{"content":{"sharePage":{"page":0,"digests":[{"id":"72229448","dateCreated":"1424746844","smartDate":"Feb 23, 2015","userCreated":{"username":"jasongrassi","url":"https:\/\/www.wikispaces.com\/user\/view\/jasongrassi","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/thefacultyroom.wikispaces.com\/share\/view\/72229448"},"dateDigested":1532760628,"startDate":null,"sharedType":"discussion","title":"The Plainer Truths Ch. 2","description":"Expressive or Personal writing includes writing for the self. For example to record information from observation, listening or reading, to discover ideas or clarify thinking or to express emotions. This rings true for me being a 5th grade science teacher. I feel most of our writing falls within this category of writing. We are always observing, recording data, taking notes, reading maps, etc. So, we get a heavy dose of this form.
\nOn the other hand, poetic or imaginative writing is an area that we do not touch as much as we probably should. After reading this section, I feel like I can incorporate this type of writing in some ways. I think for one of my next units I will have the students create a song using information for that unit. The enjoyment level would be through the roof for my students!","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"72228748","dateCreated":"1424744355","smartDate":"Feb 23, 2015","userCreated":{"username":"cindykester","url":"https:\/\/www.wikispaces.com\/user\/view\/cindykester","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/thefacultyroom.wikispaces.com\/share\/view\/72228748"},"dateDigested":1532760628,"startDate":null,"sharedType":"discussion","title":"Plainer Truths Ch2","description":"Two points that stuck out to me were:
\n(1) "Writing has the virtue of engaging all learners simultaneously" (pg.35) I find that when we are verbally discussing topics during class only a few are actually participating while the remaining students are either waiting for someone else to answer or not engaged at all. When I have my students write (or possibly share in small groups or pairs) they have more of a chance to all be engaged and contribute to the lesson.
\n(2) Writing "is as much an attitude as a process." (pg.32) As a high school math teacher, I have often found it difficult to have my students write because I fear that I am not doing it correctly or how am I supposed to know how to grade it. I was very relieved to realize that it is not necessary to correct all of their spelling and grammatical errors, but that just having them write will help build better writers. All I need to do is provide them with the opportunities for writing and the students will be able to explore their writing skills and continually improve upon them.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"72228642","dateCreated":"1424743891","smartDate":"Feb 23, 2015","userCreated":{"username":"jgebrosky","url":"https:\/\/www.wikispaces.com\/user\/view\/jgebrosky","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/thefacultyroom.wikispaces.com\/share\/view\/72228642"},"dateDigested":1532760628,"startDate":null,"sharedType":"discussion","title":"Response to Plainer Truths Chapter 2","description":"One point that resonated with me was the suggestions for first drafts. I feel as though I fall into that trap of superficial grammatical or mechanical comments on first drafts, though I never realized that was a bad thing. I always assumed that the student got their main ideas on the page and I was there to help them polish their ideas grammatically and with proper structure. I can see how the suggestions for comments would make a big difference to a student, especially asking asking questions for the writer to think about. As teachers, we know of other things that students can say and expand upon; I just usually didn't voice that to a student on a draft (unless the student failed to meet a requirement of the paper).
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\nI also liked how the student can set up an agenda for a conference. I think often times, students come to conferences with thoughts along the lines of, "Okay, let's get this over with and fix my paper so my teacher likes it. That way I'll get an A." We know that's not the point but, oftentimes, they don't. I think it's great to have students think ahead of time what they think of their paper. It fores them to think about their own strengths and weaknesses.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"72228596","dateCreated":"1424743649","smartDate":"Feb 23, 2015","userCreated":{"username":"cadunn2","url":"https:\/\/www.wikispaces.com\/user\/view\/cadunn2","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/thefacultyroom.wikispaces.com\/share\/view\/72228596"},"dateDigested":1532760628,"startDate":null,"sharedType":"discussion","title":"Chapter 2 - Plainer Truths Response (CDunn)","description":"The first point that really resonated with me was that grammar must be taught in context, not in isolated exercises. Though this makes perfect sense to me, and I agree with it, it is sometimes hard not to think, "Well that's how I was taught grammar and I think I write pretty well, so why is it a bad thing?" However, the research doesn't lie, and the students' learning will be more effective (and efficient) if they are able to correct mechanical\/grammar errors within their own writing.
