Set 1

• Bomer and Lamon, "Positioning in a Primary Writing Workshop: Joint Action in the Discursive Production of Writing Subjects."
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Reviewed By: Jennifer Teems Research in the Teaching of English "Positioning in a Primary Workshop:Joint Action in the Discursive Production of Writing Subjects". Volume 38, Number 4, May 2004.(420-466) The article focused a lot on looking at children while they were in reading groups. The study was done on a combined class of first and second graders for a year. The students were mainly caucasian but were diverse in their parents income. The researchers wanted to look how children talk to eachother while they are writing. They set up cameras to watch the children. School not only prepares the children with literacy skills, but also social skills. The children would talk to eachother about their work and even criticize eachother. Their home lifes were also brought into the the conversation. One example of this is when a child said God out loud. Another child started to tell her how she should not say that because God then starts to listen to them. I think that the article had good ideas and arguments. Children learn so much in school that has to do with their social life. In some of the conversations of the kids I could see who was the shy ones and who were the loud mouths. Some would be busy trying to finish, while someone else would be bugging them. I have seen so much stuff like this a classroom. When children are drawing someone else is always looking at their picture. The kids also help eachother if one knows how to spell a word and the other spells it wrong. I think in a way these children are not really sponsors, but in a way they are. They are talking to eachother in ways they can understand to help and motivate eachother.

• Bintz and Dillard, "Seeing Writing Instruction Differently: Lessons with Lasting Impressions."
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<Reviewed By Jennifer Teems> "Seeing Writing Instruction Differently: Lessons with Lasting Impressions." by Bintz and Dillard. Language Arts. Vol. 82, No. 2 November 2004 (1-10) The article was about a teacher named Jill and her students. Jill was trying to think of new creative ways to teach. In article Kill looked at different writing samples from the same students name Casey. The student wrote about three sifferent topics. One of the topics was about a bear, they got the idea just from the pictures that the teacher had put on the board. The next topic was within a shakesphere unit and discussed what they would have to eat and do if they were in shakesphere times. The thir was a topic of choice were Casey decided to talk about the poopy diaper that the sister of theirs had. The story was a lot more detailed that the other two topics because Casey was not really told what to write. The research that Jill used was working with certain ideas and just testing out new ideas. Jill used the papers that the children used. I thought that the article was very good. It included the students work right in it, which is always nice to see. The practices that they used were good. I did not really like how some students were seperated, I think this made them feel like they were not as smart as the rest of the class. This article did not use as much social interaction as some of the other ones in the set. It more focused on the work that individuals produced.

• Blake, "Fruit of the Devil: Writing and English Language Learners."
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<Reviewed by Jennifer Teems> "Fruit of the Devil: Writing and English Language Learners." by Brett Elizabeth Blake. Language Arts. Vol. 78 No.5 May 2001 (1-7) The article was about children of migrate farm workers. The children did not like school. They were ESL learners They would rather work in the fields for sixty dollars a day. The money would buy them clothes, the schooling would buy them nothing. Their family was also very important. The researched that they used was having the children write about their life. The children could write; they did not spell some words right. They could write better then was thought though. I thought that article expresses why many children do not want to go to school, they can not make money there. They thought that sixty dollars a day was a large amount, but if they kept going to school they could make a lot more. I have not excperinced a situation like this. I have worked with ESl learners, but not those who would rather work in the fields. I can see though that it is very hard for them to learn.

• Burns, "Being "Social": Expanding Our View of Social Interaction in Writing Workshops."
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<Reviewed by Jennifer Teems> "Being "Social": Expanding Our View of Social Interaction in Writing Workshops." by Burns, Terry J. Language Arts, Vol. 78, No. 5, (1-9) The article talked about the ways that children learn thorugh being social. In the article many students turned to their fellow classmates when they needed help on writing. They would get ideas on what to write just from asking their friends. They would also criticize what others wrote. The conversation that the children had, had alot to do with the english they were writing in class. The students usually liked to work on their own when they were correcting their work. The research that was used were observations, and interviews with the students. The students were observed in the conversations that they had with others. I thought that this article was very good. It shows that it is not wrong for children to collaberate while they are writing; it helps them. Sometimes it is hard for children to come up with their own ideas, and this is when they turn to other students for help. They are not copying papers, but just getting ideas. I have seen this before in the classes that I have helped in. Students look over at others work, or ask eachothers questions and get ideas. This article has a lot of the same key ideas as the first one that I read.

Set 2

• Dyson, "On Reframing Children’s Words: The Perils, Promises, and Pleasures of Writing Children."
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Reviewed by Holly Andersen

Lead Article: Dyson, “On Reframing Children’s Words: The Perils, promises, and Pleasure of Writing Children”. Research in the Teaching of English, Volume 34, February 2000.

Also referenced: Miller P., & Goodnow, J. (1995) Cultural practices: Toward an integration of culture and development. In J.J. Goodnow, P.J. Miller, & F. Kessel (eds.), Cultural practices as contexts for development, No. 67, New Directions in Child Development (pp. 5-16). San Francisco: Jossey-Bass.

