Argument in the Wild: Reading & Writing from Media-Rich Texts

The idea that “everything’s an argument” seems almost too obvious these days. After all, talk to almost any adolescent today and it’s clear how aware they are of the ways in which they are constantly being persuaded, whether it’s an editorial from the Wall Street Journal or The New York Times, the latest newscast from CNN or The Daily Show, or the pop-up mobile ad for an item students were browsing earlier.

That said, we all know that as tech and media-savvy our Generation Z students seem to be, students may still lack the close reading, analytical skills necessary to understand not just that they are being persuaded, but how that persuasion is happening. And because “everything’s an argument,” the sheer volume of messages can be overwhelming.  Continue reading

3 Favorite Writer’s Notebook Prompts

I have a confession. I didn’t always use a writer’s notebook, either as teacher and especially as a student. It’s hard to remember what that was like—Where did I keep all my thoughts? How did I keep track of it all? Writer’s notebooks—or journals—were something I remember learning about in graduate school, and while I tried a bit of it when I first started teaching, I quickly abandoned the practice in favor of the neat, clean handout I could create (and control).

I think it was the open-endedness of the writer’s notebook that intimidated me: What prompts would I use? How would I know what prompts would work? And for what texts? Do I even have time for this?

Fast forward 15+ years, and I can’t imagine teaching without a writer’s notebook. That is not to say that I use them in all my classes. I’m still working on using them more deliberately and consistently in my literature-based courses. But writing? How do you teach writing without a writer’s notebook? I can’t imagine. Continue reading

To Blog or Not to Blog: Blog!

why-i-blogging

As Moving Writers readers know, one of the central ideas behind this site is authentic writing—what does writing in the real and wild world look like (versus the sometimes too-tightly controlled world of our classrooms)? Over the years, I’ve come to believe that the more the writing I ask students to do in the classroom can mirror the world outside our classroom walls, the better served my students will be.

I started my first blog in 2006, a few months after my oldest was born. Blogging was relatively new back then, but for me, it was a way for me to document our family life. I titled my blog “Familyhood: Adventures managing toddlers, marriage, family, friends, work, school, and everything in between.” In my very first post—dated January 20, 2006 (more than 11 years ago!)—I wrote about how I wanted to capture, to keep forever, all the details of my little one.

It was a few short years later that I decided to bring blogging into my classroom. I’ve used blogs with my 9th graders and my 11th graders; blog assignments have been structured and open-ended; posts are serious and funny and everything in between.

With a rapidly changing technology environment, with new tools and gadgets announced almost daily, blogging almost seems passe or “old-school.” After all, blogs have been around for more than 20 years at this point (so in 2006, I guess I was actually late to the game!).

Yet if I had to choose just one technology tool I could not live without, it would be blogging, hands-down. It’s not even close. During an online webinar a few years ago, I heard Troy Hicks, co-author of the recently published Argument in the Real World, say the same thing. As one very skeptical student once said to me, “I thought I would hate blogging, but it turned out to be a really valuable experience. Probably the most valuable.” Then after a pause, he added, “You should definitely keep doing this with students.” That was more than eight years ago, and happily, I’ve followed his advice. Continue reading

March (Madness) to Determine Significance

top-ten

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

What Are You Working On? Empowering Student Writers through Workshop

adobe-spark-51

I’ve always believed in the writing process. My teaching didn’t always reflect that belief, as I spent too many years earlier in my career creating worksheets and essay prompts and outlines and templates. I soon realized that just because my writing instruction included steps didn’t mean it was a process.

That said, in more recent years, I’ve tried to integrate more elements of writing workshop: writer’s notebooks, quickwrites, peer response groups, conferring. Just about every day, for example, we begin my AP Lang class with writing—writing to reflect, explore, find topics, generate ideas, develop fluency, play with language. Students work through the process of finding ideas worth writing about, organizing those ideas, and developing their voices.

As much as I’ve tried to turn the writing process over the students, the truth is, no matter how well-intentioned I may have been in my efforts to empower students, I realized that nothing empowers students more than actually giving them power. So that’s what I did.

What follows is how I’ve taken another step in shifting my classroom towards a more authentic writing workshop. Continue reading

“Teachable Alternatives” to the 5-Paragraph Essay

adobe-spark-48

On Friday morning at the NCTE Annual Convention, I sat in a session that featured Tom Romano, Mariana Romano, and Linda Rief. My hands failed me that session. I simply could not get all the ideas down in my notebook fast enough. One after another, each teacher spoke to the importance of giving kids the space, time, and agency to write what matters to them.

