Can personal narrative find a place in academic writing?

In this week's study of my grad program at University of New England, we had to research something that we wonder, question, consider...and consider ways to implement our findings into our classes. I decided to look at writing and emotions. Transformative learning was a key term that came up time and time again. Researchers state how kids need to be motivated to write; they must care and connect to the subject in order for the writing to be authentic. Is this "allowed" in the era of high-stakes testing? Can we have kids focus on writing they care about, but push them to fix conventions? How can we marry both authenticity and explicitness?

One article "Individual Goals and Academic Literacy: Integrating Authenticity and Explicitness" (2009) Sarah Beck (2009) researched for a year a struggling student and a teacher, Mr. Redding that focused both the study of voice and conventions into his English classroom. This student struggled all year, but did succeed to do all assignments, even though they contained many grammatical mistakes. Her connections to the text, particularly the piece she wrote about Raisin in the Sun, made personal and moving connections. And, she was able to pass the state graduation test.

Just completing the position paper with my 9th graders, I ask: would their writing be more engaging if they chose a topic they had personal experience with? Or because they chose the topic, does that provide enough engagement?

Exploring Google Sites

I am enrolled in University of New England Masters online program. One of the requirements is to create a Google Site to use throughout the program. I have used Wikispaces.com and have been pleased with their product and service, so I was feeling a little hestitant about exploring the Google online version. So far, it seems very user-friendly. It customizes quickly, in terms of theme and layout and it is easy to add pages, as well as rearrange where they go. I could not add a Word document as easily as Wikispaces, unless it's an attachment; I like having the opportunity to place the document in the body of the page instead of at the bottom, especially when used as a writing portfolio. However, I pasted the whole text on a new page and loved that Google keeps the formatting exactly how it was originally saved. This has always been frustrating for me and my students, particularly when they are writing poetry. I look forward to becoming more familiar with Google Sites and what it has to offer. My graduate portfolio will slowly build and so will my understanding of what seems to be another great product by Google.

To Be the Best in the Field of Literature is Analysis?

After my senior essays' lack of interest: no "hooks", bland discussions of their novel, dry language throughout, I wondered not only about their writing skills, but what we ask our students to do their junior and senior years. We want students to use critical thinking, outside sources, and literary criticism to make an argument, a claim, for a new way of looking at a piece of writing. We uphold literary analysis as the creme de la creme of writing. Or do we?

When we nominate a senior student every year that represents the best English student, our conversations are about his or her incredible writing: rich descriptions, memorable word choices, and tone that stings or coddles. We love to hear about Mrs. Ferrill's students that win the NCTE awards each year realizing that it's their narrative and poetry writing that gets them noticed. We do not talk about a student that 'wow-ed' us with their deconstructivist analysis of Hamlet; we usually remember the student who turned in an art project that showed symbolism of Brave New World. We remember the mock epic the student wrote about procrastinating on homework fashioned after Pope's "The Rape of the Lock". Students that leave their mark on the English faculty touch us with poetic devices and narrative whether in writing, art, or poetry.

Do we, lead our students astray each year forcing students to analyze novel after novel?

Their freshmen composition class in college will write narratives, place essays, and biographies, not literary analysis. Many presitigious MBA programs are going to a portfolio format for their culminating project. These are described as a combination of 1st person reflections on internships, classes, and projects as well as persuasive writings that attempt to showcase a student's financial prowess.

Should we add more focus to the narrative writing?

I do not think that we need to let go of the rigor required in writing literary analysis, but if we truly think about the leaders in every field, it is someone who can communicate beautifully about their field. If it's environmental law, we view the mountains in North Carolina that are shaved and stripped, leaving sledge in its rivers. If it's Wall Street, we hear the bells cling, see the brokers waving arms wildly indicating, "Sell! Sell!" and can feel the immense pressure of our changing economy.

Do we read about the feminist's critique of Secret Life of Bees?

I come back to my earlier post: are we turning out illiterate writers? And if our students can write, can they persuade me to believe that the human story was the true story in Life of Pi, can they convince me it's the better story? The one rich with life, love, and struggle? Will I see that in his or her writing?

I propose that we do think narrative writing is needed, but we fear its too fluffy, too much like creative writing to give it much time in our rigorous classrooms. I propose we relook at storytelling as an artform that we must hone; Daniel Pink claims that it's those that are creative that will rule the world in the next century. It's those that can weave poetry into advertisement that will land the proposal. I will bring it back into my classroom, giving credence to details.

Illiterate Writers?

Collecting my senior essays last week, I was so sad to see their writing. Frankly it was dismal and certainly not at a senior level of writing. I wonder if we're sending kids into college being illiterate writers.