This article represents the text from a talk given by Anne Haas Dyson at the 1999 NCTE Conference in Denver. One of the key elements present throughout Dyson’s work is the importance of recognizing the role of popular culture in navigating a child’s own social and academic journey. Theoretically speaking, Dyson illustrates that “skills and understanding never exist in isolation; they are embedded in experiences, and they must be re-embedded fro growth to occur. Children do not only build on what they know; they build with it, reconfiguring, rearranging, rearticulating…”

A key element of her theoretical premise is that children identify with a culture, in many instances many culture(s) that are unique unto them. It is when children are allowed the freedom to evaluate and explore “options, limits, and blends [of practices]” using cultural references that are meaningful to them that understand regarding what is acceptable to oneself and to others is gained (Miller & Goodnow, 1995, p. 12). A key way in which Dyson explores the role of popular culture; including music, movies, literature, television and theatre, is the manner in which children utilizes these media in “reframing.” Reframing refers to the process by which skills and understanding are gained with the re-embedding on experiences in order to "collaboratively constructing new contexts for action.” Reframing facilities a child’s need to be an active participant in the construction of their own world view. It is within the construct of this world view that their own ability to acquire and utilize information can be realized. It is not enough to “simply provide children with meaningful context for learning,” there must be interaction between the context and the child. Children “reframe aspects of new practices” with those they already understand.

The reframing process ultimately creates a synergy between that which is to be learned and that which is learned. Dyson points out that often times this process is uniquely identifiable when children collaborate creatively via storytelling, writing, composing and/or performing music. A key conclusion Dyson makes is that ones personal culture is to be valued as much as the culture provided by the ‘guidelines’ given us by the world of academia. Furthermore, ones personal culture is inextricably linked to the unique popular cultural references that resonate with the individual. The weaving of academic culture and popular culture creates the fabric with which Dyson is most interested.

Dyson employs the tried and true method of research and study: Observation…keen, compassionate, open-minded observation. “Observing children, like watching a good movie, can bring one deeply into a vivid world of sounds and images that are both familiar and fresh.” Dyson likens the reframing process she goes through as a researcher to the reframing process Coach Bombay’s kids and others go through during the course of their academic lives. Through her research and subsequent publications she aims to “share the pleasure of observing children in action.” While the state framework with regard to what children should know by certain milestones in their lives “seems to have shut its textual door to keep out the noise of society at work and at play,” Dyson seeks as a researcher to savor each and every boom, crash and lullaby. Armed with a tote bag full of “strands of love songs, sports reports, Godzilla adventures, and orchestrated hybrids of varied voices” she relishes the innate ability of children to open their textual doors and provide her inspiration for her life’s work. Dyson points out that the ability of her “small writings, meaning big to [her]” to motivate a dialogue regarding the benefits of embracing culture, in all its forms, will help to achieve the goal of improving the academic experience for children. This dialogue ultimately serving to "open seemingly shut doors.”

My assessment of this article is that Dyson is right on with both the authenticity of her observations and the straightforward, compassionate quality of her conclusions. Even as an elementary and secondary student I found the state mandated definitions for achievement misguided. As Dyson points out, while a first grader may indeed be able to write a sentence, what does that really mean when we look at the big picture of their emotional and intellectual journey? I have always felt that the best teachers are those teachers who connect with their students. By this I mean we all are a product of where we have been, where we are and where we are going. By embracing this, educators must acknowledge the importance of what got a student where they are at and how we can help their reframe what got them there to learn something new. It is within this understanding that connectivity is facilitated. Popular culture plays a significant role in this process for each and every one of us. The fact that we are writing this review on a Wiki site, not as a MLA formatted paper with correct font, spacing and annotations shows that the popular culture in which we live directly relates to how we as graduate students, future teachers, and English majors learn. In other words, the reframing process continues throughout our lives. Personally, I know how to write a review of an article, but this is the first time I have been asked to do so in Wiki format. I have had to reframe my understanding of both technology and paper writing to participate in this new experience.

It is my personal believe that learning happens best within an environment of familiarity and excitement for the unknown. By embracing the cultural touchstone of the student, the teacher can more adequately create excitment for the unknown. The student feels safe because they have a personal reference point which creates confidence. They are excited to learn something new because the teacher has taken an interest in who they 'really' are as a learner. Through Dyson’s personal reflections regarding the students she observed we see that children are not “blank tapes, waiting patiently for someone to select the voices they should record.” After reading Dyson’s words I am more confirmed in my personal assertion that as educators we must “pay attention to the children’s worlds…not [just] sentences, but communicative practices” if we are to truly facilitate the nurturing of life long learners.

• Dressel, "About Writing: A Letter to Stacie."
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Reviewed by: Holly Andersen

Dressel, “About Writing: A Letter to Stacie," Journal of Language Arts, Vol. 82, No. 2, November 2004.

