I love reading New Year’s listicle articles. It’s fun to look back on the Top 10 best films of the past year and look forward to the Top 22 Things to Do in 2022. So with the new year approaching in just a few days, I thought I’d jump on the bandwagon and offer you […]
The question—What kind of access to environmental news stories do we have?— is one that arouses concern in my classroom. According to my high school students, unless you’re taking an AP Environmental Science class, chances are slim that climate change is being addressed, let alone mentioned. This is troubling for students who are mindful of […]
Breather Routines and the Misdiagnosis of Writing Stamina I produce a podcast called Write Answers, and about a month ago, Beth Rimer (co-director of the Ohio Writing Project) and I recorded an interview in which she talked about a between-unit-plans break that she called “Breather Routines.” A Breather Routine can be a 1-3 week series […]
This year on Moving Writers, my “beat” returns to poetry as a foundational element of a writing classroom. Each month’s post will examine how we can learn about an aspect of writing from a specific poem or poems, then look at what it might sound like to extend those ideas to a writing lesson in […]
In almost two decades (!!!) of teaching, I’ve taught every grade 7-12. And whether I’m teaching 12-year olds or 19-year olds, run-ons and comma splices abound. I’m not going to spend time here theorizing about why this is true. I suspect that if I interviewed my high school English teachers, they’d say it was prevalent […]
Welcome to Write Like a Historian! In this series, we’ll explore how to bring writing workshop into the social studies classroom. Every student is a historian. Let’s teach them how to write like one.
What does Stephen Sondheim have to do with writing instruction? The answer: Everything.
Writing poetry can reduce stress? Shouldn’t all children have access to this tool? In this months beat Abigail brings 3 familiar poetry templates into the content area classrooms.
On being asked if they would risk being stigmatized so that they move forward in their learning, the majority of the students said, “Yes, I would.” How many times in the last week/month had they taken such a risk? “Almost never,” they admitted. Even though students may be consciously aware that they must put their learning over their fear of stigma, very few are able to do it at the moment it matters. Isolation and ridicule are scary, especially during the teen years when the need to belong is paramount.
Some case studies of student writers midway through a school year of conferring about writing
