Entry #7: Biographical Writing

Throughout this class, I have been learning about a number of different genres. Not only have I been exposed to learning how to write in these different genres, I have also been learning concepts and instructional methods that could be used to teach students how to write in these genres. More specifically, I have been assigned a project where I am required to become an expert on the biographical genre. I am responsible for developing and delivering a professional workshop that will help my classmates become more confident in teaching their students how to read and write all types of life stories. 

Throughout this process, I am gathering a number of resources that will deepen my knowledge on this specific genre. For example, I have collected a few research articles that exposed me to other aspects on teaching biographies that I had never considered before. I stumbled upon an article that provided three clues individuals can look for while they are reading or writing biographical pieces. The three clues are: looking for repetition within an author's perspective, looking to find any similarities or/and differences about the same subjects discussed from different perspectives and taking a look at the author's note to see if any additional information is provided about why the author wrote their biographies from that particular point of view (Zarnowski, 2019). I think these clues are great guidelines for readers to look for because it challenges them to take a deeper look into why an author would make certain decisions throughout their writing process. These same clues can be applied when I am teaching my students how to write their own biographies. All of these clues are great tips on how to make your biographical writing more meaningful and engaging for your given audience. 

https://www.writermag.com/improve-your-writing/nonfiction/tips-writing-biography/

I also found another useful article where Marshall (2019) discusses the importance of incorporating biographies in today's classrooms that highlight multiple identities, languages, modes and histories. The author believes that these biographies should be powerful enough to promote some sort of social activism within our students. Biographies should raise ethical questions (Marshall, 2019). I couldn't agree more with the author's point that biographies should provide our students with more personal details and provoke deeper emotions than textbooks do. These biographies also shine a light on the biases and the lack of representation for minority groups found in modern-day social studies textbooks. Reading and writing biographies allow students to engage in learning about real-world experiences which in return will allow students to recall the information long-term. Marshall (2019) also offered an eye-opening activity for me to try in my classroom. Students would be required to find a story that includes a stereotype, excludes or misrepresents them as a way to show others how misleading stories can be sometimes. I believe it is important to teach my students to be critical readers by looking for any misrepresentations found in the stories they are reading. 

http://teacher.scholastic.com/writewit/biograph/index.htm

Marshall (2019) also states: "autobiography allows writers the opportunity to reckon with their own past and historical time period and to provide a critique of the present." This was a very powerful quote because autobiographies are more than just writing a story about yourself. They allow writers to consider how they have developed into the person they are today. They can discuss how their prior experiences have shaped the morals and values they hold within today's society. I have found that my students enjoy the process of writing autobiographies because they get to share their own personal stories, interests and beliefs with their peers. Tompkins (2019) also offered numerous activities that I would love to try in my classroom as a way to introduce autobiographies including: "All About Me" Books, Life Books and Bio Bags. I believe all of these activities would very engaging and an easy way to teach my students about what autobiographies need to entail. 

References 

Marshall, E. (2019). Life Writing and the Language Arts. Language Arts, 96(3), 167-178.

Tompkins, G. E. (2019). Teaching writing: Balancing process and product (7th ed.). Upper Saddle River, NJ: Merrill. 

Zarnowski, M. (2019). "How One Person Sees Another Person": Focusing on the Author's Perspective in Picturebook Biographies. Language Arts, 96(3), 145-152.

Reading/Writing Blog Entry #6

Dear Dr. Jones,

I am thoroughly enjoying this written expression class! This course is very different from any class I have ever taken throughout my college career. I appreciate that this course allows me as a student to have the freedom to write openly about how I feel about specific topics relating to the world of education but also about my own experiences as I become a more developed writer. I love the concept of having writing conference groups. I find it very beneficial to have peers that I trust critiquing my work and giving me useful feedback on ways to improve my writing. These blogs provide me with the time to reflect on what I am reading and take note of any particular takeaways I want to remember to enhance my own writing development. The blogs also provide me with diverse ways to help my students become empowered writers.

