Ask Moving Writers: Mentor Sentence Mini-lessons

August 15, 2017August 16, 2017Tricia Ebarvia Lesson for Tomorrow, lessons, mentor texts, Notebook Time, prewriting, revision, sentence study, The Writing Process, tricia ebarvia 3 Comments

Hi, Beth!

Thanks for asking. As you know, mentor texts can be incredibly powerful tools to help students see the beauty in our language—and studying mentor texts at the sentence level can help students see what happens when we gather the best words in the best order.

I almost always use mentor texts to teach craft at the sentence level. We start each day with a notebook prompt, and I often use brief excerpts from essays or novels that illustrate thoughtful sentence crafting.

When I use mentor texts to teach at the sentence level, I focus three different elements: diction, syntax, and punctuation. Continue reading →

July 17, 2017July 13, 2017Michael Ziegler prewriting, revision, The Writing Process, Uncategorized, writing community, Writing Study, Writing Workshop Leave a comment

revision pic

Hi Paige (and all our readers!),

I love this question…although that might be because I’ve asked it myself so many times! I wish that meant that the forthcoming answer was some magic bullet I’ve discovered, but alas, I’m fairly certain that no such bullet exists. But there are some magic spells (I don’t like bullet metaphors–so violent!) that I’ve found work at least some of the time.

My overarching advice would be to be willing to cast lots of spells with any given piece of writing–one student may respond amazingly to one approach while another proves impervious to the same strategy. There’s probably a Voldemort in every class too–that one kid who just doesn’t respond very well to ANY of your magic. Continue reading →

4 Ways of Looking at a Mentor Text: Incidental Comics

June 13, 2017Tricia Ebarvia lessons, mentor texts, prewriting, The Writing Process, tricia ebarvia Tags: visual mentor texts 2 Comments

The school year is winding down—and I find myself thinking more and more of warm poolside days—yet everywhere I turn, rich mentor texts seem to come my way. I’ll find something and think, “Oh, that would have been perfect to use with ____” or “That would have worked great with ____!” Although it may be too late to use these ideas this year, I click my bookmark button and tuck them away for next year.

One mentor text I can’t wait to use is Grant Snider’s Incidental Comics. Although I’m usually suspicious of most social media “suggestions,” I have to thank Facebook’s algorithm for introducing me to Snider’s work. I’m surprised that I hadn’t come across Grant Snider’s work before. As someone who loves the way words and pictures can work together, whether it’s through infographics or graphic novels, the moment I started browsing Snider’s work, I fell in love. And once my teacher-brain took over, I couldn’t stop imagining the possibilities for reading and writing for next year. Continue reading →

All the Culture Wars We Cannot See

June 2, 2017May 31, 2017Michael Ziegler analysis, analytical writing, prewriting, Uncategorized, writing community Leave a comment

I was browsing my Twitter feed the other day when I stumbled upon one of those little wars that sometimes erupt on social media. They’re usually small and self-contained, but if you’ve got an hour and a bowl of popcorn they can be terribly fun to watch.

This one happened to be about a lovely little arthouse theater in Austin that had dared to set up women-only screenings for the upcoming release of Wonder Woman. I know; how dare they, right?

Cries of “reverse sexism” were instant, followed immediately by the counter-volleys from enlightened guys and gals making fun of the fragile egos of the men so affronted by a film screening they weren’t invited to.

Like I said, a lovely sight to behold! It got me thinking, though, about how rapidly culture conversations shift–and what that means when we try to help our kids consider their context for writing.

And once you get a teacher thinking about a topic, he’s going to want to have students write about it. And if he’s going to have students write about it, he’ll probably want to make sure they understand it first. And if he has to figure out how to help them understand it, he’ll probably get hungry for some pancakes.

Or something like that… Continue reading →

March (Madness) to Determine Significance

January 24, 2017February 28, 2017Tricia Ebarvia analysis, lessons, prewriting, The Writing Process, tricia ebarvia Leave a comment

March Madness March is still two months away, but that didn’t stop my students from facing off March Madness style as we reviewed Lord of the Flies last week.