Key Ideas: In this heartfelt letter to young Stacie, Janice Dressel outlines her hopes for her granddaughter. Contained within this letter, Dressel outlines many key ideas that help create and nurture the practices of reading and writing.

First and foremost Dressel points out the need for all children to live “in an atmosphere that promotes learning of all kinds.” The close-knit, loving community in which Stacie lives promotes and encourages confidence, self exploration and creativity.

Second, Dressel highlights that writing and reading should not be perceived only in terms of “preparing people for the workforce.” Rather, the practices of reading and writing should provide “meaning” to the individual. It is the practice of instilling meaning that fosters self awareness, ability to take risks and desire to “challenge the status quo.”

Third, Dressel points to many characteristics she desires in the classroom and teachers her young grandbaby will have in the future.

• “I want you to have time to pursue things that have meaning for you.”

• “I want you to have teachers who design classrooms in which you never run out of exciting things to do.”

• “classrooms filled with activities that stimulate…(leading) you to write.”

• “I want you to have teachers who delight in what’s new and who find ways to help you use what’s new to improve your writing.”

• “I want teachers to respect you and your peers as capable, sensitive and caring people.”

• “I want them (teachers) to offer devoted attention to each of you, not just those who write well.”

• Teachers should model good behavior and love of reading and writing. • Teachers should demand and expect excellence in their students.

• “You’ll be able to go to school with children from different background and different abilities and that all of you will learn to read and write effectively.”

• Schools should not be labeled as “good/bad, proficient/deficient, rich/poor.”

• Teacher will have the time to help students “see things” and encourage them to write about them.

• Teachers will not have to spend their precious time for the sole purpose of preparing students to take tests.

• Teachers should encourage and help students to write about things that are meaningful to them.

• Students should always have an active audience for their work.

Ultimately, Dressel hopes that Stacie realizes that “writing about the things you care about can help you make a difference in the world.”

Research Techniques: Janice Dressel is a professor on English Education and Children’s Literature at Central Michigan University and is a loving grandmother. Her research is based on years of teaching both students and teachers of students reading and writing. I sense however that her insights were greatly enhanced with the birth of her granddaughters. The real issues facing our schools became much more personal to her as she writes this touching letter to her granddaughter. It is not an abstract student who will be receiving an education but her own granddaughter. You can sense that her years of research and observation of children, schools and teachers culminates in this emotional letter, almost pleading to the powers that be, that her granddaughter get the kind of education we all hope for...that all children deserve.

Response: I had a very powerful response to this article. I am a softy for personal accounts of all types. This letter moved me greatly and yes, I did actually shed a few tears. Probably because I have two young sons, Max and Josh, and have spent many hours watching them as their own reading and writing skills have increased. I have the same hopes for my son’s education as Dressel has for her granddaughters. My Mom, a former schoolteacher, has spent and continues to spend many hours reading with my boys. Watching them, their expressions of joy and curiosity as she reads aloud some of their favorite books or gushes over their artwork or tells them “coloring in the lines is for the lightweights…be bold and move that color around the page kid-o!”, makes me think of Dressel with Stacie. I agreed wholeheartedly with Dressel’s hopes and assessments of what a teachers needs to ‘be’ to as an individual and as an educator. I will keep this article as part of my own portfolio of inspirational material. As a teacher I want to remember these points…I want to never lose sight that there is a grandma out there hoping with unconditional love that I do my job and to it well.

Connections: The ideas presented by Dressel relate directly to concepts presented within previous texts. Primarily the idea that writing and reading should be meaningful to the individual is emphasized. Understanding is best manifested when a student is allowed to spread his or her wings in an environment that is loving and supportive. As Dressel points out that Stacie may want to write a poem someday about her friend Juan who struggles because he must communicate in English (Juan is a native Spanish speaker) we realize that what is meaningful to Juan is different than what is meaningful to Stacie. If Juan and Stacie are both taught in a loving and supportive environment where they are encouraged to make study meaningful to them and furthermore provided the tools and encouragement necessary to facilitate a meaningful exploration they will “make a difference” in the world. Just as Stacie showed very early signs of wanting to read and write just like her dad, Donald Graves in his article “What I’ve Learned from Teachers of Writing,” echoes that “Children want to write…if we let them.” In Dyson article, we learned that writing stories about things that are meaningful “means big” to the kids who write them.

The three articles, along with readings by Brandt and Rose in particular emphasize that the best learning is done when it is meaningful to the learner. From my own life I have learned ‘best’ when I cared about what I was doing. Academic expressions I have made that allowed my own experiences, my own ideas, my own musings to color the canvas of my work are always much more fun and pleasurable than those where individual meaning is severed, or worse at odds with the material being presented. More importantly it is in these moments that I have grown most both academically and personally. There is always a way to relate back to the individual, back to something that was written or read from the past…something that is to be written and read as we grow as writers...all which contributes to what we may become in the future.