I have never had the opportunity to really dissect all of the different genres. This class digs deeper on what it entails to write successfully in a number of genres. My favorite part of this class so far is the genre pieces project. It is amazing that I am given the opportunity to write about a topic that is actually important to me. I can’t recall a time where I have been able to write about something I am extremely passionate about since high school. Being able to take on different perspectives for this assignment truly has allowed me to see my chosen topic from multiple viewpoints. Lastly, I like that this class is providing me with tools specifically related to digital writing. Especially in today’s society, technology plays such a crucial role in a student’s learning process. It is beneficial to see the appropriate ways to integrate these online tools to enhance a student’s school experiences.

Throughout this course, I am learning more about my writing habits of mind. My metacognitive abilities have developed and strengthen throughout this course. Because of these blogs, I am able to reflect on my own thinking, more specifically how I have changed as a writer. I have also developed new rhetorical knowledge during this course. Now, I have more of an awareness on the purpose of my writing. While I am prewriting, I take the time to think about who my audience is and plan the context accordingly. I am also experiencing what it is like to compose in a number of different environments (Council of Writing Program Administrators, National Council of Teachers of English, & National Writing Project, 2011). Through the works of Hicks (2013) I am becoming more knowledgeable about what it takes to successfully create digital texts whether that be through web-based texts or online presentations. I have cultivated a number of skills and strategies that will allow myself to better explain to my students what makes an online text reliable or not. For example, the power of integrating hyperlinks within online texts that are not distracting but can provide readers with appropriate background information (p. 52). Another helpful example would be the tips provided on all the ways to make an online presentation ‘sticky’ or exciting for all viewers (p. 62).

All of the instructional strategies Tompkins (2019) offers throughout her chapters are noteworthy. Specifically, I found the revising and editing centers in chapter 1 to be engaging and innovative activities. These centers can hold students accountable for improving their writing within their own terms. I plan to add many of these given strategies or techniques to my strategy toolbox to use for future reading or writing lessons.

Sincerely,

Denise Holmes

References

Council of Writing Program Administrators, National Council of Teachers of English, & National Writing Project. (2011). Framework for success in postsecondary writing.Retrieved from http://wpacouncil.org/framework/

Hicks, T. (2013).  Crafting digital writing. Portsmouth, NH: Heinemann.

Tompkins, G. E.  (2019).  Teaching writing:  Balancing process and product (7^th ed.).Upper Saddle River, NJ:  Merrill.

Reading/Writing Blog Entry #3

Journal writing can help students learn to love the process of writing. Often times, students begin learning how to write journal entries by writing about themselves. Students are given the opportunity to write about their daily feelings and learning experiences. Students also learn to be reflective writers throughout this process by learning how to include deep thought and critical thinking in their writing. Writing in journals allows students to ask questions or make connections on topics that they are struggling to understand. Journal writing is great because it puts a personal and relatable touch on everything the students are learning regardless of the subject area.

For me, introducing students to the process of journal writing can be the hardest part. Like many other lessons regardless of the subject, minilessons can be used to provide an explanation on the purpose, how to appropriately brainstorm ideas, the drafting process and learning how to successfully share their entries with their classmates (Tompkins, 2008, p. 116). I think the interesting aspect of teaching journal writing is that there are many ways to teach it. It will also help to model or provide models where students can see certain writing strategies being used in a real-world written examples. Within my own instruction, I usually write my own journal example to present as a model for my students. Especially with personal journals, I have found that students enjoy learning about their teacher’s lives; it can also serve as a way to make strong connections with your students. Mentor texts also help display ways to make writing journals more engaging and interesting. I think it is important to use mentor texts that are not only developmentally appropriate but are also written so that they are relatable to the students.

Tompkins’ (2008) chapter on journal writing touches upon the importance of privacy. Students need to feel like they are able to share and write about anything that is of importance to them without feeling any judgment. Writing in a journal for students who are struggling emotionally or physically can be a alternative coping mechanism, serve as an emotional outlet instead of turning towards violence or other harmful coping skills. Dialogue journals would be an perfect example of how I could use this type of journal as a social-emotional check in or check out system with my students. I may not have the time to sit down and talk to every student about their emotions daily but writing back to my students in their dialogue journals can also allow students to develop a positive connection with me.