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\nThe second point that resonated with me was that publishing is not something that only takes place in the form of a finished draft. This was definitely something new for me, especially as an English teacher (though I don't currently teach the subject). For as long as I can remember, it's been hammered into my head that when a student "published" his\/her work, it was a finished piece of work. I really like the idea of students publishing their work by sharing plans, drafts, or edited copies. The more students do this kind of publishing, the more comfortable they will become doing so.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"72227390","dateCreated":"1424741089","smartDate":"Feb 23, 2015","userCreated":{"username":"mocox13","url":"https:\/\/www.wikispaces.com\/user\/view\/mocox13","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/thefacultyroom.wikispaces.com\/share\/view\/72227390"},"dateDigested":1532760628,"startDate":null,"sharedType":"discussion","title":"Response to Plainer Truths Chapter 2","description":"Two main points that resonated with me:
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\nThe first, very short and sweet, "Where a teacher may now use talk, writing may sometimes be used instead." (p. 34) I just thought this was an almost too-simple concept. Like a "why didn't I think of that" moment. Yes, there are many instances in which my students can be writing instead of talking. Why don't we? We're trying to cover so much, it seems, in a short amount of time. Writing takes up more time. But how much are our students truly learning if we're rushing them? Another point I highlighted because I loved it was, "...writing can slow down thinking, allowing more time for planning and reflection. (It) can be reconsidered and used to aid memory." (p. 30) This is what I want. So I need to incorporate more writing, stop rushing, take a breath, slow down the thinking so my students can actually think about what they're writing and reading and sharing.
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\nSecond point: Another seemingly simple idea, that "sharing" aloud is a form of publishing. I find it hard to get out of my head that publishing is a finished product. A completed poem, story, or report. My students often share their writing from our writer's workshop...I never thought of it as publishing. But this makes sense. By sharing it out to "the world" (our class) they are, in a sense, publishing their work by allowing others to listen and ask questions or make comments.","replyPages":[{"page":0,"digests":[{"id":"79603826","body":"mccox13, I agree with what you said about taking the time to slow down and let the information sink in. You're absolutely right, we have so much to cover that we have to rush, but are our students really learning that way? I'd rather teach fewer topics really well than more topics and have my students forget the information because we never let it sink in. Great thoughts!","dateCreated":"1424744208","smartDate":"Feb 23, 2015","userCreated":{"username":"jgebrosky","url":"https:\/\/www.wikispaces.com\/user\/view\/jgebrosky","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"79603856","body":"mocox13 - I felt the same way about publishing (see my response above). When I was being trained as an English teacher, I learned that a published work was a "finished" work. I never thought that you could "publish" a draft or other part of the writing process.","dateCreated":"1424744281","smartDate":"Feb 23, 2015","userCreated":{"username":"cadunn2","url":"https:\/\/www.wikispaces.com\/user\/view\/cadunn2","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"72227094","dateCreated":"1424740287","smartDate":"Feb 23, 2015","userCreated":{"username":"jal52","url":"https:\/\/www.wikispaces.com\/user\/view\/jal52","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/thefacultyroom.wikispaces.com\/share\/view\/72227094"},"dateDigested":1532760628,"startDate":null,"sharedType":"discussion","title":"Plainer Truths Response","description":"The first main point that sparked me brainstorming relevance to my classroom would be, "Students need to have many varied opportunities to write - for themselves, for their peers, for the teacher and for other audiences outside the classroom." It made me think of how I really only have my students write for me the teacher or for their classmates. I need to incorporate more types of writing "for themselves and for audiences outside the classroom." With biology, I could have more lab journals or post-lesson\/test reflections writing activites where students write for themselves.
