Learning Log Entry #12 :)

Keeping a learning log this semester helped me to meet the objective of this course. My blog, as I have referred to all semester, has been my place for my thoughts, ideas, and new understandings. I have relied on my blog when I was confused to think through certain topics or areas I was struggling with. The most important thing my blog did was teach me about voice in writing. I have always been confused about what this meant, through my blogs I finally understood what it is and why it is so crucial to effective writing. I have enjoyed writing my blog each week-it felt like a free space to write. I never felt confined in this space by specific rules, requirements, or limitations that are usually place on writing assignments.

Each week, I would sit down to compose my blog and sometimes the ideas would flow out of me and sometimes I would struggle to find the right words to convey my thinking, but I was always thinking through my writing. I was asking questions and answering them as I wrote, truly using my blog to interrogate my own thinking as a writer and reader. Writing the blog each week gave me a focus for my reading. I was always searching for just the right thing to write about as I completed the readings for each week’s class. I was always on the hunt to find a topic for my blog, and this kept me thinking all the time about writing, teaching writing, the importance of writing, and the connections between reading and writing. 

Using a blog as forum for my thinking helped me to understand the genres readers and writers use to communicate. In my last blog, I discussed how my understanding of each genre has changed because of this course. Using the blog to think through each genre allowed me to analyze and reflect on my development as a writer and reader. My blog supported my understandings because I was able to put my thoughts into writing, to reflect back on. Writing my thoughts helped me clarify my thinking.    

The nature of the blog helped me to reach object 2, the role of purpose and audience in writing and reading and the rhetorical voices used to address the desired purpose and audience. My blog helped me identify the purpose of our readings and discussions, as I would try to find an appropriate topic for each week’s blog. Audience also became very important in writing my blog. Because our blogs are actually on the internet for anyone to read and view, I became more aware of my thoughts and words as I wrote. As I stated earlier, my blog helped me to understand voice in writing. I think this occurred because of the audience I was writing for, I wanted people to truly understand my humor and personality as well as understand my thoughts and ideas in each blog.

Throughout each blog, there is evidence of my thinking as I write. I am questioning myself and asking new questions based on the original questions. Not all of my questions were answered in my blogs, but the thinking I was going through was apparent. The hardest thing sometimes was to leave questions open and not formulate the perfect response. Sometimes my questions were rhetorical in nature and could not be answered because there is not enough information or not enough time has gone by to find a specific answer. Composing in this way made me a more proficient and skilled writer because I was stretching my perceptions and thinking from my initial responses to a topic to find more insight, meaningful understandings and connections.

I also have a deeper understanding of the connections between reading and writing. As Tompkins (2008) discussed in each chapter, students should first be introduced to a genre through reading and analyzing examples and then asked to write in the genre. I also learned about the connection between reading and writing when reading Eckhoff’s (1983) study and Furr’s (2003) article. Although each presents different topics, they both describe the connection between reading and writing. My understanding of this relationship became more substantial during each post for my blog. The interpretive approach I used to compose each blog reaffirmed what I what read, discussed, or thought about each week. Putting my thoughts about reading into writing made me realize the importance of not only thinking through my reading to compose but using my writing to clarify my own thoughts about the readings.  

Eckhoff, B. (1983).  How reading affects children’s writing.  Language Arts, 60(5), 607-616.

Furr, D. (2003). Struggling readers get hooked on writing.  The Reading Teacher, 56(6), 518-525.

Learning Log Entry #11

At the beginning of the semester, I thought I had a pretty thorough understanding of the different genres we were going to study. I thought this way because when I first started teaching I taught ELA classes. I taught students the writing process and introduced them to different genres of writing. The knowledge I have gained through this class makes me think about what I was teaching those children in North Carolina. I realize my understanding of writing and reading different genres was limited. From taking this class, I now have a deeper understanding of all the genres we studied.