• Graves, "What I’ve Learned from Teachers of Writing."
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Reviewed by: Holly Andersen

Graves, “What I’ve Learned from Teachers of Writing.” Journal of Language Arts, Vol.82 No. 2, November 2004

Key Ideas:

Donald Graves, an educator and researcher working with teachers of writing for over 20 years makes many observations regarding children and writing. I found there to be two very key points to the article, one mentioned at the beginning of the article, “Children want to write…if we let them.” The second key point appears closer to the end of the article, “Focus on the writer and the writing will come.” These two ideas and the concepts Graves presents surrounding them, highlighting what children learning to write need and what makes for a great teacher of writing takes us on a very insightful journey.

He begins with a discussion of his recent observations and changes in his ideologies where teaching writing is concerned. He feels that the current political administration focuses solely on reading and neglect the “power connection between writing and reading.” This connection has been the focus of much of his more current work. He is quoted as saying that he is still “haunted” by a response he made in 1980 when asked about the relationship between reading and writing. His answer was, “Nothing at all.” This article certainly demonstrates that he experienced some “changes in (his) thinking,” since the 80’s and that there is a strong and important connection between writing and reading. Graves believes, and research has shown that, “we underestimate what children can do.” Putting emphasis on the very important role of the teacher above all else he emphasizes that expectations can and should be raised. In raising these expectations a good place to start to build confidence and excellence in children is to have them choose the topics they wish to write about. Furthermore, children need to learn the valuable art of revision. Graves identifies that many haven’t “been shown how,” to re-read and revise their own writing. This is an important step in the journey towards discovery and proficiency with reading and writing. Graves concludes this portion of the article with the observation that our, “High speed society and hyperactive curriculum (is) neglecting the much-needed rich study of people.” Graves refers to the study of people, (i.e. “character”) as being important to the education of the individual.

Graves then outlines the basics of what children need when being taught writing:

• Children should choose most of their own topics.

• Children need regular response to their writing.

• Children need to write a minimum of three days out of five.

• Children need to publish.

• Children need to hear their teacher talk through what he/she is doing…the teacher needs to model behavior.

• Children need to maintain collections of their work to develop a personal writing history.

Graves continues with some characteristics of “first-rate” writing teachers:

• They are highly literate.

• They are intensely interest in their students.

• Their students have a primary place in the classroom.

• They instill a sense of responsibility in their students.

• They have high expectations.

• They teach by showing.

Research Techniques: Donald Graves is a retired Professor Emeritus from the University of New Hampshire. He is highly published with over 10 works referenced by him in this article alone. He refers back to his original research in Atkinson, New Hampshire which led to his “Writing: Teachers and Children at Work,” published over 20 years ago.

Response: I found this article to very informative and supported some of my own preconceived notions of what works and what doesn’t when teaching writing. My own ‘research’ on this subject of course resides in being one who is ‘taught’ writing as opposed to the one ‘teaching’ it. But, as my personal journey has allowed me the wonderful opportunity to pursue my life’s dream of teaching English to High School students, I was particularly interested in reading this piece. I was struck by the struggle between what teachers of writing feel to be necessary and what the political powers that be say is necessary when exploring the realms of reading and writing. I think the points Graves makes on how children learn best and characteristics of what makes for a first rate teacher of writing are hugely insightful and I see them as a type of ‘self-help’ for future writing teachers. Watch out Dr. Phil! Like writing is a journey, so too is the teaching of it. I admire Graves very much for being courageous enough to revisit his previous work and glean new insights into how writing is best taught and best received by students and teachers alike. I think he models positive behavior in a similar way to the manner in which he advises teachers of writing to model behavior. He personifies the notion that the best teachers are also the best students.

Connections: The articles read for this particular assignment show us that writing is a collaborative effort wherein an intimate involvement with the material and a focus on what is meaningful to the individual is what gets the job done and gets the job done right. The consensus amongst the readings, going back to Brandt's work with Sponsors, seems to connect the following points:

• Children want to read and write.

• Children do this best when what they are reading and writing about is meaningful to them.

• It is important that children are loved and supported as equal and important members of the classroom community.

• Teachers/sponsors are best at transferring knowledge when they expect the best of others and demand it of themselves.

• When teachers take an active role in the lives of their students and have a heart for service to the individual and the greater good they model behavior that doesn’t just help students learn to read and write, it helps students learn to be concerned, compassionate, contributing members of society.

• Heffernan and Lewison, "Social Narrative Writing: (Re)Constructing Kid Culture in the Writer’s Workshop."
  • Add your annotation here

Reviewed by: Holly Andersen

Heffernan & Lewison, “Social Narrative Writing: (Re) ConstructingKid Culture in the Writer’s Workshop, Journal of Language Arts, Vol.80 No. 6, July 2003

Key Ideas: Lee Heffernan conducts a third grade writing workshop aimed at helping students use their own personal experience to write a literacy narrative unique to their own lives. Beginning the with four resources model of writing, provided by Luke and Freebody (1997,2000) she provides opportunities for her students to develop as writers. The four resources are :

1) Coding Practices: Explores the ways in which we use writing patterns and conventions to convey meaning and ideas to the reader.

