given anything other then a traditional essay I put a lot of thought and effort into it's appeal; especially if i knew it was to be read or seen by classmates. Working in this video media, I think it really shows students how writing is everywhere. Even though you're making a slide show with music and animation, the most important part are certainly the words being said.
The only danger I see with this idea are the students who are going to put way too much effort into the pictures and music (or picking unrelated items) and not enough on the writing. Carefully planned work instructions can prevent this, and I believe the students would understand that their writing must be strong and convincing if images and music are to accompany it. Your writing must allow yourself the opportunity to provide for the digital medium; that means highly descriptive, imaginative writing.
Personally I really enjoyed the digital shorts. I really think its a way to demonstrate the power of effective writing, and its a good way to motivate students to write. Allowing children to express themselves and show you a little about themselves is always a good way to intrigue a student.

Where I'm From

I'm from stiff green carpet, itchy bed sheets and box fans. I'm from Bisquick pancakes, crackling bacon, and a sweaty glass of milk. I'm from the tyranny of my grandmother and the ways I found freedom.

I'm from a stone filled driveway and a soft grassy lawn. I'm from the sounds of laughter, jet skis and booming fireworks. I'm from sun burned bodies putting on damp life jackets; later resting near the warmth of a bonfire.

I'm from dares of jackknifes and cannonballs; a giant inflatable whale causing splashes, screams, and shivers. I'm from 'noodle' fights and skipping stone contests; smelly fish, mucky feet and wet towels. I'm from freeze tag, lazy hammocks and lawn darts being hurled just inches from my toes. I'm from the ignorance of childhood, the annual summer vacation, and a sleepy car ride home.

Christensen

'The Read-Around: Raising Writers' was the article from Christensen which most connected with my life and my concerns towards constructing a classroom environment. Asking children to read aloud, especially their own work, can cause a lot of issues for particular students. The classroom must promote a positive atmosphere and have experienced many activities where the children build their relationships in order for such a task to work.
At first when I started reading the article I was assuming I would feel negatively towards the concept, after reading article after article in ED302 about the dangers of asking students to read aloud: how it can turn them off, how it causes them only to care about HOW they read it and not the actual material, and so on. Also, coming from a kid who used to be terrified to speak publicly, I am a bit touchy on the subject.
The efforts provided, however, seem to consider a lot of these negatives about reading aloud. The students are prepared for what they have to read aloud, rather than asking them to read aloud a random passage from a text book, as that would be somewhat tricky for any reader. The material is also written in their own voice, and therefore, most likely easy to read.
The ability to pass or simply read a paragraph I find to be a good way to let those who doubt their abilities ease into the process. Many children can be fearful to let a classroom of their peers into their personal lives, so passing or sharing a section can be a good way to get around this.
The sharing of such information also seems to be a good way to promote a community within a classroom. In such a situation kids are going to pick up on how others write and definitely take what they see working. Sharing their stories also promotes discussion, within and out of class, and can really generate a friendly environment. The 'positive only' comments allow kids to get feedback on what they are doing well.
There are a few things, however, that I did not like within the article. Staying on the same subject as the comments, there needs to be some form of critical feedback; otherwise it seems to just be 'story time,' as the teachers allows any piece of writing to be read aloud. Also, the last section of the article on 'when it doesn't work' needs to be given more attention. This activity seems like it could easily slip into the same children reading all the time, simply to receive 'bonus points.' The children will be able to tell the stronger readers and writers, and in such a public forum, there will most likely be a separation with involvement in the activity (no matter how many positive comments a student receives). I still find this article useful practice within a classroom, but with any reading aloud activity there needs to be a positive classroom atmosphere for it to be successful.

Crafting a Life Quotes

"The itch is what keeps coming to mind; what you think about when you are not thinking; when you are walking, jogging, driving, shopping, waiting for someone; what comes to mind as you go to bed or when you wake in the night what you find yourself talking about, worrying about, scratching in your memory or your imagination."

