cultural practices of writing ii. writing processes as schooling explore writing processes as...

Cultural Practices of Writing II

Writing Processes as Schooling

• Explore writing processes as situated within schooling. Or

• Explore writing/reading process as related to your own cultural artifact

• Understand and analyze how individuals write.• Extending writing processes through peer

review strategies.

Overview

• Goals (linked to general learning goals of PCW/FYW/ULL)

• Objectives (SMART: specific, measurable, attainable, realistic, timely)

• Instructions • Reflections • Adaptations

Day 1Schooling

Day 1 Objectives: Frontloading

• Instructions: – View Mr. Erickson’s writing process online:

http://philerickson.weebly.com/on-writing.html– Give students the handout “Comic life of writing

in school” and ask them to draw a comic that shows how they write a school paper from start to finish.

Explore writing processes as situated within schooling.

http://philerickson.weebly.com/on-writing.html

Day 1 Objectives: Constructing

• Instructions: • Stand and share your comic with at least 5

students. • Each student must 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.



• Instructions: • Find 4-5 students who share similar experiences in their

school assigned writing processes.• Create a skit in which you choose one person’s comic to

dramatize. • Rules: One person opens the skit with an introduction to the

skit’s title and significance; everyone has a speaking line; include a song or other media used to facilitate the writing process.



• Reflection: – What do these skits and comics illustrate about

the influence of schooling on our writing processes? What commonalities and differences do we notice between our experiences with writing in schools?


Day 1 Objectives: Evaluating

• Instructions: – Freewrite for 5 minutes: How does writing come

to be taught in particular schools in particular countries or areas and with what effects on the writer?


Day 1Cultural Artifact


• Instructions:

– Write a haiku, riddle, or a sketchy description of your cultural artifact.

– Bring a cultural artifact that you’ve sketched.– Asks students to guess what it is before revealing

it

Explore writing processes as situated within inferences about your cultural artifact.


• Instructions: • Reveal your cultural artifact.• Each student must write at least 3 questions

that come to mind that they want to know more about.

• Write these words on the board.



• Instructions: • Using their questions to guide you, explain

how their inferencing as readers, serves them well as peer reviewers of your writing.

• Model for them how you would revise your sketch in light of what they want to know.



• Reflection: – How does this process of inferencing as readers and

asking questions of writers help you develop your writing?

– What can we presume readers know about our cultural artifacts?

– What do we think and artifact is? How does it related to culture?


Day 1 Objectives: Evaluating

• Instructions: – Freewrite for 5 minutes: Choose any item you have on your

person right now.– What makes it important to you?– Describe it to someone who cannot see it. You want them to

be able to guess what it is without actually naming it.– Exchange your freewrites with someone across the room and

see if your peer guesses correctly.– What do you have to revise to help him/her correctly guess

it?


Day 1: Reflections

Day 1: Adaptations


• Instructions: • Warm-up writing prompt: Take our 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…

Understand and analyze how individuals write.


• Reflection: – Let’s stand and walk the room and share these

with each other.– What two sentences surprised you and why?



• Instructions: – Put four Likert scales on the board with “strongly agree”

as 1 and “strongly disagree” as 5. Ask students to reflect on the last activity and raise their hands if they strongly agree, etc.

1. You write when you have to not when you want to2. You write to please an audience3. You write for reasons of your own4. You write because you’ve got something to say that has to be

said



– Questions:• Overall, what trends to you notice here across your

experiences?• To what factors do you attribute your writing

practices? What most motivates your writing? To what extend would you say that schooling or school has shaped your writing practices?


Day 2 Objectives: Extending

• Instructions: Generate metaphors for writing.– Based on the above activity, 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…



• For homework:• You’ll see in the reading from Nancy Sommers that she uses many metaphors

for writing. Pay attention to these. How do student writers’ metaphors differ from experienced writers? Read Sommers and do a side-by-side journal: Student writers on one side, Experienced writers on the other. As you read, write in the margins of the reader using sticky notes or just in pen. – What are the most important things the writer seems to do when writing?– What events or insights did you find most interesting?– What seem to be the key metaphors for each writing process?– How does or doesn’t this experience relate to your own writing process?

• Bring only your annotated text to class.


Day 2: Reflections

Day 2: Adaptations


• Instructions:1. Take our your journals.2. Break into 5 groups, each assigned 2 pages.3. Pull and discuss the most important ideas of your 2

pages.4. How do these mesh with your experiences as writers?

• Reflection: What is a draft? When really does a writing process start?



• Instructions: – Instructor: Draw a continuum labeled “student writer”s and

“experienced writer”s on the board (based on Sommers’ reading).– Go to the board and write your name somewhere along the

continuum.– Form small groups of people around you on the continuum and

discuss why you put yourself there.– What works well in your writing process? What might you change?

Why?– What types of inferencing strategies do you use to read your

writing? Others’ writing?



• Reflection: – What would you have to do as a writer to

become like the experienced writers?– What would a reader have to do to help you

move on to become an experienced writer?



• Instructions: • Write in a stream of consciousness for 3 minutes:

– Imagine you’ve just sat down to write a paper assignment: where are you, what do you have in front of you? What does the place sound like? Smell like? Feel like?

– Paint a picture of your writing process by sitting us inside of your head/at your desk as you first sit to write.

– Then complete this sentence: “after starting my paper this way, I will … over the next few days.”



• Reflection:– Share these with a partner. Partners: read something

you loved from your peer’s writing. Why did you like it as a reader?

• Take away:– Knowing your writing process helps you become a

better writer who can anticipate your needs, your reader’s responses, and build upon your strengths.


Day 3: Reflections

Day 3: Adaptations


• Instructions: – Quick show of hands: how many of you have done

peer reviews for other students writing? – Quick show of hands: and how many have had

teachers respond to your writing? – (If this shows that students have had very little

opportunity to respond to others or have their writing responded to, move to third activity.)

Extending writing process through peer review strategies.


• Instructions: – List the types and kinds of responses (positive

and negative) you’ve received or would like to receive from readers of your writing that you find most helpful.

– Collect these on the board.



• Instructions: – Collect students’ examples for these verbally and

share with the rest of the class. As they report out, listen and take notes on all the the responses they like/need.

– Which of these responses influence their writing process the most? Which of these responses would hurt them the most?



• Instructions: – Remind students of the discussion they had about what

types of responses from readers would help them move into becoming an experienced writer.

– Ask students to write an anonymous a set of instructions to their peer’s or a letter to their peer’s in which they tell them what types and kinds of response they might want to their writing (either in general or specifically in relation to a piece of writing).



• Instructions (continued): – Collect their answers and making sure that these are

anonymous, hand them back out to students. Ask each student to read aloud the response they got.

– Instructions to students as these are being read aloud: Take notes on what types/kinds of instructions, guidelines, and tips they would create from these.



• Instructions: – Group students into small groups of 4. As a group collectively

compile your findings from the last activity into a list of instructions, recommendations, or tips for peer reviewers.1. What should every one of us keep in mind as we’re responding to

each other’s writing?2. How should we respond to each other’s writing?3. To what extent and when should we pay attention to each other’s

grammar?4. What should we value as we respond to each other’s writing?



• Instructions (continued): – Collect the answers from students, selectively read these

aloud, and use these to guide your instructions for peer reviews.

• 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?


Day 4: Reflections

Day 4: Adaptations

cultural practices of writing ii. writing processes as schooling explore writing processes as...

Documents

schooling slide

cultural practices of

cultural artifact slide

ericksons writing process

handout comic life of

frontloading instructions

influence of schooling

persons comic