2) Pragmatic Practices: Determine how readers will react to and use the text being written with a focus on genres and formats for writing.

3) Text-Meaning Practices: Bringing together of personal background and knowledge to bring out a written story were meaning is realized. Furthermore, exploring how cultural meanings can be expressed in a story and how to tie together different ideas presented within a single story.

4) Critical Practices: Determining what will be written about, what is meaningful, what voices should be represented and which should not and exploring how the texts might be improved upon and/or re-worked.

Using these four resources as the starting point for her workshop, Lee encouraged students to “use their writing to construct and call attention to problems in their common culture.” Furthermore by “allowing them to use literacy as psychological, pragmatic, and/or sociological tools,” Lee facilitates the use of a variety of reading and writing methodologies.

Students wrote, “Connections to my Life” which was an exercise to help students remember personal experiences. After working through this personal journaling process Lee introduced the “Picture Book Proposal.” Each of Lee’s 20 students selected to write their “Picture Book” as fiction and were told to focus on the, “power writers have when they use writing to call attention to the workings of the world.”

After the students completed their final drafts the stories were coded and analyzed. Lee created four global categories: “story structure, themes, use of language and representations of systems of power.” These categories, along with further sub-categories were used to analyze the works which led to the development of the term “social narrative” to describe a genre of writing that “allows students to draw on a variety of shared cultural resources as they (re)create fictional worlds.”

In writing their social narratives the students in Lee’s class did the following:

~Shared cultural resources

~Used fiction writing as the tool for construction of their writing piece.

~Participated in the Writer’s Workshop collectively and viewed it as a form for social action and change.

The article then goes on to highlight some key themes present in these social narratives such as:

• Inequality

• Injustice

• Bullying

• Racism

• Sexism

• Lack of adult support and protection

• The trials of recess

• The “lawlessness” and chaos present in a child’s world

• Gender difference

Most of the social narratives ended ‘happily’; however, some students preferred to end theirs in a less than Hollywood style. During the workshop Lee consistently instilled the concept of “making people think,” when encouraging students to write within the social narrative genre. One key element, or result of this mantra, was the “kids quickly transformed this purpose into the more grandiose ‘making people change.’” The kids really believed that if their work was read, social change was to be realized.

By rethinking and adapting the four resources presented by Luke and Freebody, Lee was able to transform the student’s personal narrative into social narratives. This genre transition helped students to nurture their own ability to ask important questions and come to important decision on what is ‘right’ and ‘wrong’ in their lives and the lives of their fellow students. Ultimately, the article ends on the key point that the “social narrative does not reject the personal, but rather build on it.”

Research Techniques: Lee Heffernan and Mitzi Lewison worked as co-researchers during the Reader’s and Writer’s Workshop in Lee’s third grade classroom. They subject pool consisted of 20 students, 13 boys and 7 girls. Of these six of the boys received special education services, two students were Asian American, with the remaining categorized as White. They collected these students writings, which focused on developing personal narratives which morphed into social narratives. In addition they audiotaped interview students would give about the stories they had written. They meet weekly to “read, discuss and analyze the interviews and students’ writing.” They also discussed and evaluated the works of other researchers and teachers of writing. For the most part, Lee wanted the students to “construct meaning, drawing on their background experiences to develop writing ideas” during the workshop. Using the four resources model of writing provided by Luke and Freebody (1997, 2000), Lee shifted her workshop curriculum to provide “more opportunities for students to develop their resources as text analyst in addition to be code breakers, text participants, and text users (see Key Elements for further information regarding these terms.)

Response: Once again, I was greatly impressed with this article. So much so that I am going to propose such a workshop is performed at my son’s school. I will also strive to incorporate this writing genre into my own high school classroom. Reading this article reminded me of a wonderful book called The Freedom Writers Diary. Erin Gruwell, the teacher featured in The Freedom Writers, encourages the reading of written works that are in fact social narratives. Furthermore though journal entries she encourages her students to write their own personal narratives, which, when compiled in the book become social narratives for a generation. The transition from personal narrative (i.e. this is my life, my problems, my triumphs) to social narrative (these are our problems, our triumphs, our lives) is so critically important to not only the individual writing process but the nurturing of thoughtful human beings.

Connections: This article relates back to Brandt and the idea of sponsorship. Lee and Mitzi become important sponsor to these children and their journey to literacy. Likewise, these children authentically help the researchers make valuable observations and assertions regarding the role of personal/social narratives in the context of writing and of society. We see that the children in this article, as in previous articles, want to be heard, they want to write, they want to have a voice. The students recognize that they are experiencing similar events in their lives. The fact that 19 of the 20 stories featured bullies illustrates just how similar their experiences are and that it is important as educators to really listen to what students tell us. This listening on behalf of educators (sponsors) is also a recurring thread through all the works, Rose, Graves, Dressel, etc.