We have this conversation often in the English department:

"I know I taught my 9th graders how to write thesis statements. They write them again and again! And yet, on the final, they just can't generate one!"

"My sophomore students say they don't know what one is!"

"Juniors say the same thing. Or they stare at me blankly. Thesis? I can't write one."

"Why can't kids keep this information?"

We discuss this problem and are addressing this slowly in our PLC groups, but it continues to amaze me year after year. I wonder if the "one shot writing" is a culprit. That's where we assign a type of writing and even if they are allowed to rewrite it, it is a one-time thing. We then go onto another type of essay, explication, or response. Maybe our kids cannot hold onto information that's given in such isolated events. It makes sense; we don't learn to play baseball with only 1 practice. ...Not even 4 practices, or even 8. In order to be proficient, students need practice again and again and again.

I fear our rigor with literary analysis gets over their head so quickly, they feel unattached to their writing and simply try to fulfill the writing requirement without real ownership in their own thoughts and analysis.

It could be that kids are lazy, unwilling to use what a teacher has taught them from the year before; this is what we conclude every year. However, I'm afraid that there's enough grade-grubbers, people pleasers in the world of students that to see this trend year in and out, seems naive. I think we need to considerate the age, the assignment's purpose, and begin to figure out how to practice writing like coaches have their little leaguers practice a level swing at home plate.

The Return of the Wiki--Part 1

I have to say, I love wikis. The love of a to-do list that is organized with its details, chronological agenda, focused with its goals, and aesthetically pleasing, flowers scroll along its top. Every year I return to the wiki, for my own writing, adding in new pieces from my summer journeys and also to find ways for students to share their writing with each other...and others beyond the classroom walls.

This year I have decided to use the wiki as a place to practice their writing as always, but to do so as a group. Group writing offers a less stressful way to practice craft, but with help from other students. I will do this is varying forms, but the first way I did this was to create separate pages on my creative writing class wiki. Today students worked on descriptive writing with objectivity vs. subjectivity. I gave students various objects and they wrote a thorough description of each object. The paragraphs were very diverse and are excellent examples of the 2 types of description.

Click here to get a free wiki for teachers.

Retake a Quiz? No problem!

I don't know why, but I changed the way I test for understanding with quizzes this year. In doing so, I found an easy way to get seniors to reread. I know, seniors, going back to the text and actually reading it again?!

We're reading Beowulf right now outside of class. Students annotate while they read and then I give them a pretty specific quiz the following class period. I tell them what to look for, give them focus questions, and share my notes that I took when I read it. Kids get frustrated every year with their low scores. They read the text, but because it's an epic poem, the students often miss much of the meaning...and certainly many of the details.

As every year, I put the reading quizzes in my Reading Applications and Analysis section, but have decided that they can retake a quiz anytime however many times they need to. It's amazing how interested they are because they know they can very quickly affect their grade. But, what I love is that they go back through the text, reread their annotations, and recount plot details as well as theme, symbols, etc. How cool!

Instead of the reading check being an 'I gotcha!' quiz, it becomes a tool for observing details and an exercise in close reading. So, when asked: May I retake the quiz again? I respond: No problem!

Making magic with or without technology

From CyberCamp, this quote really resonated with me: Budtheteacher writes, "Sarah, in her presentation today, said that the tools are still just the bells and whistles, the “magic” being performed by little elves somewhere. What I see in the CyberCamp presentations is that good teachers will be good no matter what the tool — a piece of chalk or thousands of dollars worth of technology tools. But, when you hook up a great teacher with engaging tools — that’s when magic happens. The tools become transparent."

I think that many folks get frustrated by technology, not realizing that it is the teaching that will carry the lesson, not technology. The lesson objectives, the focus on student learning, needs to be the primary focus; technology becomes the map that the students use on their drive towards learning. I have seen the "magic" in my classroom and know that it is the discovery that makes teaching and learning so wonderful.

I have felt at times, working with colleagues, watching colleagues, etc., we saw the "magic" of teaching, but so often in our offices, teachers get caught up in the I-can't-do-that without making a lesson, an idea their own. The technology becomes an excuse for not making their classroom more student-centered. I don't have computers in my class; I don't have time to bother with technology; I don't know how to do it and it would take too long to figure it out...etc., etc. The teachers in our school that are making a difference with students, connect with kids and listen. They observe the world and try to bring a piece of it into the classroom.

(Ahhh...it feels good to blog again. It's been so long.)

