Chapter 4 - The Right to Personalize Writing Process
I'll be interested to hear what you think of this chapter. The writing process is messy and is not the same for everyone. How do we make peace with this in a classroom setting?
Spandel Chapter 4 Reflection The Right to Personalize Writing Process
In this chapter, one thing that hit me strongly was that “…they [students] need to observe writing in action so they can begin to understand how process can work and can look” (41). To me, this speaks to not underestimating the value of writing with my students. I recently did this, worked on a new assignment as they did, and shared my piece. I showed them my draft and all of its scribbles and messiness; read the final piece and then went back through it and pointed out where I had trouble and how I tried to think my way through those spots. I think it’s something I will be doing more of to improve my own practice and try to build a stronger writing community in my classroom. Next time, I will also ask for student feedback as I did not think to do that the other day. I am thinking that I will also start journaling with my kids every day (rather than take attendance and pass back papers etc. while they write) and perhaps share some of the topics I write about…one way to demonstrate what it means to “poke around.”
Did anybody else laugh out loud just a little bit when you read that students should spend an hour writing each day? (45) Frankly, I found myself scoffing a bit leading up to that as well, all this talk of a “retreat.” It sounds wonderful, don’t get me wrong. And if I was a writing teacher for more than one block a semester with a roster smaller than 27-30 students, I would LOVE to have couches, rugs, floor lamps and pillows, and hours to have students write, but my reality is so different. I make an attempt: students are encouraged to move from their seats and sprawl on the floor if they’d like (I have students who generally like to sit under my computer table for example), I have a selection of little carpet mats to choose from, I play music and/or let them listen to their own music, but there is only so much we can do in the average classroom (Is this too cynical? I am not usually cynical).
I do agree with the necessity to establish a writing routine, and that it can take years to achieve a good balance. Each time I teach composition, I tweak my class routine…I am pretty comfortable with what it is now, but even now, with three weeks left in the year, I find myself tweaking it a little bit. It is much more difficult to carve out quality writing time for the literature classes. It’s an on-going struggle to balance curricular demands.
Finally, I loved the advice from the student writers! That in itself is evidence of how the process is different for everybody. I will continue to do my best to respect that process within the confines of my curriculum - difficult but not impossible if I continue to try to be flexible and keep in mind that the end result will be worth it for my students.
It sounds like you and I had a similar reaction to this chapter. An hour a day for writing would be heavenly . . . maybe I'll just ask the math or science teacher to give up some of their time. The reality of our lives is so out of joint with the fantasy, that sometimes it would be easier to just throw our hands in the air and say "I give up," but we don't, and I think that's what makes a great teacher -- we keep coming back and thinking of new and better ways to work it (or around) what we've been given.
Yes, I laughed a bit on the inside. I think the Somerset Fire Department would have me exiled if I ever brought in carpet, lamps, and a couch. Codes, ya know? It would be nice though to be able to provide students with a comfy space in which to read and write. Also, having students write for an hour a day (imagine!) would be amazing. But we would need the help of other departments in order to make that a reality. Maybe an hour per week per core subject? It can't be left entirely up to ELA teachers, just like teaching reading can't be the job of only ELA teachers. The hard thing, in my building anyway, would be getting other content areas on board. People forget that English teachers also have content to teach: Chaucer, Steinbeck, Fitzgerald, Homer, etc.
Yes Debbie - I cracked up as well. Then I thought about actually trying to make it happen. Remember I'm a 4th grade teacher and I have the same students all day long. In my situation, I may be able to do it. To make an hour I'm going to count writing in all subjects, math included as well as journal writing. I'll let you know how it works next hear (you may be laughing louder!)
Unfortunately, I used up my new couch and comfy corner budget last year, so this year I was unable to redecorate. That particular "practice" seems to run headlong into the brick wall of reality. The idea of making allowances for different student processes is interesting, but extremely difficult in practice. My attempt at it is to have deadlines, but allow students to MEET the deadlines to submit rewrites for a new grade. It's far from perfect, but then again, so am I and so are they.
It is hard not to be cynical reading this chapter. My experiences teaching writing vary greatly from what is initially described—I barely have room for my thirty-two desks, let alone “an old comfy couch” or “a place or places where writers gather to read and share.” (42) My students do share their writing, however the place for it is wherever they are. I do agree, however, with the suggestion about the layout of the room. I cannot do the rows of desks anymore, and find that a U-shape with the extra desks in the middle work well. It’s a little tight around the edges, however my students can now both hear and see one another. My cynicism receded a bit upon my reading of this line: “It is impossible to produce documents of length or depth or significance under the time constraints we place on most of our student writers---and their teachers.” (45) I agree that it is definitely challenging, especially with all the requirements of standardized testing and mandated writing prompts. I do not like to think of it as impossible, though, because it implies that we should not even bother. Many of the suggestions made in this chapter I do incorporate already, which definitely makes me feel validated as a teacher of writing. I also enjoyed the advice from student writers. I think that would be a great opening activity in a class at the beginning of the year. Students offering their advice would facilitate an open conversation about writing, and as their teacher I could assess their personal approach to the writing process.
I think that the emotional environment in the room matters much more than the physical environment. In a recent advisory group, most students told me that if they don't get along with the teacher, they will not be successful in the classroom. I believe a teacher can bring warmth and encouragement to a stark space. Second, there is a real tension between the current teaching methods of collaboration, discussion and project-based learning and the standardized, timed, individual testing that occurs. We do students a disservice if we don't offer both types of activities to prepare them.