Set 3

• Kress, "Genre and the Changing Contexts for English Language Arts."
  • Reviewed by Teal Caddy

Found in: Language Arts, Vol 76. No 6, July 1999

Gunther Kress used a variety of instances to promote his views about English Language Arts and social theories associated with it. Kress used many examples from his vast experiences and viewpoints gained from those experiences. Kress talked openly about the different countries he lived in and how those surroundings helped to shape his opinion. The general idea is that English language arts should be available to everyone and that society depends on them. He spoke about how South Africa is reforming its curriculum, the "Curriculum 2005" project has widened the English language arts area to "Language, Literacy, and Communication." Australia will make the move in the near future to develop a curriculum similar to S. Africa's. Still further behind, Kress feels, is the United Kingdom. The United Kingdom is more reliant upon English works being the example and guide for language arts. While Kress feels that creating a broad base for everyone is equally important, he quickly acknowledges that not everyone comes from the same background. If everyone at least can understand the basics, then they at some point could move to understanding more difficult concepts or works. I agree with Kress's ideas in the context of the Californian school system, I don't have any knowledge to speak for other countries. I agree that having everyone have the same base to build their understanding further is very important. Children in school have to start with the basic building blocks of language and build piece by piece. I was confused by the article in the respect that when Kress spoke of Genre Theory, I wasn't quite sure if it had the same application in the U.S. as it would in Australia, S. Africa, or England. I however felt that I had an opening of my eyes thinking of other possibilities for the term genre, I mostly view it as categorization of poetry, short stories, etc. It was interesting to see how another person can take a "simple" subject and apply an alternate view on it. I also agree with Kress that English Language Arts are so much more than just following a format and filling in the blanks. I feel in school that is a lot of what is taught, maybe more time should be invested into other modes of communication and a broader sense of literacy. Kress's style had some similarities to other readings from our class. I felt that his style was similar to Rose's in the way it meandered among different pathways to arrive at a more confined concept. I felt that Gee's essay "Why are Video Games Good for Learning" had many tougher concepts to understand, to go through the paper several times definitely added clarity, I felt the same for Kress's article.

• Jasinski-Schneider, "No Blood, Guns, or Gays Allowed!: The Silencing of the Elementary Writer."
  • Review by Teal Caddy

Jenifer Jasinski-Schneider brought to light the "secret" taboos in children's writing in the article "No Blood, Guns, Or Gays Allowed: The Silencing of Elementry Students" Language Arts Volume 78, No 5, May 2001. The main conclusion that was drawn from this article was that classroom writing is never free writing. There are probably exceptions to this rule, but for the main part I feel that this does hold true. The teachers either have to have legal standards to conform to, moral standards, or pressures for what the students can actually write. The article came from a series of interviews that were conducted with 12 teachers, of varying backgrounds and experiences. As the intereviews began the teachers didn't acknowledge their personal censorship related with taboo, or offlimit subjects: racism, gay feelings, gay parents, religion, or sex. In the teachers classrooms some of the teachers have journal writing workshops, mini-lessons followed by individual time to write. Some teachers chose the subject, others chose the topics, and some gave prompts to the students (in a side note, the teachers who gave prompts told Jenifer that they have a hard time during free writing without the prompt). Only two of the teachers felt that they had taboo subjects. They told their students there would be no writing on violence and sex. The students apprieciated the advance warning and avoided it in the future. The other teachers didn't feel that they had taboo subjects until they were presented with examples and questions. When it came down to it the teachers all had subjects that they felt were taboo, or were persuaded by other means, legal, moral, or social pressures. Most of the teachers had plans of how to handle certain issues: if the subject is personal keep it to yourself, perhaps encourage the student in another area or writing, if there are any questions ask the administration, or speak with a guidence counselor about the students topic. The teachers in genearl didn't want to disrupt the students creativity because they felt that writing is self expression and that children need to be able to write about their thoughts and feelings. However, ultimately the teacher in some cases (right or wrong) stopped the child in his writing process. I feel that this article was very important to show how we really do have taboo subjects or at least outside pressure to conform to. I was amazed at the teachers inability to view their censorship until they were asked direct questions. However it can be hard to look inside to see the answers that they wanted to believe. I feel it is very improtant to set ground rules for shared writing, if the students keep a journal for two minute free write than that should be/ could be kept to themselves. In my classroom I would not allow stories about the individual to write about violence they would perform on other people, or things or sexual matters. I really do believe those would be the only things that I would establish. I feel that the other subjects would have merit to write about in todays society. If a student needed help with violent or sexual matters I would connect that student with a guidence counselor. I feel that sudents voices need to be heard, even when the subject matter might be tougher.