Write What Matters. Too much of the writing students do in school doesn’t matter to them, at least not in any personally meaningful way. And by that, I mean that the writing doesn’t mean anything to students beyond the immediate, beyond the class they’re taking, beyond the teacher who is evaluating them, beyond the points they’re collecting. It’s because the writing doesn’t matter to them that I’ve seen and heard of students who simply drop their essays into the recycle bin as they walk out of class the moment they’ve gotten their grades.  Continue reading

Conferring as Prewriting

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

Writing in the Wild: Beyond the 5-Paragraph Essay

“What do you think about when you hear the word essay?”

A moment of silence. Some confused looks. Others, blank stares. A few, smirks.

IT’S LATE AFTERNOON, September, last period. My AP Lang class and I are in the midst of finishing up our discussion of Joan Didion’s wonderful essay, “On Keeping a Notebook.” It’s a relatively small class: twenty-one mostly juniors who come together at the end of each day to read, write, talk, laugh, and yes, learn. It’s one of those classes that—less than a month into the school year—has already started to feel like a writing community.

“I like to start the year with ‘On Keeping a Notebook’ for a few different reasons,” I tell students. First, I explain, we’ll be keeping our own notebooks throughout the year. Our notebooks are the building block of our writerly lives, and I encourage students to use their notebooks beyond our classroom walls. For Didion, a notebook was a place to remember how it felt to be her. As she points out, “We forget all too soon the things we thought we could never forget. We forget the loves and the betrayals alike, forget what we whispered and what we screamed, forget who we were.”

Thus, I encourage students, “Don’t wait until class to add something to your notebook. It’s yours. Don’t let it be a place that only has writing prompts from Mrs. Ebarvia.” (Side note: Talking about myself—or my teacher-self—in the third person is becoming habit, I fear. I wonder what it means).

adobe-spark-47We also read Didion’s essay because it’s simply a beautiful piece of writing. I find that many high school students often need to be reminded that English is a language art. We could all do better to notice the beauty found in the words we encounter. As my students and I have discovered over the last few days, Didion is a master of the great sentence—a sentence whose structure and parts, language and rhythm, are crafted in such a way that gives the ideas clarity and grace.

“Finally,” I say to students, “We also read Didion’s piece because it’s a wonderful example of an essay.”

And that’s when I ask my question, “What do you think about when you hear the word essay?”

A moment of silence. Some confused looks. Others, blank stares. A few, smirks. Continue reading

Never a Day Without a Line… or a Word

thefirstthing

“Never a day without a line,” Brenda repeated.

In the summer of 2011, I had the pleasure of participating in the PA Writing and Literature Project Summer Invitational Writing Institute. Although I’d been teaching for several years by then, my experience with the writing project that summer was the first time I started to think of myself not just as teacher of writing, but as a writer who teaches.

The truth is that I had been always been a writer. I’d kept journals and notebooks and diaries for years. And as an English major, I’d also written my fair share of essays, papers, and assorted assignments. But in my mind, none of these things qualified me to be a writer. Writers publish their writing; they write books and for newspapers, magazines, and journals.

That changed when I participated in the writing institute. Which brings me back to Brenda. Brenda Krupp, a third-grade teacher and co-director of the writing project, facilitated the institute that summer. Her boundless energy and passion for not just her students’ writing lives but also our own—as teachers, as colleagues—was palpable. Although she taught us many things those four hot weeks in July, if I had to choose one thing that I will always remember, it’s the words she shared from writing legend, Don Murray: “Never a day without a line.”  Continue reading

Zen Teaching

Adobe Spark (43)

Now that it’s officially August, I’m starting to feel what I suspect many teachers feel this time of year—the all too familiar mix of anxiety and anticipation. While I use this time to cross off items on my summer bucket list—beach getaways, sticky popsicles, and poolside naps—I also use summer to reflect on all the things that could have gone better last year and the changes, big and small, I can make starting on day 1. I wonder about the students who will fill my classroom—and my life—in just a few short weeks. Who will they be? What will they be like? And how will I reach them?

These are just a few of the questions that go through my mind as I plan for next year. As I flip through pages of pedagogy books and teacher websites, my notebooks team with ideas. Ideas for independent reading, prompts for notebook writing, and of course, lists and lists of mentor texts. Yet while discovering new ideas energizes me, it also overwhelms. And I wonder—maybe you can have too much of a good thing.

Too much of a good thing. When I first started teaching, the hardest part was always feeling like I didn’t have enough—enough support, enough materials, enough ideas. I’m so thankful for the mentors who nurtured me during those early years. Now, fifteen years later, it’s not a matter of having too few ideas but too many. Even a cursory glance through favorite Twitter hashtags, teacher blog sites, and online workshops speaks to the abundance of ideas in the connected educator world—and to the generosity of so many talented teachers who share their work with open hearts.

So as I enter another year of teaching, and with so much rich material out there—how can we make sense of it all?  Continue reading