Tompkins (2008) provided me with many instructional procedures that I could use with my students in order to solidify their learning. Some of these procedures included: drawing maps, diagrams and pictures. I never considered the idea that journals don’t have to be limited to just written text. These visual images will enhance my students learning experiences. Students can associate an image with a particular concept even if they don’t fully remember the written definitions. For example, the clusters diagrams offered on page 120, would be a wonderful way for students to remember specific facts or concepts about complicated topics.

In Tompkins (2019), she continues to discuss more details about the various types of journal entries. I found the simulated journals to be the most interesting. In this type of entry, “students assume the role of another person and write journal entries from that person’s viewpoint” (p. 132).  I had never heard of this type of entry before but I think it would be a great to use in a social studies class. Students could truly understand what was happening during a certain time period and what people from that time period had to endure whether it be positive or negative experiences. Students will have to put themselves in someone else's shoes as a method to remember the events and significant achievements that happened throughout history.

References

Tompkins, G. E.  (2008). Teaching writing: Balancing process and product (5th ed.).  Upper Saddle River, NJ:  Merrill.

Tompkins, G. E.  (2019). Teaching writing: Balancing process and product (7th ed.).  Upper Saddle River, NJ:  Merrill.

Reading/Writing Blog Entry #1

It is important to consider and evaluate all aspects of the reading and writing workshop process. In my opinion, prewriting is one of the most essential stages. I believe more time should be dedicated to this planning stage. There are many aspects to consider while prewriting. Tompkins (2019) suggests that students should consider their topic options through collaboration or by keeping a writer’s notebook. Students also need to figure out the purpose of their writing and who their audience is. Lastly, students need to decide which genre they will write in to capture their audience. All of these prewriting steps deserve deep thought and adequate decision making skills before moving into the drafting stage.

I also value the idea of incorporating technology within the various stages of the writing process. In chapter 2 of Teaching Writing: Balancing Process and Product, Tompkins (2019) suggests numerous ways to integrate technology to improve a students’ experience with the writing process. For example, using instant messaging to brainstorm writing ideas with classmates or double-spacing drafts while typing on the computer to leave enough room to revise and edit. I also enjoyed learning about how to produce digital stories discussed in Bogard and McMackin (2012) article where students were able to create storyboards using computer programs like iMovie or Photostory. Students are able to create their own sentences, visuals, or add music to accompany their stories. Bogard and McMackin (2012) also studied recorded oral rehearsal recordings as a way to reduce a students' cognitive load during their writing experiences.

Tompkins (2019) offers the idea of revising centers as a way to differentiate instruction during workshops. I had never considered the use of centers during a writer’s workshop. I think these revising centers would be a great way to keep students engaged because they are able to move around while also learning how to properly use supporting writing materials like a thesaurus or a word wall. Students are also able to receive new ideas about how to improve their own writing from suggestions made by their classmates.

Another aspect Tompkins stated and I have never considered was the arrangement of the classroom during this instructional time. It would be beneficial to have students sit in small groups for collaborative activities like revising centers or conferences to limit the amount of time needed to transition around the classroom. Students should also have access to computers and an accessible classroom library to support them during their writing journey.

I was never really sure of the best way to teach the editing process. On page 13, Tompkins (2019) discusses proofreaders’ marks and the editing checklists. The checklist can also be revised as students learn new editing skills. I think this would be a wonderful way to organize and focus a students’ attention on any possible errors. The editing process can also be used as a way to teach students about what it means to be a responsible author since they will be heading to the publishing stage where they will want to share their best work.

Before learning about the writing workshop components, I was a little confused on what to teach during the mini-lesson portion. On page 29, Tompkins (2019) lays out a step-to-step process including: introducing a topic, providing examples with supporting information, supervised practice and ending with assessing the learning. “Worksheets are rarely used; instead, students apply the lesson to their own writing (p. 28). This quote provided me with the insight that mini-lessons should be used as a way to enhance students individual writing weaknesses or areas for improvement instead of teaching them strategies that cannot be applied to their own writing experiences.

References

Tompkins, G. E.  (2019). Teaching writing:  Balancing process and product (7th ed.). Upper

Saddle River, NJ:  Merrill.

Bogard, J.M. & McMackin, M.C. (2012).  Combining traditional and new literacies in a 21st-century

writing workshop.  The Reading Teacher, 65(5), 313-323. DOI:10.1002/trtr.0148