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\nThe second key point that truly hit home was "...many students play a passive role (in discussions). Even a brief jotting or listing activity makes every student a potential contributor when the responses of the group are pooled or shared." I think this is an excellent written extension of pair\/share activites that I'm currently using. It's easy to implement with what they're already doing!","replyPages":[{"page":0,"digests":[{"id":"79603650","body":"jal52 - As a reading teacher, I definitely see that "passive role" with my students as we try to discuss literature. I like the idea of doing a "jotting activity" before the discussion. This is something I would like to try doing during my next discussion.","dateCreated":"1424743712","smartDate":"Feb 23, 2015","userCreated":{"username":"cadunn2","url":"https:\/\/www.wikispaces.com\/user\/view\/cadunn2","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"72226442","dateCreated":"1424737816","smartDate":"Feb 23, 2015","userCreated":{"username":"BGuillaume","url":"https:\/\/www.wikispaces.com\/user\/view\/BGuillaume","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/thefacultyroom.wikispaces.com\/share\/view\/72226442"},"dateDigested":1532760628,"startDate":null,"sharedType":"discussion","title":"Plainer Truths Response, BGuillaume","description":"The first statement that stuck out to me was "writing is an intellectual and social activity fundamental to learning in all content areas". As a social studies teacher, I have engaged my students in more writing this school year than any previous year. I strive to make sure they are purposeful assignments, ranging from Type I bell ringers to research papers. The students write in some capacity every day. I believe that the increased learning of content I have witnessed this school year is a direct correlation to the increased amount of writing my students are doing. The students really seem to appreciate that we are not just "writing for the sake of writing".
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\nThe second idea that struck me was that students should have an agenda for their writing conference before they can make an appointment to see the teacher. So often in my writing class I conference with students about their writing- and then they seem to have completely "forgotten" what we discussed when they return to their seats. More than likely, they never truly heard what I was saying in the first place! The concept that they should have their own agenda before we meet would put the responsibility for their learning squarely on their shoulders and force them to take a more critical and active role in their writing. I'm sure some scaffolding will be necessary as we start the process, but I'm interested in trying it out!","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"72225670","dateCreated":"1424735293","smartDate":"Feb 23, 2015","userCreated":{"username":"pmazurowski","url":"https:\/\/www.wikispaces.com\/user\/view\/pmazurowski","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/thefacultyroom.wikispaces.com\/share\/view\/72225670"},"dateDigested":1532760629,"startDate":null,"sharedType":"discussion","title":"Plainer Truths Response, pmazurowski","description":"The first point that resonated with me was that "developing as a writer is a social process, the result of complex interactions..." To me, this means that pair shares and other collaborating activities are helping them develop as writers, even though they're not writing. Getting them to explain their reasoning in my math class, is helping them develop as writers. What is even better, is the students don't realize they are learning as it seems they have become more and more adverse to it.
\nThe second point that stood out to me was how writing doesn't necessarily have to be graded for spelling and grammar and as a teacher, I shouldn't worry much about the mechanics. As a math teacher, this always worried me and frightened me away from doing many, lets be honest, any writing assignments. I was fearful that I would show them something wrong, or that impeded the progress of my colleagues who are responsible to teaching writing. This concept makes is far less intimidating for me to create writing assignments, and when presented correctly, makes it less intimidating for students to complete them. To become good writers, students just have to write. Even as a math teacher, I can create meaningful opportunities so my students can do so.","replyPages":[{"page":0,"digests":[{"id":"79603942","body":"I agree with your statement that pair shares are a way of helping our students become better writers. I have been finding a great deal of success with getting more students to share their ideas and discuss different strategies for solving a problem by having them pair share often during class discussions.","dateCreated":"1424744527","smartDate":"Feb 23, 2015","userCreated":{"username":"cindykester","url":"https:\/\/www.wikispaces.com\/user\/view\/cindykester","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"72223658","dateCreated":"1424727308","smartDate":"Feb 23, 2015","userCreated":{"username":"kmb35","url":"https:\/\/www.wikispaces.com\/user\/view\/kmb35","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/thefacultyroom.wikispaces.com\/share\/view\/72223658"},"dateDigested":1532760629,"startDate":null,"sharedType":"discussion","title":"Plainer Truths Response","description":"A point that has stuck with me throughout chapter two is the second quote by Donald Graves. He states that, "..there is simply no substitute for writing every day to establish classroom structure. Through daily writing, students develop their rhythms, their rituals of getting work done..." I think this point is so important and should be focused on in all subjects, not just English\/writing. If we can, in all subjects, incorporate writing every day in every classroom in some meaningful way to the students, they will become comfortable with all aspects of writing (grammar, spelling, etc.) and essentially experts at the task.
