Jessica Sumpter
English 484
January 30, 2008
Response Question
In the second chapter of Teaching Students to Write the author talks a lot about the thesis of a paper. First, she goes over several different ways of teaching students how important a thesis is to a paper, like analyzing articles and other essays. Then, she goes over how to help students develop their own theses. How could technology like the internet be incorporated into assignments that are designed to teach the student that having an organizing principle is universal to all writing?
January 31, 2008
January 23, 2008
Response to the Peter Elbow Interview
Jessica Sumpter
English 484
January 23, 2008
Response Question
I found the Peter Elbow interview very interesting, and there are a lot of things he talked about that I would like to explore further. However, one concept that interested me particularly is the concept of the four levels of the audience relationship; private writing that nobody sees, writing that people see, but without responding, shared writing where there is some sort of feedback (teacher or peer), and writing that gets criticism. I’m interested especially in the last two levels – writing with feedback, but not anything negative, and writing that gets criticism. First, how can you give writing without criticism? I know he talks about non-evaluative comments, but there wasn’t enough information in the interview for me to get a clear idea of what he means. What are the main differences between the two levels that affect the comfort level of the student?
January 20, 2008
Response to Creating A Community of of Writers video
Jessica Sumpter
English 484
January 20, 2008
Informal Response
One thing that really stuck out to me, and that all of the teachers talked about, is the importance of establishing an atmosphere of trust and safety and respect within the classroom. Of making the process – of writing and sharing and learning – less intimidating. The teachers in the video did this through creating a sense of community, and sharing their own writing with their students. I’ve never had a teacher do that with a class, but I can really see how it would earn the trust of the students and help create a atmosphere where the student feels safe about sharing their own work. It’s a really genuine way of saying ‘hey, I’m just like you.’ I include genuine because a student will know right away if you’re not sincere about something, which can result in the student withdrawing.
A couple of the teachers talked about routine in the classroom, which makes sense. Especially at the middle school level, I think. As the video said, the kids at that age are going through so many changes that it’s probably comforting to know, at least in one area, what to expect. I think that routines would definitely help create a sense of safety and trust.
I really liked the video because it gave me a chance to see the different strategies in action. We read about how we should create a safe environment in the classroom, but it’s different seeing it happen, watching teachers interact with their students. It’s one of the advantages of technology today, I think.
January 17, 2008
Response to Teaching Students to Write 111-143
Jessica Sumpter
English 484
January 16, 2008
Response Question
Chapter four of Beth Neman’s Teaching Students to Write covers topics relating to teaching the different parts of the writing process. Neman covers the topic of paragraphs pretty thoroughly. She talks about problems connected to teaching the paragraph because in practice they vary so widely in structure, and a different way of deal with that by redefining it as a “topic segment” (127) where “a limited concept is stated and developed” (127). She also covers topic sentences. I wonder about the advisability of introducing what would be to a student an entirely new concept. I know there are many different ways to teach students paragraphs, and I was disappointed that this was the only strategy she covered. Wouldn’t it be better, and easier, to change the way the student thinks about the paragraph so that it’s more inclusive?
January 12, 2008
Response to Teaching Students to Write 3-31
Jessica Sumpter
Eng. 484
January 12, 2008
Informal Response
First off, I really like the way the text is organized. Some texts are so dense and filled with jargon that I’m focused more on understanding the language rather than understanding the concepts. In contrast, this text is organized in a way that facilitates my understanding.
It was hard for me to adjust to the way the book defines the craft of writing. To me, the craft was always what the book calls the personal expression part of writing. I kept having to go back and remind myself what the book meant.
One idea that really found interesting is the idea of having to balance the personal expression side of writing with the craft side. Just like the book says, I’m very guarded about my writing; it’s a very personal thing. Reading this, I realize how good some of my teachers have been with this difficulty. How do you criticize constructively without making the student withdraw? And how do you balance furthering the student’s skills without infringing on that personal possessiveness too much?
Another section I found interesting was the one on establishing an accepting environment. Reading through the different strategies made me think about what my teachers have done in the past, and almost every one of them uses at least two of the strategies listed. I thought about past teachers’ techniques and how effective they were in making the students more comfortable and relaxed. One of the best classes I had only had nine students in it, and we all sat in a small circle. We had some of the best discussions about what we were reading that I’ve ever had.
It’s very interesting to me to make connections between what I’m reading in the text and what I’ve experienced in classrooms myself. I think it helps me to be able to relate what I’m reading to something I’ve experienced. I feel like I understand the concepts better.
There’s a section that deals with students that have a hard time catching on, and students that are way ahead. I really liked the ideas that the book had about giving advanced students differing assignments. How do you give students who are behind different assignments from the rest of the class? How do you give students who are way ahead different assignments? I mean, I know how, of course, but how do you do it without creating resentment in the rest of students? Or, if not resentment, then without creating self-esteem issues, especially in the students who are behind?