I guess it is good to remember that not evey student will want to sprawl beneath a desk or recline on an old comfy sofa. Like their writing processes, their places to write will vary as well. It may be most importatn to provide an atmosphere conducive to taking risks with writing, to exploring ideas--both of which you seem to do. We can always model cofort in any environment much as we model how to crss out, delete entire drafts. I am not convinced that assigning ready made prompts prepares students for standardized tests. I they write authntically then they should do fine in any situation.
I agree with Spandel that every writer’s process is different, and although the steps (brainstorming, prewriting, drafting, revising, editing) do exist, they look different for each writer. I also agreed with her point that these processes overlap and are cyclical...they aren’t lock-step, much like the process of reading. I enjoy sharing with my students the notes that I create before starting a piece of writing or a song. These notes are a crazy mess! They laugh when they see them, relieved that their teacher believes it’s okay for ideas to be unclear and jumbled at the beginning. Before having my students write poetry, I will sometimes play them a recording of one of my songs at the beginning of class, then show them the flurry of notes and revision that got me to that finished product. Writing can be a messy process indeed, but students think that it shouldn’t be...not because teachers don’t understand the process and teach it the “wrong” way, but because the restrictions of the classroom schedule are such that the writing process is taught in a very routine and limited manner.
I try, through small-group writing instruction, to allow my students this fluidity and freedom, but it is difficult. I have to contend with the internal desire to keep the process under control so that ELA curriculum deadlines and requirements are met. Reading this chapter really made me want to hold a Summer Writing Camp at our school in 2016...maybe even provide brief writing retreats over shorter school vacations. That way, I can provide at least some students with a writing experience that is more authentic and personalized.
I found the excerpt at the end of chapter 4 to be interesting in that Collard illustrates his writing process which turns out to be very different from many other writers. He is more careful and controlled as he drafts...fixing sentences and paragraphs as he goes, letting the critic in a little...instead of plowing through the rough draft with abandon like many other writers. It’s a great example to demonstrate to students the point that each writer’s process is his own.
I definitely have the struggle between adhering to curriculum mandates and allowing students freedom in writing. I love that you incorporate your musical talents into the classroom! I bet your students really enjoy it. :)
I find it enormously frustrating that on one hand educational policymakers (almost none of whom have ever taught in a classroom) insist that we provide individualized learning opportunities for every student allowing them to blossom and grow at a pace suitable for each of them and then require on the other hand that students demonstrate their learning in rigidly controlled and impersonal assessments.
Nowhere is this oxymoronic thinking more clearly demonstrated than in our new school building, which is architecturally pleasing, decorated with attractive furniture and painted with soothing colors, all of which are designed to ensure that our 21st Century educational goals will come to fruition. Last week I left one room where I was chatting with some colleagues and crossed the hall for my next class where I saw not one face that I recognized. I was sure this was the moment of my career-ending stroke until I realized I was on the wrong floor. That is how identical every hallway, every classroom and every staircase is in this institutionally bland, state of the art structure. No individualism here.
We aren’t allowed to hang anything on the walls, and we travel between classrooms anyway, so we are entirely divested of ownership. So when Vicki Spandel describes the nurturing environment with books and bulletin boards and comfy furniture, I can only imagine how nice that would be and then try to figure out a way I can make a pleasing environment for my classes without an actual environment.
The most useful information in this chapter is about process, and I’ve been planning ahead for next year, trying to think of a way to sell my students on the idea that the process of writing does not have to be a hellacious chore. Certainly a new routine is in order and I have to find a way to carve out time for writing that doesn’t need to have an end result. I also really love the idea of a style sheet – it’s June, and some of my sophomores are still asking me if their essays need to be in MLA format. Asking students to decide what of their own work is good is also a novel idea, and one that would require a huge but positive shift in their thinking.
Finally, Sneed Collard’s observation that having other people read his writing enables him to catch flaws that he wouldn’t have otherwise is a practice that I have used in my classroom. My juniors do a great deal of small group peer editing, and sometimes I ask them to do just this. I always tell them that if they can’t clearly read a sentence out loud, then there’s something wrong with it.
I loved the fourth grade writers’ reflections . . . such original similes!
I laughed at your story about the new building. I'm glad you figured out where you were! We opened our new school about 7 years ago and had the same directive- nothing on the new walls! We were also told no additional furniture, bookcases, etc. It is hard to create a warm, cozy environment that way.
It is interesting that the firm that re-designed one of my old schools also designed the new prison in the middle of route 128--I guess both have identical cellls on each side of the hallway. I a not ure any of the older, open classrooms worked any better though those old sofas might just keep me from wandering into the wrong room, though I doubt it. It seems that such compartmentalization follows the method of teaching prescribe by standards makers. Authentic writing, however, breaks through such quaantine and makes new, creative thought.
Corinne, your story about your building made me think that really it is very much like the conflict I seem to be having about writing instruction. As a teacher I feel that I need to worry about that end product and all the pieces that put a written piece together. I tell my students that they need to be individuals in their writing and have a voice but I have a preconceived notion of what I'm looking for in the final product. I think I need to also have a writing teacher makeover over the summer. Like you would love to decorate those walls and have a space you can own, I need to figure out how to truly teach my students how to have a voice and to experience the writing process for what it is, a unique and personalized experience that leads to a place that is unknown until you get there.