This quote to me stood out simply because I think it exemplifies why people write in the first place. You are not going to write something powerful unless powerful feelings drive the process. Too often I feel assignments are very limited to where a writer can go. Open ended topics, I feel, can place a lot of personality and voice into a work. When a writer feels strongly about something every aspect of the process is going to be done with more effort and determination. Writing about yourself, and for yourself strengthens the voice you have as a writer, and therefore, impacts the reader as well.

"The trick is to accept your own voice, not to imitate a 'literary' voice, the voice of a writer you admire, but to accept the individual qualities of your natural voice - the voice that marks you as different, the voice that reveals your character, your vision of the world - and to strengthen it so that you can write with increased effectiveness."

This quote goes along with the first I chose, but it deals more with the confidence to write for yourself. I have often felt when writing for a school assignment I am trying to write they way I feel I should be writing, rather than just writing. While there are rules and guidelines to follow, and I do feel I place some personal opinion or analysis in my work, the assignment begins as restrictive to a personal voice. Students can develop this voice greatly if they are allowed to write about topics they are passionate towards. Individuals should write as themselves because it leads to a true, emotional voice within their writing, opposed to attempting to sound like a writer 'should.'

First Post cont.

The bad experiences I have dealt with come from very restrictive assignments; to the point where I feel I am not really free to write what I want. Assignments like this are simply not fun to write, and I feel, serve little purpose to encouraging writing on ones own. Most of the time when I have a poor feedback with writing it is likely by my own fault, such as, not truly giving the piece the time it needs; however, as I experienced with one heavy writing class, the professor provided no feedback, simply a check at the bottom corner of the page. This wasn't simply on small 1pg assignments either; it was like this for our larger research papers. Receiving no feedback is a frustrating experience when you put a lot of time and effort into a piece of written work.

First Post

The anxieties and concerns I have towards a future in instructing writing come from my observing experience. While observing in a 9th grade world history classroom, I observed that many children had little writing experience and, even worse, they hated it. The teacher often struggled with the children to motivate them towards simple writing assignments. When I had opportunities to work with some students individually I noticed that many had multiple issues with the writing process in general; sometimes so many I didn't know where to start. It made me worry about myself as a future instructor and the dilemma between helping students who are behind opposed to keeping up with the standards for the rest of the students. It seemed impossible to "catch kids up" at this level.
Another issue of great concern were the mandates of NCLB. One day while the students were writing a persuasive essay (in preparation for the national standardized test which NCLB requires) I was helping a student who was struggling with constructing an essay. When he had nothing to write about, I suggested that he utilize a life experience and use that to persuade the reader. Quickly, the teacher dismissed my suggestion noting that the nation test required students use "prior knowledge;" which apparently is defined as strictly to the classroom, not through life experience. I find the national requirements extremely hurtful towards students who both struggle and pursue writing. It seems many instructors are now simply "teaching to the test," rather than a love for writing.
I consider myself a writer simply because I think of myself as a reflective individual. I chose English as my minor because I enjoy both reading and writing; and wanted to improve in both fields. While in high school I often wrote for myself outside of school, I now find myself rarely, if ever, doing such an activity. I guess my writing through course work fulfills my need to express myself. The writing I complete is now mostly academic, which I would like to change, but never find myself actually taking the time to do so.
The good experiences I have had through writing are mainly through self-satisfaction. When you know you wrote something you were proud of. Sometimes during my college writing experiences I find myself writing too much toward the reader, or the professor. In high school I felt much more free to be myself within my work. It's a great feeling when you know you've placed yourself in what you have just written. Other good experiences simply stem from praise form either peers or teachers. I love when I can make people laugh with my writing, which I often try to do through more personal assignments. Also, I enjoy the few times in my life when instructors have taken me aside to tell me I really should pursue writing. It instills confidence which I find to be very important in writing; if you're afraid of your audience, you're never going to produce quality work.
Oh crap, I'm out of time...I'll pick this up later...