Writing about writing—by the Write Source staff

“Don’t say the old lady screamed—bring her on and let her scream.”
—Mark Twain

Be more specific. Give me an example. Show, don’t tell. How often does a writing teacher write or state these words during the school year? Too many times to count, right? We’ve heard of teachers who have had special stamps made because they’ve become so tired of writing “Give me an example” on student papers. The problem is, of course, that students too often state general idea after general idea in their writing without incorporating specific examples to support their generalizations.

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The National Writing Project (NWP) has caught my attention again. In my last blog entry, “Writing to Learn Revisited…Again,” I expressed my concern (alarm?) about an Education Week article discussing a writing-to-learn workshop for teachers in Oakland, California. As I stated, writing to learn has been around forever, and I thought it was pretty much a standard teaching strategy known about and used by most teachers. I also called NWP’s effectiveness into question since they are still spreading the word about writing to learn, some 20 or 30 years after it was first introduced.

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Here’s an intriguing approach to marking papers, and for convincing students to pay attention to those marks.

—Les

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Every generation has a tendency to deride the next as frivolous and lazy. Over the past decade, for example, the phrase “short attention span” has become almost cliché in reference to young people. Those of us who grew up before the Internet and cell phones remember a time when people actually read books and wrote letters to one another; now, it seems, they read only blog entries and send 140-character text messages or Twitter posts. What, oh what, is this world coming to?

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Education Week published an online article called “Writing to Learn” on August 27. Since I write about writing, and believe strongly in writing as a learning tool, I was interested in what the article had to say. My guess was that it would explain that writing to learn is a common strategy used in today’s classrooms—and that it is proving to be an effective learning tool for students.

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What makes human beings different from other great apes? Here are some human capacities that have been suggested:

• Tool use: Sorry. Chimps on Madagascar make and use stone tools.

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September 11th 2008 Posted to Rob King

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Writing is essentially a solitary act wherein writers put their fingers to the keyboard or pen to paper to create something that is truly their own. But writing should also be a communal or shared activity. Most writers, in fact, do their best work when they have the support of their peers. As educators Dan Kirby and Tom Liner state in their book Inside Out, “…learners and writers need to construct personal versions of the world around them, but then they also need to submit those unique versions to peers for response, negotiation, and confirmation.”

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As promised in my last post, I’ve provided here a few practical strategies for connecting your writing and reading programs:

1. Use the same terminology for writing and reading.
   When writing fiction, students should use the words of literary analysis: character, setting, plot, theme, and so forth. So, too, when reading nonfiction, students should use the traits of writing: ideas, organization, voice, word choice, sentence fluency, and conventions. By using a common vocabulary throughout the language arts curriculum, you not only avoid confusion but also help students see themselves as writer-readers and reader-writers.

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September 05th 2008 Posted to Rob King

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Let’s face it: Language arts instruction is tough. In history class, you have people, places, events, and dates to rely on. In science, you have theories and laws and pictures of the Horse-Head Nebula. What do you have in language arts? Words, words, words.

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