Several of the points made in this chapter resonated with me, but I will limit my comments to two.
The first is how powerful a read aloud can be, not just for sharing examples for instruction, but for showing students the potential power of their writing. Spandel says, "Nothing is so inspiring to a writer as the thought that his or her words may hit someone like a hammer." This reinforces just how effectively writing can inform, motivate, entertain, etc. Yet the read-alouds we are given as part of our scripted curriculum are less than motivating.
The second point was that some drafts should remain unfinished. We recognize that sometimes we don't like what we've written and as a result we abandon the effort. This is contrary to the expectations we have in class; every student must hand in a finished assignment. Giving students permission to scrap a piece of writing is realistic. And it sends the message that they are the ones to determine how good their writing is, a valuable skill.
I also liked the point Spandel made about leaving things unfinished. When it comes to my personal writing, I "let things go" all the time. Eventually I find the piece that is worth fleshing out, but that doesn't happen every time. I'd like kids to know that this is a realistic part of the process but I do worry about how to do it in a way in which things still get done…"requirements" are met. I like your idea about letting students decide which piece of writing they will scrap. I'm trying to envision how that might work in one of my classes.
I agree that some drafts should remain unfinished. We need to give students the power over their own writing, and what better way to do that than allow them to evaluate themselves? I think as teachers we can become too focused on the end product that we forget about the process leading up to it. At my school we have a required research essay where if the students do not complete it, they fail the course regardless of their class average. It has gotten to the point with me that I tell students at the eleventh hour just to hand something in so I can check off that they have completed it. There is so much pressure for physical evidence of learning that we overlook the learning itself.
Rebecca -- I always feel guilty when I read aloud, because I enjoy it so much. I'd like to think I'm a pretty good reader aloud, and our Reading Specialist has assured us that modeling like this, especially for poor readers is definitely effective. It's also a good model of when writing isn't so great -- much harder to read aloud.
The unfinished work scares me. We ask our students to churn out quite a few writing assignments each term, and if they scrap one after having spent time on it, they'll be behind. Again, the emphasis on quantity over quality.
How do we return writers to the innocent eyes found in the elementary school examples of what writing is? We have chilren forming metaphors, being volcanoes erupting, vortexes whirling, shopping and buying whatever one wants. The one most endearing to me is the one where the student does not have confidence or faith in himself/herslef until the teacher talks to her/him. I findmyself too focused on argument essays with rubrics, those standardized and misientifeid types of writing put forth by pundits in suits. Those examples remind us that he innner child or the mind's eye is still the fulcrum for writing. Even though many people shun metacognition, students really o enjoy writing about how they think in one of my essay assignments Of course, they do confuse how and what, but they really puzzle through the assignment and reach conclusions that help them understand their writing more, too. Agan, we reurn to he point that we must allow them to write what they think and not what we think is right.
The writing process is messy and not the same for everyone. Spandel writes “No two writers go about the business of discovering, shaping or sharing ideas in just the same way, any more than they dance or speak or laugh or make love in the same way.” (40) If we’re in agreement that we should write they way writing works for us, the question remains of how to make peace with this in the classroom setting?
As I do every time I read Spandel, I take my time. I read a few pages one night and usually discuss what I’ve read with colleagues and friends the following day. I continue this process until I’ve finished the chapter and the conversations. I love reading this way because of my constant reflection of the topic.
My chapter 4 discussions began on Monday this week with co-teachers agreeing with the concept and asking themselves the same questions I did while I read; Why don’t I change how I teach writing? Why do I continue to teach a process that doesn’t seem to be working? Maybe it’s not what I teach, but how I teach it? Could it work in my room the way it works in the book? What if … and so on.
On Wednesday I had a discussion with my daughter’s friend (24 year old playwriter/director/actress/Starbucks barista. She remembered being in school and writing with the John Collins method and couldn’t stand (her words) the FCA’s or focus correction areas. She explained that she was so very excited to write (she ended up in the 99th percentile in her later years) yet very frustrated because all the teacher seemed to care about was the day’s FCA’s. Interesting to hear her discuss it today, some 13 years later and still with the same frustrations. She now understands what she didn’t back then. That the teacher was only following what she was instructed to follow. She explained that she worked out a compromise with her teacher. Said teacher would comment on her writing as well as the day’s FCA’s if Monica (the student) would at least consider the FCA’s in her writing. It got me thinking of how I could compromise with my students.
My ideas of making peace with this in my classroom (compromising administrations instructions as well as wanting to give my students opportunities to love writing) would be to involve my students in the planning of how we would learn writing. In September we would define the stages of the writing process and talk about how it could look all together (order/non order/etc.) I would model different types of writing and actually ask students to model as well. We would follow prompts and create our own. We would create a journal and search out writing opportunities to try to get at least one hour of writing in daily.
My current students helped me come up with the plan this morning (true story)! I wonder if next years students will appreciate it.
I feel lame stating that I agree with everything in this chapter again, but truth is, I do. I guess that I will just be lame again. There were many statements that were made that I agree with. I especially liked how Spandel wrote about the value of your students seeing you struggle to get something written. I agree that students need to see their teachers go through the writing process, and sometimes the process is difficult, even for adults. The main reason I took this class is that I wanted to improve my own writing. Writing is not something I enjoy, but I'm working on it. I have never liked to write. I never kept a diary or a journal. I was intrigued by Spandel's list, which spanned pgs. 44 and 45, about the numerous discoveries that can be made when a writer writes. Another statement from Spandel that I found interesting was, "Good writering workshop takes a delicate balance of spontaneity and structure". Felt better when I read that achieving the just right balance could take years. Does anyone use a writer's handbook that they would recommend for elementary students? I also liked the notion that all pieces of writing do not need to be finished pieces of writing.
