Here are the Animoto videos of our SDAWP National Day of Writing (10/20/09) for Nubia Leadership Academy (Christine, Valentyna & Aja), San Diego Early Middle College High School (Kendra & Zenani) and Mesa College (John Rall):
We are hoping to host another date in the spring in Balboa Park with SDAWP Classrooms.
Please comment in this post if you would like to join us and we will send you updated information throughout the year.
We are considering a date in late May after standardized testing is completed for school sites.
In my experience, students enjoy writing narratives. Telling stories from their lives opens opportunities to talk about meaningful, important, sometimes life-changing events with their classmates. Given the fact-packing, pace-and-test curriculum mode of education today, narratives provide one of the few opportunities for students to write or talk about their lives in school. (page 61)
Please comment on your classroom experiences regarding Christensen's narrative writing chapter in this post.
Our grading should match our pedagogy. In my classroom I attempt to create aspect of the kind of society I want my students to live in: a society where the work is meaningful and intrinsically rewarding, where people grapple with big ideas they care about, in an environment where they can talk, read, write, and think without worry of failure or ridicule. Students need to feel that their work is important, relevant, and meaningful. If not, why should they spend time on it? (page 272)
Please post any comments on Christensen's grading policies in this post.
The Politics of Correction: Learning From Student Work
Once students begin-error by error- to understand how to "clean up" their writing, they gain confidence in their ability. They no longer feel like targets in the cross-hairs of the teacher's red pen; they don't need to "wash history from their throats" as poet Patricia Smith so passionately writes in her essay "Talkin' Wrong." Teachers exercise enormous power when we take our pens to student papers. Will we use our power to help students understand that Standard English is one dialect among many or will we use it to whittle away students' voices and home language one error at a time? (page 268)