• Jester, "Remaining Seated: Lessons Learned by Writing."
  • Reviewed by Teal Caddy

In the article written by Judith M Jester, "Remain Seated: Lessons Learned By Writing," Ms. Jester speaks about the importance, although sometimes daunting, of rewriting papers. The points she made were very insightful. She spoke of how students are afraid to start writing because they are afraid of ruining their paper with inlitgitimate writing. She made the point that ideas need to get onto paper, otherwise they are just a bunch of good intentions. Ms. Jester explained that you just have to start writing, that there is always room for revision. Revision is hard, it means cutting out things that might be really good, however they might miss the pointof the paper. Revision means knowing your work intimately, over and over again you examine pieces that fit and others that are awkward. She spoke of how as teachers we need to remember where our students are coming from, that many of us, if not all, have been in the very same situation where we feel stuck or afraid, or duanted by our work. I really liked how she spoke about a topic I feel very close to, the fear of starting to write, or drawing for that matter, for fear of ruining the paper. I know that sounds silly, but if you put your heart into something and the attempt fails, it makes you fearful to try again. I liked an idea that she suggested about "Explode a Moment," this is where you take something small, or insignifigant and you magnify it's detail as much as you can. The other thing that I liked was how she spoke of deadlines, which made me appriciate deadlines more. Deadlines encourage the production of work, they are not neseccarily the best work, but they are the best at that time. I want to remember these ideas when I am a teacher.

• Wood Ray, "Why Cauley Writes Well: A Close Look at What a Difference Good Teaching Can Make."
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Set 4

• Larson and Maier, "Co-Authoring Classroom Texts: Shifting Participant Roles in Writing Activity."
  • Reviewed by: Jessica Pooler

Co-Authoring Classroom Texts: Shifting Participant Roles in Writing Activity, Volume 34, May 2000, Pages 468-498

Summary

This text was focused on a first grade teacher, named Maryrita Maier, and her class. The author of this text observed Maier and her class throughout a period of time and wrote about the techniques used on literacy learning. Maier views her students as “an equally valued member of the classroom writing community in which authorship is a key means of participation.” When constructing text in Maier’s classroom the students would use a process for their authorship. They would participate in writing the text enthusiastically. The students would also “co-participate” with peers and the teacher through conferencing while constructing the text. The students would publish their texts and read them aloud to guests they invited to their Author’s Tea on a monthly basis. This classroom did not have a teacher dictating the proper system in writing, she would model “her own authorship through co-participation.” The teacher would begin a lesson by allowing the students to guess what she was going to write about. She would draw pictures on the board to brain storm. Then she would begin writing her text on the board. She would re-read the things she wrote to check for mistakes. If there were mistakes, she lets the students know that this is normal for an author to come across. She will cross the mistakes out and re-write in the correct way. When she is done with her writings, she will get some input from the students on what she should add. They must first make a compliment on the text written before they can begin their review. This helps the students to feel comfortable when they begin to write to take in constructive and helpful suggestions for their text. They will suggest different ideas to apply to her text. They will ask about the time of this story or the setting. The students will pick a topic to write on after Maier has produced her text as an example to the class. They will begin the same process that Maier modeled. Maier’s wanted the class to feel as much like a community as possible. The class and her would eat their lunches inside the classroom just like a family setting. The students knew a lot about her life and the things going on in it. She knew a lot about her students and their life. This created the community feeling and made students feel comfortable with in the classroom. Maier’s lesson plans were constructed on the basis of her students competency levels at that time.

Key Ideas

Creating a community environment in the classroom- This was done through spending time together, eating lunch together, and getting to know everyone on a personal level. Authorship-Construction of a text Co-Authorship and Co-Participation- helping with the construction of a text Teacher-student and peer conferencing- Getting ideas and suggestions through conferencing . Sharing text- Reading the text to individuals and feeling confident in doing so. Mistakes are okay- Allows students to understand that all authors make mistakes when writing.

Research Techniques

This study was a year long. Maier and her students were observed and videotaped on classroom activity on a weekly basis. The author interviewed the teacher and students, and took field notes. The author also selected six students with a range of writing abilities. These students would wear microphones and the camera would be facing them at times of interactions.

Response to Article

I believe that this article gave me a new perspective on the teaching of writing. It was hard for me to imagine these students were only in first grade. They were very engaged in their writings and others writings. The techniques that Maier used seemed beneficial to the students and their writings. The process that Maier embedded in the students is the process that any author goes through when coming up with a new text. There were no arguments presented in this article.

I can understand how these students were excelling in their writings. They felt comfortable with their community like environment. The first thing the students heard was a compliment about their text. This allows for the student to be appreciated before getting constructive criticism. I liked how Maier emphasized that mistakes were okay and everyone makes them. The environment produced is the complete opposite of the environment I experienced in my sixth grade classroom. My teacher did not try to connect with the students. He would always look for the mistakes in your papers, and never use encouraging compliments to make you feel more confident in your writings. I think if he had created a more comfortable environment his students would have excelled like Maier’s students.

• Linebarger, "Tensing Up: Moving From Fluency to Flair."
  • <Reviewed by: Jessica Pooler>Tensing Up: Moving From Fluency to Flair, The Quarterly, National Writing Project Annual Meeting Summer 2001

Summary and Key Ideas This article focused on a teachers ideas and techniques on making her students, “fluent” and “great” writers. She like her students to write for a variety of reasons daily. If a student has experience with these “informal” writing styles, it will promote fluency. She believes that fluency is a big contributor to being a great writer. She also thinks that a classroom environment influences fluency of writing . She will set a timer for her students to write. She wants them to focus on “perseverance” instead of “being done.” She keeps the classroom environment very positive and encourages students to excel. Another important thing that this teacher believes to contribute to writing is sharing. This allows for students to interact with each other and discover new concepts and ideas from others. The students share one-on-one together or in smaller groups. The teacher brings up things students should grasp in their writings like tension and conclusion with in a text to engage the reader and make the text interesting. Conclusions are important and key to a good text when tension is added. This teacher is very interested in her students excelling with writing.

