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I've finally gotten intrigued by the question of how to teach writing.....
Here's my question.
For those of us who are aftershooling writing, what kinds of writing assignments can we give??
I can't assign a book report to C., much less a research paper ("can't" meaning don't have the energy, stamina, or will to withstand the storm of protest that would ensue.)
What can I assign at home???
What kind of daily or semi-daily writing practice could I ask C. to do that wouldn't be onerous but would be practice.
I've thought about making him write a blog, and he does have a MySpace thanks to my sister's intervention (I would have kept him out of MySpace FOREVER).
But I don't think he's doing much writing on his MySpace (I better take a look --- ) and he's not interested in writing a blog.
I tend to think he needs to do some paper and pencil writing first in any event, since that's what he needs to learn to do for school, and since Rafe Asquith says students should "duplicate the conditions of the test" (i.e. don't use flashcards to study when you're going to have to use paper and pencil for the test).
My only solid idea so far is that C. should write a set of instructions for me on how to use the 3 remotes we have for our fancy-shmancy big-screen TV set up.
But that would be starting at the top.
Any ideas?
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15 comments:
Catherine--
We're heading out of town for a week, but I'll ponder your question while we are gone.
I am passionately interested in writing as well, at every level. K, my college freshman to be, is a proficient writer, both academically and creatively. She is a grammar fanatic as well (she scored an 800 on the English portion of the SAT). M, my high school freshman to be, is a pretty good writer, but still has quite a ways to go.
I spent most of my adult life engaged in academic and legal writing, and then decided to try my hand at creative/humor writing. And always, I am constantly reflecting on the process in an effort to both understand and improve.
I will also add quickly that one thing I have noticed already about "Animals in Translation" is how rich it is. That is, there is Temple's own story about her struggles with autism, plus there's the brain/cognitive psychology aspect, and then the connections to the animal world itself. So, there are all of these elements going on all at once, which I know is really challenging for a writer to accomplish.
Karen - that reminds me - can you write up some things on your afterschool writing program?
I know you've already told us a bit - but anything else would be great!
Oh yes, absolutely, I will do that! It's been a fascinating experience on so many levels. I will endeavor to get my thoughts organized so that they come out coherently (I'll work on that while we're traveling). I honestly think that one of the challenges of writing (at least for me anyway) is taking all of the jumbled thoughts that are rattling around in my brain and setting them on paper in a coherent, concise manner.
The other day, K (my college freshman to be) commented that she thinks it's critical that the fundamentals and mechanics of writing be as embedded and automatic as possible so that the writer can concentrate on the substance and content of the writing.
I just broke down the components into 15-30 minutes of work. So, if he was to write a short bio on an author, I had him map out the topic sentence, a few supporting sentences, and then the concluding sentence. That was one sitting. He could write in phrases if he wanted.
The next one might be to take the ouline and turn them into complete, well-written sentences.
The third sit-down was writing of the first draft. The complete sentences helps it to write itself so it doesn't seem so horrible.
Finally, the final draft after I correct stuff.
So far, so good with him. He's still whining, but once he realizes that the task of the moment is not that big, he does okay.
I hadn't thought of that.
I just noticed a book that takes students through ever step of writing ONE paper.
Where'd I see that????
Check this out:
A Student Guide to Writing a Research Paper, Grades 6-12
http://www.sadlier-oxford.com/grammar/index.cfm
http://www.sadlier-oxford.com/catalog/category.cfm?category_id=5823&qpath=1706
Long-time lurker, first-time commenter. I really enjoy this blog - I'm very interested in public policy, and hearing all the stories you all have to tell keeps the wheels in my mind spinning about the state of education in this country, and the consequences thereof.
The idea of making your kids write research papers makes me smile because this is something my dad used to saddle my sister and I with years ago.
Usually it was only during the summer, I believe, and if I recall correctly, the requirements were 1-2 handwritten pages on a topic of our choosing (Elephants and the history of baseball are two that I remember). We mostly did research from the set of encyclopedias at home and, once written, the papers were presented and discussed at the dinner table. (Including q&a, geez, you'd have thought I was presenting a Master's thesis...)
We whined and moaned, and even appealed to Mom. ("Mo-om. No one ELSE has to do this on summer vacation.") But Dad's orders stood (being a military family and all...).
As much as I hated it then, I will reluctantly agree now that not only did it probably improve my writing and research skills, but it underscored my parents belief in the importance of education.
Keep up the great work. I don't have kids now (not even close), but you all are my model for how involved I will be when I do.
Hi Katie!
Boy, I wish my military/ex-teacher dad had done that. I did finally figure it all out, but not until much later.
I also get the "No one ELSE is doing this!" whine, but I have made sure that he is spending the vast majority of his time this summer hanging out at the pool or the park (or the movies) with his friends. He's taken some sports lessons and he goes off to an overnight adventure camp later next week. His lazy, fun summer hasn't changed much so he knows he can't really complain.
HI KATIE!
I am RIVETED by public policy, and have virtually nothing worthwhile to say about it at all.
I just can't get a "line" on it at all (though I think I've absorbed some fundamental economic concepts - or hope I have).
If you've got thoughts, please post!
I get the whine, too, but fortunately for me one of C's closest friends is being sent to an ADHD camp in Canada where he has to do an hour's worth of school work each and every morning; plus one of the kids at his tennis camp (day camp) is a math whiz who is working with a math tutor (who is apparently his classroom teacher come fall) all summer long. The other day he was doing his math homework at the camp because he hadn't gotten it done at home.
And his very cool camp counselor is going to Renssaelaer (sp??) Polytechnic. C. came home the other day reporting that his counselor is studying "differential equations," an expression he couldn't pronounce, but I could.
hah
The other day, K (my college freshman to be) commented that she thinks it's critical that the fundamentals and mechanics of writing be as embedded and automatic as possible so that the writer can concentrate on the substance and content of the writing.
Interesting that she came up with that observation on her own.
Of course in this house such a sentiment would NOT be come up with on one's own....
That is, there is Temple's own story about her struggles with autism, plus there's the brain/cognitive psychology aspect, and then the connections to the animal world itself. So, there are all of these elements going on all at once, which I know is really challenging for a writer to accomplish.
Thank you!!!!
I counted the number of fields we were juggling in that book - I think it was something like 6.
That book just about killed me.
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