EV9_applic

xxx

1- The computer is a multi-draft writer�s dream machine.
-- It takes a lot of the pain out of re-writing.
-- It also enables you to view multiple drafts at a time to pick and choose the best parts.
-- if the typist is good, it shortens the connection time (processing of motor control) between ideas, word formation and documentation. This,. in turn nurtures writing fluency. Quickwrites can be lightening speed on the computer.

2- Use the computer more as a tool to develop new products : Increases the potential of publishing to the internet, which is a different genre.

3- Teach web writing and web reading as a genre study
-- identify the different way that audience and purpose can be addressed by comparing sites
-- look at the recursive reading involved in websites and compare with book design How might internet connection speed affect the reading experience? How can a writer take that twist into account?
l make a student designed criteria sheet for website genre. How does this genre compare with others?

4- Design a web-based Writer�s Workshop to promote writing and provide direct instruction in writing process for in my population
-- Things to include would be::

-- consider using a �Family Writing Workshop� format
-- look into what has been done by others, I�ve come upon just a bit of research so far
-- I already made contact with someone who could host it virtually at there �classroom�

Applications to my Teaching

What I'll do differently, and what I want to try, based on the research that I've done for these webpages

Re: Using the Computer to support the writing process

face time
direct instruction in writing process
revising
peer conferencing

1- Spend time helping students identify their audience it purpose by:
l asking questions about audience and voice during initial conference session
-- continue to ask how audience or purpose is affecting word choice, style, structure, and form
-- examine various genre with students, leading them to identify the author�s audience and purpose
-- after examining a piece for audience and purpose have students re-write with different audience and/or purpose

2- even research is meant to be read by someone. Emphasize research as application vs. demonstration of knowledge (or reporting) Setting the task as Synthesis is the key

3- be ware of the impact that setting criteria has on a student�s purpose. Good criteria are a point of reference. They should be clear, but not so detailed they become overwhelming.
l work with students to generate criteria for a project
l ask students during conferencing how they are using the criteria to meet their own purpose and audience

4- remember that choice has a big impact on audience and purpose
l always involve student choice in writing assignments. This involves leading them the right questions to encourage inquiry.
l when motivation for writing is low check how audience and purpose have been affected by choice

Re: Audience & Purpose

1- the recursive nature of the process is a difficult concept to grasp without experience
-- give direct teaching ABOUT the process
-- give direct teaching USING the process (kids need to write a LOT)
-- model my own writing process by
writing with the kids
using Think Aloud to make strategy use more transparent
inviting kids to review my work for revision
talk about my writing and the number of drafts I�ve done

2- there are different kinds of drafts at different stages of the process
l do be sure there is always response to student writing, but don�t treat all writing the same
l incorporate multiple assessment forms in your instruction
l give the students tracking charts so they can monitor progress and avoid feeling like they aren�t getting anywhere

Re: nature of the writing process

1- I�m on a quest to be a more intentional writer and continuing to develop the craft.

First goals:
-- write/design a web-based writing workshop format and experiment with it for a year
-- find strategies for remediating my use of time, expanding focus problems, and perfectionism
-- plan for peer review and seek it for: getting help to narrow focus (talk it out with someone), knowing when its "good enough"

Re: myself as a writer

They are partners. Always. I thought I was just going to write about evaluation, but couldn�t do so without laying the right theoretical foundation. I will be making this understanding a part of my mentoring as I teach teaching parents.

Re: evaluation and instruction

TEKS

�110.42. English I
(grade 9)

These learning applications are ways to focus instruction on developing the writing process. This relates to the TEKS standards for grade 9 that outline various subskills and strategies used within the writing process. I think the beauty of the TEKS stanadards in writing and reading is that the content benchmarks are strategy-based rather than content based and the strategies are the same ones that best practice in literacy instruction has revealed to be most effective. The developmental progression of how children are able to apply these strategies at different age/grade levels is also part of the scheme. So they can be used for guiding instruction as well as assessing learning.

I created these documents to make the development of writing strategies from year to year more transparent:

middle school

high school

(1) Writing/purposes. The student writes in a variety of forms, including business, personal, literary, and persuasive texts, for various audiences and purposes. The student is expected to:

(A) write in a variety of forms using effective word choice, structure, and sentence forms with emphasis on organizing logical arguments with clearly related definitions, theses, and evidence; write persuasively; write to report and describe; and write poems, plays, and stories;

(B) write in a voice and style appropriate to audience and purpose; and

(C) organize ideas in writing to ensure coherence, logical progression, and support for ideas.

(2) Writing/writing processes. The student uses recursive writing processes when appropriate. The student is expected to:

(A) use prewriting strategies to generate ideas, develop voice, and plan;

(B) develop drafts, alone and collaboratively, by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose;

(C) proofread writing for appropriateness of organization, content, style, and conventions;

(D) refine selected pieces frequently to publish for general and specific audiences; and

(E) use technology for aspects of creating, revising, editing, and publishing.

(3) Writing/grammar/usage/conventions and spelling. The student relies increasingly on the conventions and mechanics of written English, including the rules of grammar and usage, to write clearly and effectively. The student is expected to:

(A) produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization such as italics and ellipses;

(B) demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism;

(C) compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions; and

(D) produce error-free writing in the final draft.

(5) Writing/evaluation. The student evaluates his/her own writing and the writings of others. The student is expected to:

(A) evaluate writing for both mechanics and content; and

(B) respond productively to peer review of his/her own work.