Reflection on Works Read

Throughout this course there have been numerous reading assignments with regard to WAC. Some of the readings have been extremely helpful to me in my profession as an English teacher while some, I have to admit, have been way over my head and difficult to understand and absorb. However, the book WRITING TO LEARN is one that I found very useful. Peter Elbow discusses low stakes and high stakes writing assignments. The purpose of low stakes writing assignments is to encourage students to think, learn and understand what is being taught. The assignments are informal and are graded as so. These writings help the students become more involved in the content of what is being taught and allows them to be more creative. I found this true when I did letter writing in my Freshmen classes. The students wrote to Zeus trying to convince him that they would be perfect to fill the soon-to-be vacancies on his advisory board. While they did include the necessary information from the various myths needed for this assignment, the students also had fun by adding personal touches as they exaggerated their qualifications as to why they would be perfect for the job. For the first time this semester, all my students completed the assignment. I think they liked the fact that I was more interested in content rather than grammar and sentence structure. While the Freshmen curriculum is already decided upon by the English Department, I plan on using letter writing when we read Shakespeare's play, ROMEO AND JULIET, later on in the semester. I cannot wait to see the letters written between the two main characters.

With my Sophomore class, I also use low stakes writing. Every day there is a journal entry and the students are required to write at least half a page. I give the students the journal topic each day which ranges from current events, situations from the novel we are reading and sometimes free style. Sometimes I read the journals and sometimes not. However, I do look at each and everyone before the end of the marking period to make sure that they have at least written something. These journals are very informal and I think the students like a little time to themselves where they can express themselves even unwind before we start the "real" work.

Of course, there is much high stakes writing in all my classes. From the very beginning we do Regent prep work which I grade very formally. As suggested in WRITING TO LEARN, I use the margins to discuss and comment on the students' work. I not only edit their writing I also asks questions for further explanation and sometimes add "a see me" if I think they need a little one on one.

I am also attempting to add "peer response" to some of the writing done in my classes. Unfortunately, this is not working out too well as some of the students are not giving positive criticism - it is more negative and many students become upset. Maybe I will try again later in the term but for the present, I have abandoned this practice.

Another text that I found useful was Bean's ENGAGING IDEAS. His chapter on grammar was extremely helpful and gave me some ideas for activities in my classes. One such activity was having the students read a paragraph about the Greek gods and circle any mistakes they saw. The mistakes were grammar issues - punctuation, use of verbs, sentence fragments, etc. After they found the errors, there were to correct them.

Bean also discusses formal writing assignments. I read this section and found it worthwhile especially when we do Regent prep work. I give the assignment and allow the students to ask questions before we begin to write. I make sure that they understand the vocabulary and what the task is. I also help them with their topic sentences just to start them off in the right direction.

Another thing that I use in my classes is writing at the beginning of class. The DO NOW is usually based on the previous lesson. I may ask a question about the reading, or have them expand on an idea that was discussed. My AIM is a always a question and sometimes I ask them to answer the previous day's AIM as a way of starting the day's lesson.

Lastly, believe it or not, I did find THE NON-DESIGNER'S DESIGN BOOK by Robin Williams informative and possibly something I will use in the future. I realize that the English Curriculum is rapidly changing and, even though I plan to retire in approximately 6 years, I will have to change with the times. Whether I like it or not, I am sure teachers will be expected to use more and more technology in their classes. In order to have the students engaged, you have to get their attention and a way of doing that could be by using the "CRAP" in Williams' book. Hopefully, the schools will receive the necessary computer equipment and the teachers the much needed training so that all come become a part of the technology wave!