The idea of spontaneity also made me do some thinking. I find it hard to be spontaneous with writing because I want to control so many things. I want to take students through the revision and editing processes and most importantly I want the content to be reflective of a cohesive piece of writing, but in being so controlling I feel that I am stopping students from experience that writing process.
I felt better reading that "it could take years" as well. Being able to find a balance depends on the group of students as much as anything we do as teachers, and with that constantly changing, building up strategies that work for a variety of "mixes" does take a long time...
I agree Tracie - I also thought everything in this chapter was on point. My greatest take-away was the act of showing (modeling) the struggle of how we write to our students. We need to show our students that we are learning as well, that we have difficulties when we write, that at times it can be stressful and at times it can be a blast.
There were two aspects of the chapter that struck a chord with me. First, the idea of the teacher doing some writing while the students write was widely emphasized in the chapter. I realized how very little of that I actually do, if any at all. I will do guided writing with my students where I have them help me create an anchor piece for an assignment, but I don't engage in any personal writing of my own when with them. As I read the chapter, I begun to think that doing some of the writing with my students really would be the very best model of authentic writing.so that students could see that the process really is different for all writers. The second idea that resonated with me was the idea of truly demonstrating and showing students that writing is indeed a "process," that no two writers approach a piece in the same way, and the road to a finished piece presents different obstacles and road blocks for each writer. In order for students to learn this best, I think that the chapter was illustrating that students need to experience this process in an authentic way, be allowed to make mistakes, abandon a piece, restart a piece, and publish pieces they feel they want to publish. What I find challenging with both ideas (writing with the students and showing them this process) is how to fit these ideas into our present curriculum. Do we allow students to experience the process on their own and move them through different types of writing assignments as they are ready, or do we split our writing instruction so that some days are meant for free writing of their choice and others days are meant to accomplish a piece that we are looking for to assess? I'm not sure I know what the right answer is.
I may be way off in my thinking, but as I read your reflection, I thought for a moment that perhaps helping students to define their individual process is one of our most important jobs...so much so that the answer to all of your questions is "Yes! Try that!" And however you can provide opportunities for that authentic experience, and however flexible you can be with types of writing, and however much you encourage students to discuss and discover what's working for them (and what's not) will help them to define their individual "process" which will serve them as they grow as students and writers.
Marina -- I've been thinking about the idea of process, and I think I am going to have a discussion with my students in September about what it is that writers "do." I think if they can unpack the process themselves, they may be able to view themselves as writers more easily.
I strongly agree with the idea from this chapter that our goal as writing teachers is to "provide them with some process fundamentals that will enable them to become independent travelers." Although the idea is simple, the execution is difficult. Before reading this article, I felt that my strength is in telling students what is expected from them for each writing assignment. I usually give a week for students to prepare a writing assignment to be turned in, and each day I review due dates, the work of literature, and the requirements. However, I often receive very few assignments, and the ones I receive are not good. I think, for me, the missing piece is modeling and more TIME devoted to writing in class. The research paper for me has become so high-stakes that both the students and I have so much stress that the purpose of the project is lost for everyone. I think it may help students if we revise and check the work BEFORE it is due rather than going over it when it is due. Another interesting idea that stuck out to me was that the teacher made the writing supplies readily available and in various types. I realize I HOARD all of my supplies and HIDE them in the closet because students do not bring pencils to class. I also dictate that work turned in must be in pencil or blue or black ink because my eyesight is very poor, and I use multicolored pens to correct. Should I change this? I like to think of myself as an artist or creative, so my art supplies are very dear to me. I don't want them destroyed or used up. Once again, I feel the problem is that students still don't understand that I want them to read something, think about it, and then come to a conclusion. They need to write down their conclusion and turn it in so I know what they learned and so we can discuss it and enrich each other's understanding. They think I'm expecting my thoughts parroted back to me, or worse a doctoral dissertation, and with the internet readily available they crank out words and phrases that they would never use, thinking that's what teachers want. For example, in recent essays, students who told me Desdemona was "naive" or a "Renaissance woman" or that Emilia was a "feminist" alerted me right away that they plagiarized their work, because I knew that neither I nor the student would use those words or phrases. So, in the future I plan to loosen up a little bit and include more class time writing and modeling, and liberally sharing my writing utensils.
I have found that giving more class time to writing produces better student writing. For any long writing assignment, like a research paper, I require a first draft which I cover with comments. That gives them direction for revisions, and because the final draft will be graded, they actually READ the comments. This chapter of Spandel is a little tough to take because it seems so unrealistic to a high school teacher. Most of us don't ONLY teach writing in a course, so we don't have the time to allow each student to develop each piece at their own pace. Like you, I do have deadlines, but as long as students meet those deadlines, I almost always allow them to make corrections and rewrites to resubmit for another grade. It is more important to me that they improve, than it is to improve on a specific schedule.
