Cultural Practices of Writing II. Writing Processes as Schooling Explore writing processes as situated within schooling. Or Explore writing/reading process

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  • Slide 1
  • Cultural Practices of Writing II
  • Slide 2
  • 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.
  • Slide 3
  • Overview Goals (linked to general learning goals of PCW/FYW/ULL) Objectives (SMART: specific, measurable, attainable, realistic, timely) Instructions Reflections Adaptations
  • Slide 4
  • Day 1 Schooling
  • Slide 5
  • Day 1 Objectives: Frontloading Instructions: View Mr. Ericksons writing process online: http://philerickson.weebly.com/on-writing.html 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.
  • Slide 6
  • 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. Explore writing processes as situated within schooling.
  • Slide 7
  • Day 1 Objectives: Constructing Instructions: Find 4-5 students who share similar experiences in their school assigned writing processes. Create a skit in which you choose one persons comic to dramatize. Rules: One person opens the skit with an introduction to the skits title and significance; everyone has a speaking line; include a song or other media used to facilitate the writing process. Explore writing processes as situated within schooling.
  • Slide 8
  • Day 1 Objectives: Constructing 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? Explore writing processes as situated within schooling.
  • Slide 9
  • 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? Explore writing processes as situated within schooling.
  • Slide 10
  • Day 1 Cultural Artifact
  • Slide 11
  • Day 1 Objectives: Frontloading Instructions: Write a haiku, riddle, or a sketchy description of your cultural artifact. Bring a cultural artifact that youve sketched. Asks students to guess what it is before revealing it Explore writing processes as situated within inferences about your cultural artifact.
  • Slide 12
  • Day 1 Objectives: Constructing 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. Explore writing processes as situated within inferences about your cultural artifact.
  • Slide 13
  • Day 1 Objectives: Constructing 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. Explore writing processes as situated within inferences about your cultural artifact.
  • Slide 14
  • Day 1 Objectives: Constructing 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? Explore writing processes as situated within inferences about your cultural artifact.
  • Slide 15
  • 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? Explore writing processes as situated within inferences about your cultural artifact.
  • Slide 16
  • Day 1: Reflections
  • Slide 17
  • Day 1: Adaptations
  • Slide 18
  • Day 2
  • Slide 19
  • Day 2 Objectives: Frontloading 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.
  • Slide 20
  • Day 2 Objectives: Frontloading Reflection: Lets stand and walk the room and share these with each other. What two sentences surprised you and why? Understand and analyze how individuals write.
  • Slide 21
  • Day 2 Objectives: Constructing 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 to 2.You write to please an audience 3.You write for reasons of your own 4.You write because youve got something to say that has to be said Understand and analyze how individuals write.
  • Slide 22
  • Day 2 Objectives: Constructing 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? Understand and analyze how individuals write.
  • Slide 23
  • Day 2 Objectives: Extending Instructions: Generate metaphors for writing. Based on the above activity, write in a stream of consciousness for 3 minutes. If youve got nothing, write nothing until something comes. Prompt: My writing process is like Understand and analyze how individuals write.
  • Slide 24
  • Day 2 Objectives: Extending For homework: Youll 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 doesnt this experience relate to your own writing process? Bring only your annotated text to class. Understand and analyze how individuals write.
  • Slide 25
  • Day 2: Reflections
  • Slide 26
  • Day 2: Adaptations
  • Slide 27
  • Day 3
  • Slide 28
  • Day 3 Objectives: Frontloading 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? Understand and analyze how individuals write.
  • Slide 29
  • Day 3 Objectives: Constructing Instructions: Instructor: Draw a continuum labeled student writers and experienced writers 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? Understand and analyze how individuals write.
  • Slide 30
  • Day 3 Objectives: Constructing 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? Understand and analyze how individuals write.
  • Slide 31
  • Day 3 Objectives: Extending Instructions: Write in a stream of consciousness for 3 minutes: Imagine youve 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. Understand and analyze how individuals write.
  • Slide 32
  • Day 3 Objectives: Extending Reflection: Share these with a partner. Partners: read something you loved from your peers 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 readers responses, and build upon your strengths. Understand and analyze how individuals write.
  • Slide 33
  • Day 3: Reflections
  • Slide 34
  • Day 3: Adaptations
  • Slide 35