I liked the essay at the end of the chapter. I did. But I’ve had teachers who were great at getting a discussion going, no matte how reticent we were. I do feel that not all teaching strategies work for all teachers, and that it’s a matter of finding a personal style that works for both the teacher and the students. So I feel that it was bit wrong of him to place the blame solely on the students. I feel it’s important to question ourselves and our methods. Like “this class isn’t working. Is there something I’m doing that’s contributing to this not working?” I think it’s important to find a method that works with the strengths of the teacher and accomplishes what it needs to accomplish.
Writing and Teaching Attitudes Survey
Writing and Teaching Attitudes Survey
The questions that follow are designed to elicit your feedback as a student, a writer, and one who is interested in teaching writing to others. Print a copy of this survey and complete responses to the various questions asked. Please bring the completed survey with you to class Thursday. (Remember that you’ll also post a copy of the survey to your 484 blog.)
Describe your abilities as a writer (circle one):
Excellent Strong Okay Weak Terrible
Describe your perceived abilities as a soon-to-be teacher of writing (circle one):
Excellent Strong Okay Weak Terrible
Describe your history as a student of English/Language Arts (circle one):
Excellent Strong Okay Weak Terrible
How confident are you in your writing ability? (5 = extremely confident, 0 = not at all confident)
5 4 3 2 1 0
How confident are you in your ability to teach writing? (5 = extremely confident, 0 = not at all confident)
5 4 3 2 1 0
How comfortable are you having teachers assess your writing? (5 = extremely comfortable, 0 = extremely uncomfortable)
5 4 3 2 1 0
How comfortable are you with assuming the role of assessor—of assessing student writing? (5 = extremely comfortable, 0 = extremely uncomfortable)
5 4 3 2 1 0
How much value do you give instructor assessments of your writing? (5 = tremendous value, 0 = no value)
5 4 3 2 1 0
How much value do you believe your students will give your assessments of their writing? (5 = tremendous value, 0 = no value)
5 4 3 2 1 0
How often are or were you asked to participate in some form of peer response activity in the writing classes you have taken in college and in high school?
Very often Often Sometimes Rarely Never
How often will you ask your students to participate in some form of peer response activity?
Very often Often Sometimes Rarely Never
How comfortable are you having fellow classmates respond to your writing? (5 = extremely comfortable, 0 = extremely uncomfortable)
5 4 3 2 1 0
How comfortable do you believe your students are likely to be having their fellow classmates respond to their writing? (5 = extremely comfortable, 0 = extremely uncomfortable)
5 4 3 2 1 0
How confident are you in responding to your peers’ writing? (5 = extremely confident, 0 = not at all confident)
5 4 3 2 1 0
How confident do you imagine your students will be in responding to their peers’ writing? (5 = extremely confident, 0 = not at all confident)
5 4 3 2 1 0
How much value do you give peer responses to your writing? (5 = tremendous value, 0 = no value)
5 4 3 2 1 0
How much value do you imagine your students are likely to give peer responses to their writing? (5 = tremendous value, 0 = no value)
5 4 3 2 1 0
Short Answer
If asked to define writing in your own words, how would you respond? What is (or isn’t) writing?
Writing is coherent, organized, meaningful and for a reason.
If asked to define teaching in your own words, how would you respond? What is (or isn’t) teaching?
The desire/ability to increase the understanding, knowledge, skills; to inspire.
What would you list as your particular strengths as a writer? And how have you come to know them as your strengths?
My strengths as a writer include versatility, clarity, conciseness, organization and description. I have written more essays than I can count for a variety of teachers, subjects, expectations and have done consistently well.
What would you list as your particular weaknesses or challenges as a writer? And how have you come to know them as your weaknesses or challenges?
My weaknesses as a writer include sometimes awkward wording, an inability to recognize a run-on sentence.
How did you learn to write; or, how do you remember learning to write?
The first memory I have of writing in school is in third grade. We had a daily journal where we responded to prompts.
When, or as a result of what phenomena, do you believe writing improves?
Writing improves when the overall understanding of the language increases.
When, or as a result of what phenomena, do you believe writing worsens?
Through lack of use.
What would you list as your particular strengths as a teacher of writing? And how have you come to know them as your strengths?
I communicate well on a one-on-one basis; I’m able to clearly communicate what a problem is andn ways to fix it. I have done a lot of tutoring.
What would you list as your particular weaknesses or challenges as a teacher of writing? And how have you come to identify them as your weaknesses or challenges?
I become impatient if someone doesn’t understand.
Some people say that writing ability is something that cannot be taught. What do you think?
I disagree, in a way. Academic writing can be taught. Creative writing can only be taught to a point.
Any additional thoughts and/or comments you’d like to add? Feel free to include them here.
January 10, 2008
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