Motivation Check-In

Students, you have 2 weeks of your new semester behind you. I started class the first day, asking you all to write down a very specific list of things you are going to do differently (or the same) to ensure success this semester. Here were some of your responses:

• communicate better with my teachers
• do all homework
• turn in work
• actually study for test and particularly finals
• actually do the outside reading for class
• ask questions
• come in to see teacher during unscheduled hours

I was very encouraged to see your tool chest of ways to keep motivated in school and find success!

When I asked you all to discuss the question: why are kids failing, the overall message was that you were failing because many of you are lazy and unmotivated. I was surprised to see you 1) admit that and 2) have a pretty easy-going, resigned attitude about it...as if you know you won't change.

So here is what I'm wanting you to answer:

1. Do you feel you cannot change your level of motivation for school? If not, explain. If yes, explain how you have.
2. What is a teacher's role in student motivation?
3. How ARE YOU DOING so far with your TO-DO list for success this semester?

Be honest, but appropriate. Use proper SPELLING and grammar. See you Tuesday!
~Mrs. Davis

Why are kids failing?

This is a question that has riddled me all semester. I have changed my grades to reflect a "truer" grade. In my 9th grade classes, I have 3 categories: homework/responsibility where students can turn in late work for 50% of its worth; reading applications and analysis where students can do any assignment for 100% of its worth as well as the writing category where again students can do (and re-do) any assignment for 100%. This allows for penalties with day-to-day work, but allows for growth in the 2 categories key to English class. Out of my 49 9th graders, 21 students have low D's and F's. I have 10 F's in my 4th hour alone!

So what is the problem? I have contacted parents, written referrals, talked one on one with students, and have talked to my classes as a whole. A few minor assignments trickle in, but still the low grades remain.

One girl did take advantage of the grading and "opportunity to learn" (although I doubt she saw it this way since it was her mother's warning of being grounded the rest of the semester until her grades went up); she worked with me twice a week during school for 4 hours, and every day after school--for a consecutive 2 1/2 weeks. She was able to complete work, but more importantly, she re-did writing assignments and reading analysis assignments. We talked about her growth and improvement of her grade; "I'm so glad, Mrs. Davis. Thank you for all your help. I really thought it was impossible." This gave me insight, of course. Were others feeling deflated?

I visited with the class, explained about the success of one student who brought her grade up from a 17% F to an 80% B-. Two weeks have gone by and still no improvement. In fact, I had an assignment due yesterday that only 3 students out of 25 turned in...in 4th hour!

Is it this class? Is it my style? I personally feel I am teaching skills more than complacency, but then why are kids revolting? Is it that these students don't connect with me as a teacher? Overall from these kids I hear, "You're my favorite teacher, Mrs. Davis."; "This is my favorite class" from these folks failing and yet no work. Is it just how they are??! Are they lazy, apathetic, overwhelmed? Should I settle with the fact that almost half of them are failing, but that it's their issue?

When I started teaching, I taught at a private school; we could keep students who were failing after school for grammar class or writing workshops. Students really improved. Of course, they had the same conversations with their parents as my one student above had about being grounded for grades. Is it the extra demands of both the teacher and parents? Is that the only difference? Have my 9th grade parents today have given up?

Or...is it a scarier reality: I have made the grading seem too easy and thus, students feel they can just slide along, turn a couple things in and their grade inches up enough to get by? The first 9 weeks I thought this could be the case, but as I continue to talk to my students, they do not come in to get help.

I talked with our gifted/talented, at-risk teacher. She pulled grades related to middle schools students attended. Almost an even split. We did find out that out of our approx. 500 9th graders, 110 of them are failing at least one of their classes, if not 3 or 4. This too was shocking.

So, students, WHY are so many of you failing?

Another Google Use

Ok...so I wanted to join the live blogging, but have never done a fishbowl, so I was reluctant to do a fishbowl for the first time AND try live blogging. So I decided to try using Google Docs, but the spreadsheet. I used this format with my Creative Writing class in small groups as they were writing a multi-voice poem. It worked well in small groups and thought I would try it as a class.

What I love about the spreadsheet is the opportunity to have everyone responding at once without the document stalling. I also love that it provides a chat window on the side; I can prompt them to think further, explain more, etc. Plus they love being allowed to have a silly conversation while still doing serious work.

Here are the 2 classes and their thinking. These are the documents at the end of the hour. I had the questions at the top and they answered, read others' responses, agreed, disagreed, etc. Some did not finish, so they are adding to it before our next class. I am then, going to print out the page and give them a copy. We are going to hold a scored discussion on Friday to discuss even further their thoughts and find connections beyond the text.

1st hour
6th hour

Here's this year's wiki on Life of Pi.