Spandel Chapter 4 Reflection The Right to Personalize Writing Process
ReplyDeleteIn this chapter, one thing that hit me strongly was that “…they [students] need to observe writing in action so they can begin to understand how process can work and can look” (41). To me, this speaks to not underestimating the value of writing with my students. I recently did this, worked on a new assignment as they did, and shared my piece. I showed them my draft and all of its scribbles and messiness; read the final piece and then went back through it and pointed out where I had trouble and how I tried to think my way through those spots. I think it’s something I will be doing more of to improve my own practice and try to build a stronger writing community in my classroom. Next time, I will also ask for student feedback as I did not think to do that the other day. I am thinking that I will also start journaling with my kids every day (rather than take attendance and pass back papers etc. while they write) and perhaps share some of the topics I write about…one way to demonstrate what it means to “poke around.”
Did anybody else laugh out loud just a little bit when you read that students should spend an hour writing each day? (45) Frankly, I found myself scoffing a bit leading up to that as well, all this talk of a “retreat.” It sounds wonderful, don’t get me wrong. And if I was a writing teacher for more than one block a semester with a roster smaller than 27-30 students, I would LOVE to have couches, rugs, floor lamps and pillows, and hours to have students write, but my reality is so different. I make an attempt: students are encouraged to move from their seats and sprawl on the floor if they’d like (I have students who generally like to sit under my computer table for example), I have a selection of little carpet mats to choose from, I play music and/or let them listen to their own music, but there is only so much we can do in the average classroom (Is this too cynical? I am not usually cynical).
I do agree with the necessity to establish a writing routine, and that it can take years to achieve a good balance. Each time I teach composition, I tweak my class routine…I am pretty comfortable with what it is now, but even now, with three weeks left in the year, I find myself tweaking it a little bit. It is much more difficult to carve out quality writing time for the literature classes. It’s an on-going struggle to balance curricular demands.
Finally, I loved the advice from the student writers! That in itself is evidence of how the process is different for everybody. I will continue to do my best to respect that process within the confines of my curriculum - difficult but not impossible if I continue to try to be flexible and keep in mind that the end result will be worth it for my students.
Debbie --
DeleteIt sounds like you and I had a similar reaction to this chapter. An hour a day for writing would be heavenly . . . maybe I'll just ask the math or science teacher to give up some of their time. The reality of our lives is so out of joint with the fantasy, that sometimes it would be easier to just throw our hands in the air and say "I give up," but we don't, and I think that's what makes a great teacher -- we keep coming back and thinking of new and better ways to work it (or around) what we've been given.
Debbie,
DeleteYes, I laughed a bit on the inside. I think the Somerset Fire Department would have me exiled if I ever brought in carpet, lamps, and a couch. Codes, ya know? It would be nice though to be able to provide students with a comfy space in which to read and write. Also, having students write for an hour a day (imagine!) would be amazing. But we would need the help of other departments in order to make that a reality. Maybe an hour per week per core subject? It can't be left entirely up to ELA teachers, just like teaching reading can't be the job of only ELA teachers. The hard thing, in my building anyway, would be getting other content areas on board. People forget that English teachers also have content to teach: Chaucer, Steinbeck, Fitzgerald, Homer, etc.
Yes Debbie - I cracked up as well. Then I thought about actually trying to make it happen. Remember I'm a 4th grade teacher and I have the same students all day long. In my situation, I may be able to do it. To make an hour I'm going to count writing in all subjects, math included as well as journal writing. I'll let you know how it works next hear (you may be laughing louder!)
DeleteUnfortunately, I used up my new couch and comfy corner budget last year, so this year I was unable to redecorate. That particular "practice" seems to run headlong into the brick wall of reality. The idea of making allowances for different student processes is interesting, but extremely difficult in practice. My attempt at it is to have deadlines, but allow students to MEET the deadlines to submit rewrites for a new grade. It's far from perfect, but then again, so am I and so are they.
DeleteIt is hard not to be cynical reading this chapter. My experiences teaching writing vary greatly from what is initially described—I barely have room for my thirty-two desks, let alone “an old comfy couch” or “a place or places where writers gather to read and share.” (42) My students do share their writing, however the place for it is wherever they are. I do agree, however, with the suggestion about the layout of the room. I cannot do the rows of desks anymore, and find that a U-shape with the extra desks in the middle work well. It’s a little tight around the edges, however my students can now both hear and see one another.
ReplyDeleteMy cynicism receded a bit upon my reading of this line: “It is impossible to produce documents of length or depth or significance under the time constraints we place on most of our student writers---and their teachers.” (45) I agree that it is definitely challenging, especially with all the requirements of standardized testing and mandated writing prompts. I do not like to think of it as impossible, though, because it implies that we should not even bother. Many of the suggestions made in this chapter I do incorporate already, which definitely makes me feel validated as a teacher of writing. I also enjoyed the advice from student writers. I think that would be a great opening activity in a class at the beginning of the year. Students offering their advice would facilitate an open conversation about writing, and as their teacher I could assess their personal approach to the writing process.
I think that the emotional environment in the room matters much more than the physical environment. In a recent advisory group, most students told me that if they don't get along with the teacher, they will not be successful in the classroom. I believe a teacher can bring warmth and encouragement to a stark space.
DeleteSecond, there is a real tension between the current teaching methods of collaboration, discussion and project-based learning and the standardized, timed, individual testing that occurs. We do students a disservice if we don't offer both types of activities to prepare them.
I guess it is good to remember that not evey student will want to sprawl beneath a desk or recline on an old comfy sofa. Like their writing processes, their places to write will vary as well. It may be most importatn to provide an atmosphere conducive to taking risks with writing, to exploring ideas--both of which you seem to do. We can always model cofort in any environment much as we model how to crss out, delete entire drafts.
