Monday, January 25, 2010

Teaching Adolescent Writers: Chapter Three

(Page 48) “They don’t need a teacher who assigns writing; they need a teacher who demonstrates what good writers do.”
(Page 50) “Students do not understand that most first-draft writing, for everyone, is lousy.”

All writing is not created equal! Because of that, we have to show students what to do with the kinds of writing we want them to do. Just because I’m pretty decent at writing a blog thread does not mean I would remotely know how to go about writing some sort of law brief. (I don’t even know if the term “law brief” even exists…it just sounds like something I’ve heard on t.v. before!) So, as Gallagher points out, if we want students to produce good written work, we must show them how to do it. Though I took three years of science in high school (one more year than was required for graduation at the time, I might add!), I truly have no idea how to write a lab report. However, I suspect if Stephanie showed me how to write one—as opposed to just telling me to write it—I bet I could do a decent job. I’m sure my first one wouldn’t be the best, but each time I could be shown something to improve upon and eventually do a darn good job at writing lab reports.

I chose the second quote because students do have a tendency to think that teachers—and even professional writers—just write well naturally. Granted, the first draft of writing for teachers and authors may be better than what many students initially could produce; however, polishing is still necessary. For those of you who are Twi-hards (lovers of the Twilight saga) and have gone to author Stephenie Meyers’s Web site, you know she has posted a draft of Midnight Sun, a novel she was working on which is basically Twilight from Edward’s point of view. She did not want the manuscript “out there” and only posted it because it had already been leaked on the Internet. Meyers was not happy, to say the least, that the leak occurred, and she prefers that her fans not read the unfinished draft. She says, “the writing is messy and flawed and full of mistakes.” I love that she writes that…we’re talking about a woman who has sold MILLIONS books, and she says that her first draft writing is not so great. What I would really love is to be able to compare a final draft of Midnight Sun—if Meyers ever decides to finish it—to the first draft. I think being able to show that to students would be an awesome lesson in the revision process!

Thursday, December 3, 2009

Teaching Adolescent Writers: Chapter Two

(Page 29) “What good is a curriculum that is a mile wide and an inch deep? What good is it if a student can point out the symbolism found in Lord of the Flies if this same student leaves my class unable to write well enough for college admission or to secure worthwhile employment?...don’t we have a responsibility that reaches far beyond simply covering our courses’ content? Shouldn’t we concern ourselves a little less with getting students to recite facts and figures and concern ourselves more with helping them develop these cornerstone skills they will need to lead literate lives?”

My apologies for pulling a long quote here, but it’s a key one from this chapter for me. Courses have so many standards to cover these days, it’s about impossible to teach them all well. Or should I just leave out the word “about” there? Is it more important to go over (and sometimes that all time allows) every single point to be able to say we went over it in class, or would it be more beneficial for students if we spent more time going in depth on fewer topics? I know, I know what everyone’s thinking: But we have the end of course tests! I saw Ellin Keene speak a few years ago (she wrote Mosaic of Thought), and she made the point that students who think well test well. I don’t know why that was such an epiphany for me—it seems like common sense. Who typically does well on standardized tests? Honors kids. And who do we always tend to worry about when EOC and HSAP roll around? Our special ed and lower level students. Perhaps we would better serve our students if we taught them how to think rather than just to spit information back to us. Which will be of more service to students ten years down the road?