Specifically, I have learned about the different features of each genre that makes it unique from the others. For example, when I was preparing for my biographical genre expert presentation, I learned the genre is separated into three different categories. The biography category can easily be recognized because someone writes the story about another person. The autobiography category is also identified easily because the author tells the story about himself or herself. I did find that the personal narrative category is easily confused with the narrative genre. In an earlier post, I described the differences between the two. Writing that post allowed me to think through my confusion between the two and realize there are distinguishable features. The narrative genre requires more development into the characters, plot, setting, and theme. A personal narrative is less developed and is told by the person who experienced the event. Personal narratives are usually shorter and are told from first person point of view. Narrative stories are made up and told from various points of view.

I also have a deeper and more defined understanding of the text features of the persuasive and descriptive genres. I learned there are three specific ways to persuade and different types of arguments are used in persuasive writing. The persuasive genre seems the most natural for students to write in since they learn to be persuasive from a very young age. Reading the descriptive chapter and reading descriptive books, made me realize how difficult it can be for some students to write in this genre. I now understand students can struggle to create vivid pictures for readers, leaving out important sensory details that makes the descriptive genre unique. I must instruct and guide my students through selecting words carefully, using their senses to create mental pictures for the reader, using different language techniques, and including dialogue. These features are what makes the descriptive genre stand apart from the other genres we studied.

I have gained a deeper understanding of the journal genre and think all the types of journal Tompkins (2008) discussed have a specific use within the classroom. Reading in this genre allows students to connect more fully to the characters. When students write in the journal genre, they are creating historical documents. The simulated journal is the most unique type of journal because students take on a different perspective as they write. I have learned more about the letter writing genre too. The most predominant feature of this genre is the audience. When students write different types of letters, the purpose determines their audience. The purpose of writing expository texts is to allow students to share their knowledge in a variety of ways. When students are reading and writing in this genre, it is to gain or share information. The audience is considered wide and unknown by the author in the expository text.

Of all the genres, I feel I learned the most about the poetry genre. I learned specific strategies to teach students to write different types of poems.  Previously, I have encouraged my students to complete form poems, but I didn’t consider this a real form of poetry. At this point, I still somewhat intimidated to teach my students poetry but now I feel I at least have a starting point.

I wish I could go back to North Carolina and reteach the students I taught first years of my career. I would have introduced my students to reading and writing different genres in an entirely different way. For example, I would have brought in texts to initially expose students to a specific genre. Then, I would have encouraged students to begin writing in this genre, I would provide support and examples like the teachers provided in Furr’s (2003) article. I would decrease support over time and introduce genres one at a time.

Furr, D. (2003). Struggling readers get hooked on writing.  The Reading Teacher, 56(6), 518-  

          525.

Learning Log Entry #10

I have been thinking about copyright and safety issues since I completed my presentation on Hicks’ chapter 5. I wanted to know if Leu (2000) discussed this and reread his chapter in the Handbook of Reading Research.

Although Leu (2000) did not specifically talk about internet safety and copyright issues, he discussed very important ideas about literacy and technology I found more interesting. So....I have abandoned my search for safety and copyright issues for right now.

Leu (2000) discussed an issue about technology that I never considered before. He stated if literacy learning becomes more dependent on collaborative learning, students who prefer independent learning would be at a disadvantage compared to students who prefer and enjoy working with others. Leu was referring to the idea that technology is changing so quickly students and teachers cannot know everything about technology at one time. Student and teachers will be required to share information in order to successfully navigate the digital world. Leu provided the example of one person only having knowledge of web page construction and another person only knowing how to edit video clips. These people can trade knowledge and  learn more about literacy together. Leu believes that these “social learning strategies” (p. 762) will be even more important than they are now, if technology continues to change so rapidly.  I know that students depend on each other when working with technology. When I created my iMovie, my entire class worked collaboratively, sharing tips and knowledge about the software we were using. Students that are shy or introverted may not experience this same exchange of knowledge, leaving them at a disadvantage to others.

Leu (2000) discussed how technology is making literacy more deictic. Leu stated “For the first time in our history, we are unable to accurately anticipate the literacy requirements expected at the time of graduation for children who will enter school this year” (p. 760). Leu raised an excellent point that most of our policies, research, and instruction assumes the literacy of today will also be the literacy of tomorrow. I wonder if it is possible to “keep up” with technology or is it enough to anticipate the changes that will take place as we teach children the essential literacy skills of their time?

