I am so glad that we are done with this book. I have read far too many chapters about revision. If we are constantly revising, then when will we have time to write something new? And, will we ever really finish anything?
How can you expect students to revise and give them deadlines? How can you grade them on a piece of writing that they could potentially revise for decades to come? Okay, so I am getting a little carried away. I am just a little sick of revision.
I like that Gilmore gave us a separate chapter for revising creative writing. It is nice to know that there are different methods of revision depending on the genre. Actually, the bulleted list on page 136, under the heading "Tips for Revising Creative Writing" will be useful. These are lessons that I have learned before, forgotten, and now are printed in this book that I will keep on a shelf in my future classroom. Thank you Mr. Gilmore, and good night.
Monday, February 25, 2008
Gilmore Chapter 6
Speaking of technology.... Okay, so Gilmore was writing this chapter for teachers who have never used a computer. Maybe I am being to hard on him. I think that technology should be used as a tool in the writing classroom.
I know that students need to understand how to utilize computers, because technology is continuing to rise and will probably never go away. It seems like today, if you can't use a computer, then you better learn how to do something else. You just can't seem to make it today without one.... Take my blogs for instance. Without them, I will not pass this class!
Obviously, students can write faster, write more, and check their spelling on a computer. And it is great that teachers can now project lessons in front of the classroom using a computer. But, I still think that students need to read more in order to become better writers.
I know that students need to understand how to utilize computers, because technology is continuing to rise and will probably never go away. It seems like today, if you can't use a computer, then you better learn how to do something else. You just can't seem to make it today without one.... Take my blogs for instance. Without them, I will not pass this class!
Obviously, students can write faster, write more, and check their spelling on a computer. And it is great that teachers can now project lessons in front of the classroom using a computer. But, I still think that students need to read more in order to become better writers.
Gilmore Chapter 5
I must be getting old, because I can't remember ever having to write an on-demand essay during class. It seems like even when we had to write an essay as part of an exam, the teachers always gave us the question ahead of time. In fact, I remember being able to write the essay ahead of time, and then bringing it to class on the day of the exam.
I really like the idea of replicating an on-demand testing center in the school. I think that it is important not to "trick" students. By that, I mean, why not just tell students what is expected of them? Aren't teachers allowed to tell students what the SAT readers are going to be looking for in their essays? I love the idea of sharing the test standards with the students, and then having the students actually read and practice grading fifty to sixty of their peers' essays.
I know that it sounds like a lot of reading, but so what? I had a professor tell our class the other day that generations in America are becoming less and less literate. Part of that is due to our increasingly visual society and T.V., and the obsession with getting things faster. I love technology, but I think that students (including myself) need to practice reading more!
I really like the idea of replicating an on-demand testing center in the school. I think that it is important not to "trick" students. By that, I mean, why not just tell students what is expected of them? Aren't teachers allowed to tell students what the SAT readers are going to be looking for in their essays? I love the idea of sharing the test standards with the students, and then having the students actually read and practice grading fifty to sixty of their peers' essays.
I know that it sounds like a lot of reading, but so what? I had a professor tell our class the other day that generations in America are becoming less and less literate. Part of that is due to our increasingly visual society and T.V., and the obsession with getting things faster. I love technology, but I think that students (including myself) need to practice reading more!
Gilmore Chapter 4
I keep reading about the color marking strategy of revision. I have never actually done this before. Although Gilmore explains the ways in which students can go about highlighting their essays, my question remains unanswered: What do the students do after they are done color marking their paper?
Are the students supposed to be looking for patterns? For example, should students count the number of yellow verbs they have in their essay? If the students are highlighting "good writing" in one color, and "bad writing" in another color, then do they just go back and revise the "bad writing." I would like to know more about the process of color marking. Besides decorating an essay, what is it?
Again, I like peer editing for the most part. I still think that the stronger writers are at a disadvantage in the benefits of peer editing, but it is helpful to teach students several techniques and then let them practice on each other's and their own papers.
Are the students supposed to be looking for patterns? For example, should students count the number of yellow verbs they have in their essay? If the students are highlighting "good writing" in one color, and "bad writing" in another color, then do they just go back and revise the "bad writing." I would like to know more about the process of color marking. Besides decorating an essay, what is it?
Again, I like peer editing for the most part. I still think that the stronger writers are at a disadvantage in the benefits of peer editing, but it is helpful to teach students several techniques and then let them practice on each other's and their own papers.
Gilmore Chapter 3
I appreciate the stylistic tools Gilmore provides in this chapter, especially "Barrel 1: Rhetorical Devices Students Can--and Will--Actually Use. Gilmore provides simple definitions of common rhetorical devices and easy-to-understand examples of each. I would consider dedicating an entire day to teaching these devices to my students. I would have the students come up with their own examples that like Gilmore's, were not too serious, but are easy to remember.
I think part of the reason this chapter was so long is because of all of the examples Gilmore provides. Although it took me nearly a decade to finish reading this chapter, I can see myself frequently referring back to it in the future. Gilmore provides common mistakes as well as stylistic remedies that even the best writers need a refresher course in every now and then. Overall, I can appreciate the tools that come out of a chapter such as this.
I think part of the reason this chapter was so long is because of all of the examples Gilmore provides. Although it took me nearly a decade to finish reading this chapter, I can see myself frequently referring back to it in the future. Gilmore provides common mistakes as well as stylistic remedies that even the best writers need a refresher course in every now and then. Overall, I can appreciate the tools that come out of a chapter such as this.
Wednesday, February 20, 2008
Christensen Chapter 7
I think portfolios are a great way for students to physically see how their work has progressed over the course of a year. I agree with Christensen -- if you do portolios too early, they won't be as strong. I think that students need time to play around with their writing, and I was glad that Christensen mentioned this.
I also think it is very important to actually teach students how to evaluate their portfolios. I know when someone asks me to do something, I can usually figure out how to do it. However, if it is something they want done in a specific way, then they need to tell me the specific way! We need to tell our students what we are looking for, and then give them the tools to do it.
I also think it is very important to actually teach students how to evaluate their portfolios. I know when someone asks me to do something, I can usually figure out how to do it. However, if it is something they want done in a specific way, then they need to tell me the specific way! We need to tell our students what we are looking for, and then give them the tools to do it.
Wednesday, February 13, 2008
Christensen Chapter 6
Ugh! Research projects are starting to give me a headache. I think it is great that Christensen challenged her students to challenge history. I think its wonderful that her students gave what she makes it out to be 120% on their projects. I think having students research topics they might care about is fantastic. But, ugh, what a nightmare!
Christensen talks about the research topics that she didn't have much of a background on, or topics on which her students couldn't find comprehendible information . I'm glad she pointed that out, because if I were in her situation, I'd be freaking out and thinking that my lesson plan needed some serious revision. Also, giving students an entire semester for a project is a really long time. I guess she expects a lot out of them though, so their projects had to turn out amazing.
I like that students get to discover untold stories in high school, and don't have to wait until college, as I did. But it is clear that you really have to be prepared to effectively teach this unit. I could just be exhausted, and that may be the reason this chapter seems exhausting.
Christensen talks about the research topics that she didn't have much of a background on, or topics on which her students couldn't find comprehendible information . I'm glad she pointed that out, because if I were in her situation, I'd be freaking out and thinking that my lesson plan needed some serious revision. Also, giving students an entire semester for a project is a really long time. I guess she expects a lot out of them though, so their projects had to turn out amazing.
I like that students get to discover untold stories in high school, and don't have to wait until college, as I did. But it is clear that you really have to be prepared to effectively teach this unit. I could just be exhausted, and that may be the reason this chapter seems exhausting.
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