Teaching of Writing
DAYBOOK
Daybook Entry 1 - Analytical Thinker
This entry comes from 2/15/10 when the class was doing writing sprints. The topic of this writing sprint was “Organizing the Daybook.” On the picture to the left, there is one section that is underlined because it was an important moment where I was analyzing why I always put the date when writing in my daybook. I date my entries because I want to see when and where I was writing outside of the Teaching of Writing class. When I am in other classes, there are times when the professor says something that gives me an idea that relates to writing and I have to write it down in my daybook. This is important because it shows how everything is connected and should be connected; once students start making connections between the subjects studied in school, or anything else in their lives, I believe that students are truly learning.
Daybook Entry 2 - Analytical Thinker
Since the day I was first introduced to Double-Entry Journals, I have been a huge fan. Entry #2 comes from 2/22/10, the day the class was reading Peter Elbow’s article, “Ranking, Evaluating, and Liking: Sorting out Three Forms of Judgment” (citation for this article is under Resources page). Double-Entry Journals allow students to analyze whatever they may be reading using four sections: My Notes, My Response, Partner Response, and What I’m Thinking Now. This entry was helpful in my understanding of assessment because it challenged me to analyze my previous ideas and opinions about this topic. During this one moment, my ideas about assessment changed drastically and they are continually changing. Before, assessment was the numerical or letter grade that becomes the focus of many classrooms. Now, it doesn’t have to be about the grade. I can assess students writing just by giving them feedback; it will take the focus away from the grade and allow us to focus on process and growth of each individual writer.
Daybook Entry 3 - Questioner
It seems as though my entire semester has been focused on this one question: What counts as writing? I have no idea; all I know is that it is not limited to the “traditional” form of writing. The black ink on white paper form is writing but it is not the only writing people do. When the class was mapping the article about the 5-paragraph essay, some would say we were drawing but I say we were writing. The similarity I see between the written and the visual in this case is in the purpose; we wanted to communicate an idea to the reader. The form of communication should not matter but students must be aware of all forms or modes of communication. And I still haven’t answered that question…
Daybook Entry 4 - Questioner
This is the Writing into the Day on 2/15/10. In this entry, I was questioning my philosophy of teaching writing because that was the day we brought a draft to class. I was not happy about the first draft because I could not hear my voice in the writing. All I was hearing was the voices of professors I have had in the English and Education program. I knew what I wanted to say but I could not get those thoughts on paper. My questions revolve around state testing and how I will be able to create an environment where the students and I are NOT focused on the test. I wanted this idea to come through in my philosophy but I did not see that happening in the draft.
Daybook Entry 5 - Moment of Learning
At the bottom of the first page, I recorded a quote from UWA: “In order to teach writing and reading, we must first figure out how we do it ourselves” (26). This was an important moment of learning because I was trying to figure out how to teach writing without even understanding my own writing process. The next page is devoted to trying to figure out my writing process and understand what makes me a writer. It was a great learning experience because I know that everyone has a different process and some that will be different from mine. I have to be aware of my students’ process in order to teach then according to their needs as a writer.
Daybook Entry 6 - Moment of Learning
I wanted to include my reflection on chapter eight of UWA because of the first quote I recorded. It is the same quote I decided to use at the top of my website: “Our most important goal as teachers is to give students skills and ideas that they can use in life when we are no longer with them” (145). This was a moment of learning because I realized exactly why I chose teaching as a future career. I want to give students something they can hold on to and use in their future like my favorite teacher, Mrs. Hodges, did. She gave me the help I needed to grow as a writer and do what I love most. Writing is my passion and I hope one day I have the opportunity to help students find something they are passionate about.
Daybook Entry 7 - Entry I Like
As you can see by the picture, this is the cover of my daybook and it is the moment I liked because of the quote I cut out of a magazine that I focus on in the second picture: “No two zebras have exactly the same pattern of stripes, and no two giraffes have the same pattern of spots.” This is a great way to show how no two students have the same writing process, style, voice, etc. Everyone writes differently and it is disappointing that many classrooms try to fit all students in the same box called the 5-paragraph essay. Although it may have its merits, which are hard to find, the 5-paragraph essay gives students the idea that all “good” [academic] writing follows this structure. Why do teachers ignore the individuality of each writer sitting in front of them? Why would anyone want to read basically the same essay 20 or more times when they could have the same amount of essays that truly express the individuality of each student?