DeleteI am not convinced that assigning ready made prompts prepares students for standardized tests. I they write authntically then they should do fine in any situation.
Jeri’s Reflection - Spandel, Chapter 4
ReplyDeleteI agree with Spandel that every writer’s process is different, and although the steps (brainstorming, prewriting, drafting, revising, editing) do exist, they look different for each writer. I also agreed with her point that these processes overlap and are cyclical...they aren’t lock-step, much like the process of reading. I enjoy sharing with my students the notes that I create before starting a piece of writing or a song. These notes are a crazy mess! They laugh when they see them, relieved that their teacher believes it’s okay for ideas to be unclear and jumbled at the beginning. Before having my students write poetry, I will sometimes play them a recording of one of my songs at the beginning of class, then show them the flurry of notes and revision that got me to that finished product. Writing can be a messy process indeed, but students think that it shouldn’t be...not because teachers don’t understand the process and teach it the “wrong” way, but because the restrictions of the classroom schedule are such that the writing process is taught in a very routine and limited manner.
I try, through small-group writing instruction, to allow my students this fluidity and freedom, but it is difficult. I have to contend with the internal desire to keep the process under control so that ELA curriculum deadlines and requirements are met. Reading this chapter really made me want to hold a Summer Writing Camp at our school in 2016...maybe even provide brief writing retreats over shorter school vacations. That way, I can provide at least some students with a writing experience that is more authentic and personalized.
I found the excerpt at the end of chapter 4 to be interesting in that Collard illustrates his writing process which turns out to be very different from many other writers. He is more careful and controlled as he drafts...fixing sentences and paragraphs as he goes, letting the critic in a little...instead of plowing through the rough draft with abandon like many other writers. It’s a great example to demonstrate to students the point that each writer’s process is his own.
I definitely have the struggle between adhering to curriculum mandates and allowing students freedom in writing. I love that you incorporate your musical talents into the classroom! I bet your students really enjoy it. :)
DeleteI find it enormously frustrating that on one hand educational policymakers (almost none of whom have ever taught in a classroom) insist that we provide individualized learning opportunities for every student allowing them to blossom and grow at a pace suitable for each of them and then require on the other hand that students demonstrate their learning in rigidly controlled and impersonal assessments.
ReplyDeleteNowhere is this oxymoronic thinking more clearly demonstrated than in our new school building, which is architecturally pleasing, decorated with attractive furniture and painted with soothing colors, all of which are designed to ensure that our 21st Century educational goals will come to fruition. Last week I left one room where I was chatting with some colleagues and crossed the hall for my next class where I saw not one face that I recognized. I was sure this was the moment of my career-ending stroke until I realized I was on the wrong floor. That is how identical every hallway, every classroom and every staircase is in this institutionally bland, state of the art structure. No individualism here.
We aren’t allowed to hang anything on the walls, and we travel between classrooms anyway, so we are entirely divested of ownership. So when Vicki Spandel describes the nurturing environment with books and bulletin boards and comfy furniture, I can only imagine how nice that would be and then try to figure out a way I can make a pleasing environment for my classes without an actual environment.
The most useful information in this chapter is about process, and I’ve been planning ahead for next year, trying to think of a way to sell my students on the idea that the process of writing does not have to be a hellacious chore. Certainly a new routine is in order and I have to find a way to carve out time for writing that doesn’t need to have an end result. I also really love the idea of a style sheet – it’s June, and some of my sophomores are still asking me if their essays need to be in MLA format. Asking students to decide what of their own work is good is also a novel idea, and one that would require a huge but positive shift in their thinking.
Finally, Sneed Collard’s observation that having other people read his writing enables him to catch flaws that he wouldn’t have otherwise is a practice that I have used in my classroom. My juniors do a great deal of small group peer editing, and sometimes I ask them to do just this. I always tell them that if they can’t clearly read a sentence out loud, then there’s something wrong with it.
I loved the fourth grade writers’ reflections . . . such original similes!
I laughed at your story about the new building. I'm glad you figured out where you were! We opened our new school about 7 years ago and had the same directive- nothing on the new walls! We were also told no additional furniture, bookcases, etc. It is hard to create a warm, cozy environment that way.
DeleteIt is interesting that the firm that re-designed one of my old schools also designed the new prison in the middle of route 128--I guess both have identical cellls on each side of the hallway. I a not ure any of the older, open classrooms worked any better though those old sofas might just keep me from wandering into the wrong room, though I doubt it. It seems that such compartmentalization follows the method of teaching prescribe by standards makers. Authentic writing, however, breaks through such quaantine and makes new, creative thought.
DeleteCorinne, your story about your building made me think that really it is very much like the conflict I seem to be having about writing instruction. As a teacher I feel that I need to worry about that end product and all the pieces that put a written piece together. I tell my students that they need to be individuals in their writing and have a voice but I have a preconceived notion of what I'm looking for in the final product. I think I need to also have a writing teacher makeover over the summer. Like you would love to decorate those walls and have a space you can own, I need to figure out how to truly teach my students how to have a voice and to experience the writing process for what it is, a unique and personalized experience that leads to a place that is unknown until you get there.
DeleteChapter 4 Reflection
ReplyDeleteSeveral of the points made in this chapter resonated with me, but I will limit my comments to two.