One of the challenges students often face when writing literary analysis is that writing literary analysis asks students to demonstrate two important but distinctly different things: first, their understanding of the text (comprehension, analysis, synthesis) and second, their ability to communicate that understanding (writing). We all know students who can know a text inside and out yet struggle to get those ideas on paper. Conversely, we also know students who are proficient writers but whose analysis and evidence don’t quite measure up.

To help, one thing I’ve tried to do is to help students sharpen their analytical skills on the front end of the writing process. The longer I teach, the more I realize that the most valuable part of the writing process is the thinking that happens before any formal writing begins and fingers touch a keyboard. Continue reading →

Academic Gifting: Offering Authenticity and Collaboration

November 1, 2016October 28, 2016Matt Griesinger collaboration, Matt Griesinger, Planning, prewriting, sharing, Uncategorized, writing community Tags: Gifting Leave a comment

Creating Authenticity

One of the most frequently asked questions in my writing class concerns itself with the intended audience of a text. When we analyze informational articles, we determine to whom the author is writing. When we analyze biographies, we analyze who might appreciate the organization of the text the most. And when we craft our own argumentative or analytical texts, we decide for ourselves who our readers are and what they want from us.

This last question, especially, hinges upon the idea of authenticity. My students crave real writing and real writing opportunities. It’s what makes a RAFT (Role, Audience, Format, Topic) writing assignment so intriguing. They like to occasionally take on new personas and voices, and they certainly like knowing that their writing is real and that it matters.

With the notion of “realness” in mind, I recently turned to Academic Gifting as a way to create both authentic writing opportunities as well as an opportunity for collaborative learning.

Academic Gifting

The Materials: Envelopes, Note Cards, and a Classroom Timer

I began the Academic Gifting exercise with the guiding quote of our unit:

“When the wind of change blows, some build walls while others build windmills.”

Students were tasked with responding to this quote on the front of the envelope. For six

Image via jamestownhistoricalsociety.org

minutes straight (building that writing endurance), pens and pencils could not leave the envelope. Students made “I wonder…” statements, asked questions, and connected the quote to the four major texts of our unit. Importantly, they did not write their names on the envelopes. Instead, while they were writing, I walked around with a sharpie and numbered each envelope according to my seating chart. This allowed me to shuffle the envelopes throughout the room but to still be able to identify the author of the envelope at the end of the lesson. Continue reading →

Conferring as Prewriting

October 25, 2016October 26, 2016Tricia Ebarvia prewriting, The Writing Process, tricia ebarvia 1 Comment

I was reminded the other day of the work of Don Murray (who, with Don Graves, I affectionately refer to as “the Dons” in my head). “Prewriting usually takes about 85% of the writer’s time,” Murray wrote in his wonderful essay, “Teaching Writing as a Process Not Product.”

As my students begin work on one of their first major essays this year, I keep coming back to Murray’s words. 85% of writing is prewriting. I remind myself of this fact as I panic a little, worried that it’s already October and my students are only just beginning one of their first major essays this year. What have we been doing for the last few weeks? I ask myself. Students need to write, and write a lot, in order to become better writers, so why did it take so long to get to this first essay? It’s already October! I panic a little more. It’s almost November! I start to hyperventilate.

And then I take deep breaths and remember Murray: 85% of writing is prewriting. And then I remember that it’s not as if my students haven’t been writing, writing, writing for the last seven weeks. “Never a day without a line,” another Murray quote, is our class mantra. We’ve been writing every day—filling our writer’s notebooks, creating lists, making observations, drawing heart maps, reflecting on memories, asking questions, lifting lines, recording wonderings, sorting through worries, playing with language, exploring writing territories, and most of all, finding voice. By doing all these things and more, students can begin to unearth those “moments worth writing about” that will carry them through the rest of the year as they become writers. Continue reading →

Moving –like really moving– Writers

October 6, 2016September 29, 2016hattiemaguire #writingwithmentors, Hattie Maguire, prewriting, revision, Uncategorized Leave a comment

When I have a rough day at school for whatever reason–a challenging meeting, a botched lesson, a tricky planning problem–the one thing that helps me think and focus is running. I know lots of people say they only run when chased, so maybe that makes me a weirdo, but running is the one thing that is guaranteed to give me some clarity.