\nAnother point that caught my eye is the importance of responding to writing on page 38-39. Getting the students involved in their own writing and having a voice\/opinion in their peers writing either through conferences or interactive comments is such an important factor within the writing process. I use this often with my students, especially peer conferencing. The students really get involved and are excited to be a part of helping one another succeed and move forward in writing. I believe that it helps their understanding and gives them another perspective, rather than just comments from the teacher. When I suggest peer conferencing, my students perk up because they want to share their piece of work and get others feedback rather than just my comments on their paper or my feedback from our conference.","replyPages":[{"page":0,"digests":[{"id":"79600594","body":"kmb35- I completely agree with the importance of responding to writing. My students love to share their writing with each other and see the reactions of their classmates to their ideas. They love the peer feedback!","dateCreated":"1424738108","smartDate":"Feb 23, 2015","userCreated":{"username":"BGuillaume","url":"https:\/\/www.wikispaces.com\/user\/view\/BGuillaume","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"79603750","body":"kmb35 - I also like the idea of writing being incorporated in every class. We no longer have the luxury of having reading and writing being separate, isolated subjects.","dateCreated":"1424743966","smartDate":"Feb 23, 2015","userCreated":{"username":"cadunn2","url":"https:\/\/www.wikispaces.com\/user\/view\/cadunn2","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"72221010","dateCreated":"1424717184","smartDate":"Feb 23, 2015","userCreated":{"username":"lewisfe","url":"https:\/\/www.wikispaces.com\/user\/view\/lewisfe","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/thefacultyroom.wikispaces.com\/share\/view\/72221010"},"dateDigested":1532760629,"startDate":null,"sharedType":"discussion","title":"Two main points > Plainer Truths > F Lewis IV","description":"One of the main points found within chapter two involves allowing students to develop a voice in the writing process. On page 33 the author points out that, "Students need first to care about what they say, before they become invested in the way they say it." It is only when we are allowed to creatively develop as human beings that we do not become apathetic, uninteresting, and regurgitated versions of others. Rather than provide each step of the writing process, it is important that content choice be an available option in most situations. If a student can be "hooked' by simply providing some latitude in the writing process, why not provide an avenue for that choice.
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\nA second main point, closely related to the first can be found on page 39, "The research, in fact, shows the opposite to be true: Becoming a good writer has the effect of becoming more proficient in using the rules of grammar." Essentially, rather than a "rules first - writing later" approach to the writing process, provide a multitude of opportunities for the student to write. Create situations in which the writing involves different audiences and goals, much like the daily verbal conversations of the student involves varied audiences and goals. As the student begins to get more writing practice, the rules of grammar, invisibly present in the verbal conversations of the student, will begin to make their way into the written communications of the student. None of us enjoy a top-down implementation of rules, but when we understand the reason for a rule, due to experience, we are more likely to respect the rule. The same works with writing...if the student values what they have written and want others to enjoy their creation, they will begin to implement the grammatical rules to aid in reader understanding.","replyPages":[{"page":0,"digests":[{"id":"79596318","body":"lewisfe, I think the comment about apathy is very appopriate, especially for our current generation of students. In our middle school, my team is working with the most remedial students this year and apathy has been a major hurdle of ours. Realizing that simply giving them freedom of choice to make writing authentic and motivating could prove to be very powerful.","dateCreated":"1424728027","smartDate":"Feb 23, 2015","userCreated":{"username":"pmazurowski","url":"https:\/\/www.wikispaces.com\/user\/view\/pmazurowski","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]}],"more":true},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}