The first is how powerful a read aloud can be, not just for sharing examples for instruction, but for showing students the potential power of their writing. Spandel says, "Nothing is so inspiring to a writer as the thought that his or her words may hit someone like a hammer." This reinforces just how effectively writing can inform, motivate, entertain, etc. Yet the read-alouds we are given as part of our scripted curriculum are less than motivating.
The second point was that some drafts should remain unfinished. We recognize that sometimes we don't like what we've written and as a result we abandon the effort. This is contrary to the expectations we have in class; every student must hand in a finished assignment. Giving students permission to scrap a piece of writing is realistic. And it sends the message that they are the ones to determine how good their writing is, a valuable skill.
Rebecca,
DeleteI also liked the point Spandel made about leaving things unfinished. When it comes to my personal writing, I "let things go" all the time. Eventually I find the piece that is worth fleshing out, but that doesn't happen every time. I'd like kids to know that this is a realistic part of the process but I do worry about how to do it in a way in which things still get done…"requirements" are met. I like your idea about letting students decide which piece of writing they will scrap. I'm trying to envision how that might work in one of my classes.
I agree that some drafts should remain unfinished. We need to give students the power over their own writing, and what better way to do that than allow them to evaluate themselves? I think as teachers we can become too focused on the end product that we forget about the process leading up to it. At my school we have a required research essay where if the students do not complete it, they fail the course regardless of their class average. It has gotten to the point with me that I tell students at the eleventh hour just to hand something in so I can check off that they have completed it. There is so much pressure for physical evidence of learning that we overlook the learning itself.
DeleteRebecca -- I always feel guilty when I read aloud, because I enjoy it so much. I'd like to think I'm a pretty good reader aloud, and our Reading Specialist has assured us that modeling like this, especially for poor readers is definitely effective. It's also a good model of when writing isn't so great -- much harder to read aloud.
DeleteThe unfinished work scares me. We ask our students to churn out quite a few writing assignments each term, and if they scrap one after having spent time on it, they'll be behind. Again, the emphasis on quantity over quality.
How do we return writers to the innocent eyes found in the elementary school examples of what writing is? We have chilren forming metaphors, being volcanoes erupting, vortexes whirling, shopping and buying whatever one wants. The one most endearing to me is the one where the student does not have confidence or faith in himself/herslef until the teacher talks to her/him. I findmyself too focused on argument essays with rubrics, those standardized and misientifeid types of writing put forth by pundits in suits. Those examples remind us that he innner child or the mind's eye is still the fulcrum for writing. Even though many people shun metacognition, students really o enjoy writing about how they think in one of my essay assignments Of course, they do confuse how and what, but they really puzzle through the assignment and reach conclusions that help them understand their writing more, too. Agan, we reurn to he point that we must allow them to write what they think and not what we think is right.
ReplyDeleteThe writing process is messy and not the same for everyone. Spandel writes “No two writers go about the business of discovering, shaping or sharing ideas in just the same way, any more than they dance or speak or laugh or make love in the same way.” (40) If we’re in agreement that we should write they way writing works for us, the question remains of how to make peace with this in the classroom setting?
ReplyDeleteAs I do every time I read Spandel, I take my time. I read a few pages one night and usually discuss what I’ve read with colleagues and friends the following day. I continue this process until I’ve finished the chapter and the conversations. I love reading this way because of my constant reflection of the topic.
My chapter 4 discussions began on Monday this week with co-teachers agreeing with the concept and asking themselves the same questions I did while I read; Why don’t I change how I teach writing? Why do I continue to teach a process that doesn’t seem to be working? Maybe it’s not what I teach, but how I teach it? Could it work in my room the way it works in the book? What if … and so on.
On Wednesday I had a discussion with my daughter’s friend (24 year old playwriter/director/actress/Starbucks barista. She remembered being in school and writing with the John Collins method and couldn’t stand (her words) the FCA’s or focus correction areas. She explained that she was so very excited to write (she ended up in the 99th percentile in her later years) yet very frustrated because all the teacher seemed to care about was the day’s FCA’s. Interesting to hear her discuss it today, some 13 years later and still with the same frustrations. She now understands what she didn’t back then. That the teacher was only following what she was instructed to follow. She explained that she worked out a compromise with her teacher. Said teacher would comment on her writing as well as the day’s FCA’s if Monica (the student) would at least consider the FCA’s in her writing. It got me thinking of how I could compromise with my students.
My ideas of making peace with this in my classroom (compromising administrations instructions as well as wanting to give my students opportunities to love writing) would be to involve my students in the planning of how we would learn writing. In September we would define the stages of the writing process and talk about how it could look all together (order/non order/etc.) I would model different types of writing and actually ask students to model as well. We would follow prompts and create our own. We would create a journal and search out writing opportunities to try to get at least one hour of writing in daily.
My current students helped me come up with the plan this morning (true story)! I wonder if next years students will appreciate it.
Imagine that! Talking to our students and coming up with a plan! I definitely need to take this approach, with the research project in particular.
DeleteI feel lame stating that I agree with everything in this chapter again, but truth is, I do. I guess that I will just be lame again. There were many statements that were made that I agree with.
ReplyDeleteI especially liked how Spandel wrote about the value of your students seeing you struggle to get something written. I agree that students need to see their teachers go through the writing process, and sometimes the process is difficult, even for adults. The main reason I took this class is that I wanted to improve my own writing. Writing is not something I enjoy, but I'm working on it. I have never liked to write. I never kept a diary or a journal. I was intrigued by Spandel's list, which spanned pgs. 44 and 45, about the numerous discoveries that can be made when a writer writes.