I need to move in order to think.

This past month, I’ve been thinking a lot about my students and their need to move, too. I spent the early years of my career teaching Spanish, so I know all about the research that movement helps students learn better. We danced the alphabet, acted out the weather, and clapped and shimmied our way through verb conjugations. But somehow, as I moved away from the world of foreign language, my classes became more and more sedentary. Writing and reading became this calm, seated activity. There’s certainly a need for that. You can’t exactly think and compose while you’re dancing. Or can you? I think maybe there are places for it.

Continue reading →

Writing Floats on Talk: Pitching Our Ideas

September 19, 2016September 14, 2016Rebekah O'Dell prewriting, Rebekah O'Dell, Writing Workshop Tags: james britton, pitching ideas, talk, writing workshop Leave a comment

screen-shot-2016-09-14-at-9-27-41-pm My word-of-the-year, the thought on which I want to focus my energies and instructional experimentation, is “talk”. James Britton famously wrote that “writing floats on a sea of talk.” I want my students’ writing to float … and then to fly.

So, yes, I want them to write five times as much as I can possibly read and grade. And I want them to talk about their writing ten times more than that.

You and I know this truth. Allison and I talk about our writing for at least five hours for every one hour that we actually commit words to paper. We know how our ideas grow and evolve when we share them aloud. We know that something changes as we hear our writing read aloud to someone else. We know that talking is a critical part of the writing process.

I’ve been searching for ways for my students to talk more about writing this year. With my seniors, we started by formally pitching their ideas for writing.

After a few days of mentor text immersion, my students had a general, fuzzy idea what they wanted to write about. When they arrived in class, I gave them these instructions:

screen-shot-2016-09-14-at-8-46-35-pm
Students immediately perked up, asking so many follow up questions about the world of publishing that I could hardly settle them to write. Why? This was real. They saw the relevance because real writers have to pitch their work, and in our class we act like real writers.

After spending 5-ish minutes jotting down a pitch in their notebooks, students had to pitch their ideas to their editorial board (their tablemates). The rules were:

Each person shares his or her pitch.
The Editorial Board should listen attentively and then flood the pitch with questions — gently poke holes in it, ask follow-up questions, point out potential problems. Good editors don’t let you run with a weak idea.
This conversation should continue until either A) the Editorial Board reaches unanimous approval or B) the writer realizes that substantial reworking needs to happen before their idea is ready for the Editorial Board. Either answer is a WIN.

Students were initially excited-but-trepidatious about pitching their ideas to their peers, and I had to provoke some editorial boards into serious questioning lest they default into, “Cool. Good idea”-rubber-stamping. After talking it out — a process that took between 15-20 minutes total — students had this to say:

“This was helpful because there were some areas where I needed to patch up a bit, and I didn’t even realize it but my tablemates helped me figure it out. Go team.”

“I made my ideas more concrete by talking about it. Other people gave me ideas and asked questions that I’m going to need to answer and build off of.”

“I came up with a better idea with help from my tablemates.”

“Hearing my friend’s pitches made me inspired for other essays I could write in the future!”

“We should do this more often.”

Through this process of real-life pitching, students gained confidence in ideas they already loved, refined existing concepts, and tossed out duds. Students walked into their writing with buy-in from others. As we reflected together, students realized that spending time talking out their ideas on the front end led to revelations they previously had only after completing a piece of writing (usually moments before it was due).

Do your students pitch their ideas to the class? How do you make it work? In what other ways do you use talk to make writing float? Leave a comment below, find me on Twitter (@RebekahODell1), or comment on Facebook.

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Each person shares his or her pitch.

The Editorial Board should listen attentively and then flood the pitch with questions — gently poke holes in it, ask follow-up questions, point out potential problems. Good editors don’t let you run with a weak idea.

This conversation should continue until either A) the Editorial Board reaches unanimous approval or B) the writer realizes that substantial reworking needs to happen before their idea is ready for the Editorial Board. Either answer is a WIN.

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