Response to Article

I felt the ideas given to support and prove this teachers theory were very helpful to read about. They were very positive ideas that could be easily incorporated in a classroom to improve a students fluency.

Connections At the beginning of this text there was a quote that took me off guard. I felt that it related to my abilities of a writer. “…all fluent writers are not good writers.” (page 2) This relates to me because I feel that I am a fluent writer, but have a difficult time engaging the reader and making my writing have “tension.”

Research Techniques

This article was based on a teachers experience with developing fluency in students at a young age. She used student work as examples.

• Rowe, Fitch, and Bass, "Power, Identity, and Instructional Stance in Writers’ Workshop."
  • Add your annotation hereReview: Jessie Pooler

<Reviewed by: Jessica Pooler> Power Identity, and Instructional Stance in Writers Workshop, Language Arts, Vol. 78, NO. 5, May 2001 Pages 426-434

Summary and Key Ideas

This article was about a first grade class and their teacher named Joanne Fitch It focused on two students who struggled with literacy, They focused on Power and Identity with in cultures with in the classroom culture. The article states that issues with literarcy correspond with the classroom culture. The classroom culture is not defined as just inside the classroom. The culture that is experience is peer culture. The classroom is organized for the first two hours of the day being used for reading and writing. After this allowed time the students were given the opportunity to read in the “Author Chair.” and read aloud to large groups. The observations provided the observers with the idea that the “fluent invented spellers” were seen as “being the best writers.” Students who struggled with recording their ideas were seen as the opposite. They had different social roles during their literature time than during their other times at school. This was shown in activities using less literature techniques as drama or recess. The students that were not seen as upholding a higher status during their literature time would make up for it in different areas. The students who struggled with their literature techniques were very uncomfortable sharing during their “Author Chair” time. Joanne tried to make the students feel as comfortable inside the classroom, by setting aside time where students could talk about issues going on in their life outside of the classroom. She would use this information and information on their literature level to adjust and adhere to the student s abilities and interests.

Response to Article

This topic was interesting to read about because it addresses the common issues that arise in the classroom. There are going to be students at different levels in different subjects. I did not feel that this article gave any helpful strategies on dealing with the issues presented. It mainly focused on recognizing these differences and how students excel in different ways. This is good to hear about when becoming a future teacher because the future student population will be experiencing these same issues.

Research Techniques

This was an ethnographic research that was conducted for a year. Their were daily observations along with interviews with specific students and Joanne. The ideas that were introduced and explained correspond with a classroom setting. I felt that their should have been ideas introduced to help with the situations presented.

• Wood Ray, "Exploring Inquiry as a Teaching Stance in the Writing Workshop."

Reviewed by: Jessica Pooler

“Exploring Inquiry as a Teaching Stance in the Writing Workshop,” Language Arts, Vol. 83 No. 3, January 2006, Pages 238-247

Key Ideas This article was about how inquiry determines what the curriculum is going to be taught in Emily Steffans 5th grade class. This is done through allowing students to learn from texts provided by the teacher, the students themselves, and/or their peers. They use these readings to influence their personal writings. They take notes on specific things they noticed on how the texts were written and the techniques used in them. The students don’t begin writing their texts until the teacher felt comfortable with their ideas for their writings. They were allowed to write as well as they could to make the assignments attainable. There are alternatives to inquiry-based teaching such as “persuasive” writing or using “real-world examples” highlighting on certain issues they want students to focus on in their texts. With inquiry-based teaching the teacher creates the curriculum based on the students understanding and abilities. Inquiry-based writing helps the students become interested and involved in evolving ideas and techniques. It helps the students create a visualization of what to write about when critiquing examples of other texts.

Research Techniques A group of teachers and literacy coaches in 2003-2004 got together to understand and study the techniques used in teaching writing workshops. The focus was on one of the teachers in this group named Emily Steffans. Emily used the inquiry-based teaching strategy on her class. The observations of the author were taken in a short time span of nine days.

Response This article was interesting to read about because it allowed for students to read and get excited from different texts provided. It did give specific examples of individuals inside of Emily’s classroom excelling from this technique. They were writing about different ideas that were interesting to them, and made the reader more interested in their text. I think the ideas and values of this article are valid. I think this idea is something that needs to be incorporated into a classroom. It seemed to emphasize on students interests, their abilities, and excelling at their own rate and feeling confident about that. This article relates to Brandt‘s theory in "Sponsors of Literacy." The students are using different texts and creating their own ideas from it. These texts that are used are examples of sponsors for the students future texts.