Another statement from Spandel that I found interesting was, "Good writering workshop takes a delicate balance of spontaneity and structure". Felt better when I read that achieving the just right balance could take years. Does anyone use a writer's handbook that they would recommend for elementary students?
I also liked the notion that all pieces of writing do not need to be finished pieces of writing.
The idea of spontaneity also made me do some thinking. I find it hard to be spontaneous with writing because I want to control so many things. I want to take students through the revision and editing processes and most importantly I want the content to be reflective of a cohesive piece of writing, but in being so controlling I feel that I am stopping students from experience that writing process.
DeleteI felt better reading that "it could take years" as well. Being able to find a balance depends on the group of students as much as anything we do as teachers, and with that constantly changing, building up strategies that work for a variety of "mixes" does take a long time...
DeleteI agree Tracie - I also thought everything in this chapter was on point. My greatest take-away was the act of showing (modeling) the struggle of how we write to our students. We need to show our students that we are learning as well, that we have difficulties when we write, that at times it can be stressful and at times it can be a blast.
DeleteThere were two aspects of the chapter that struck a chord with me. First, the idea of the teacher doing some writing while the students write was widely emphasized in the chapter. I realized how very little of that I actually do, if any at all. I will do guided writing with my students where I have them help me create an anchor piece for an assignment, but I don't engage in any personal writing of my own when with them. As I read the chapter, I begun to think that doing some of the writing with my students really would be the very best model of authentic writing.so that students could see that the process really is different for all writers. The second idea that resonated with me was the idea of truly demonstrating and showing students that writing is indeed a "process," that no two writers approach a piece in the same way, and the road to a finished piece presents different obstacles and road blocks for each writer. In order for students to learn this best, I think that the chapter was illustrating that students need to experience this process in an authentic way, be allowed to make mistakes, abandon a piece, restart a piece, and publish pieces they feel they want to publish. What I find challenging with both ideas (writing with the students and showing them this process) is how to fit these ideas into our present curriculum. Do we allow students to experience the process on their own and move them through different types of writing assignments as they are ready, or do we split our writing instruction so that some days are meant for free writing of their choice and others days are meant to accomplish a piece that we are looking for to assess? I'm not sure I know what the right answer is.
ReplyDeleteI may be way off in my thinking, but as I read your reflection, I thought for a moment that perhaps helping students to define their individual process is one of our most important jobs...so much so that the answer to all of your questions is "Yes! Try that!" And however you can provide opportunities for that authentic experience, and however flexible you can be with types of writing, and however much you encourage students to discuss and discover what's working for them (and what's not) will help them to define their individual "process" which will serve them as they grow as students and writers.
DeleteDebbie I think you might be onto something there!
DeleteMarina -- I've been thinking about the idea of process, and I think I am going to have a discussion with my students in September about what it is that writers "do." I think if they can unpack the process themselves, they may be able to view themselves as writers more easily.
DeleteI strongly agree with the idea from this chapter that our goal as writing teachers is to "provide them with some process fundamentals that will enable them to become independent travelers." Although the idea is simple, the execution is difficult. Before reading this article, I felt that my strength is in telling students what is expected from them for each writing assignment. I usually give a week for students to prepare a writing assignment to be turned in, and each day I review due dates, the work of literature, and the requirements. However, I often receive very few assignments, and the ones I receive are not good. I think, for me, the missing piece is modeling and more TIME devoted to writing in class. The research paper for me has become so high-stakes that both the students and I have so much stress that the purpose of the project is lost for everyone. I think it may help students if we revise and check the work BEFORE it is due rather than going over it when it is due.
ReplyDeleteAnother interesting idea that stuck out to me was that the teacher made the writing supplies readily available and in various types. I realize I HOARD all of my supplies and HIDE them in the closet because students do not bring pencils to class. I also dictate that work turned in must be in pencil or blue or black ink because my eyesight is very poor, and I use multicolored pens to correct. Should I change this? I like to think of myself as an artist or creative, so my art supplies are very dear to me. I don't want them destroyed or used up.
Once again, I feel the problem is that students still don't understand that I want them to read something, think about it, and then come to a conclusion. They need to write down their conclusion and turn it in so I know what they learned and so we can discuss it and enrich each other's understanding. They think I'm expecting my thoughts parroted back to me, or worse a doctoral dissertation, and with the internet readily available they crank out words and phrases that they would never use, thinking that's what teachers want. For example, in recent essays, students who told me Desdemona was "naive" or a "Renaissance woman" or that Emilia was a "feminist" alerted me right away that they plagiarized their work, because I knew that neither I nor the student would use those words or phrases.
So, in the future I plan to loosen up a little bit and include more class time writing and modeling, and liberally sharing my writing utensils.
I have found that giving more class time to writing produces better student writing. For any long writing assignment, like a research paper, I require a first draft which I cover with comments. That gives them direction for revisions, and because the final draft will be graded, they actually READ the comments. This chapter of Spandel is a little tough to take because it seems so unrealistic to a high school teacher. Most of us don't ONLY teach writing in a course, so we don't have the time to allow each student to develop each piece at their own pace. Like you, I do have deadlines, but as long as students meet those deadlines, I almost always allow them to make corrections and rewrites to resubmit for another grade. It is more important to me that they improve, than it is to improve on a specific schedule.
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