Leu (2000) discussed technology requiring different critical thinking skills because textbooks and traditional materials provided by a teacher are thought of as accurate and correct. When students enter the digital world, they are faced with websites created by people with specific objectives. Students must know how to decipher between contrived and misleading information. Students must be taught how to recognize respectable websites and websites that are designed to promote specific ideas. Teaching students how to access acceptable references and how to cross reference information will be increasingly important.

As I was writing about Leu’s (2000) ideas I was thinking about the sociocultural dimension of literacy  (Kucer, 2005). If becoming a literate person requires membership to different groups, does membership to online groups count in the same way? How will a family’s use of a computer impact a student’s literacy skills? Will students be at a disadvantage and struggle with literacy because their parents don’t use a computer? I love all the questions that are coming to mind right now but I don’t think we will know the answers for a long time!!!

Kucer, S. B. (2005). Dimensions of literacy: A conceptual base of teaching reading and writing in school setting (2^nd ed). Mahwah, NJ: Lawrence Erlbaum Associates.  

Leu, D. J. ( 2000). Literacy and technology: Deictic consequences for literacy education in an information age. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research: Volume III (pp. 743-788). Mahwah, NJ: Lawrence Erlbaum Associates.

Learning Log Entry #9

After completing my presentation on the biographical genre I have been thinking more about the personal narrative category. I believe there is a distinct difference between personal narratives and the narrative genre. I have been thinking about Tompkins’ placement of personal narratives in the biographical genre chapter and wondering if it would be better placed in the narrative genre chapter.

The difference between personal narratives and the narrative genre is the development put into the plot, setting, characters, and details to understand the story. In the narrative genre, the author must think through events, creating a setting, plot, characters, theme. The author must also think through the point of view that will convey the story they are trying to tell. In the personal narrative category of the biographical genre these things are already decided because the events already happened. The characters, setting, theme, and plot are not created or imagined but based on real experiences. The point of view is also decided because the person who experienced it is telling the story.

As I was typing the last few sentences, I was thinking about the similarities and difference between personal narratives and autobiographies. I was thinking about how similar they really are. But I think the major difference is that personal narratives are about one specific event or experience in a person’s life and autobiographies usually span a person’s life. Autobiographies include events over a long period of time and highlight hardships and accomplishments.

A personal narrative does not have to contain a beginning, middle, or end. It’s also not necessary for the author to include details about characters or think about plot development. A personal narrative may lack a setting, theme, literary devices, and conflict and still be considered interesting. In the narrative genre all these elements must be thought through at some level. For example, an author may leave out the setting because it is not important to the story but this has been thought about.

Tompkins (2008) discussed children understanding the idea of a story as early as two and a half years old. Tompkins stated this idea is developed first by hearing stories read to them followed by reading, writing, and telling stories their own stories. I believe the idea of personal narratives is also developed from life experiences. As children listen to their parents discuss the day’s events over dinner or hear their parent on the phone with a friend, they begin to understand the idea of a personal narrative. Usually the stories discussed in these situations are about an unusual, funny, or frustrating part of their day. I think storytelling is part of our history and pastime. Storytelling is tradition that has been past on for generation after generation. Many people have memories of an older relative telling and retelling the same stories from the experiences of their life. Personal narratives are a form of storytelling, which is ingrained in us. Children have an understanding of how to tell a personal narrative long before they are ever asked to write one.

I am happy with Tompkins’ (2008) placement of personal narratives in the biographical genre chapter. There are different skills needed to write a story in the narrative genre. Students must learn to write from a different point of view and tell imagined stories instead of real ones. Placing personal narratives in the narrative genre chapter would give students and teachers a false idea about personal narratives. There are many similarities between the narrative genre and personal narratives but fundamentally they truly are different. A personal narrative is a based on a real event that someone experienced, where narratives are pretend, made-up stories. Personal narratives belong in the biographical genre chapter because of what they are, stories about real events, in real people’s lives, just like autobiographies and biographies.

Learning Log Entry #8

I can hardly believe we only have six classes left in the semester. I am thinking about everything we have learned so far about writing in the digital world and writing and reading in the different genres. Despite all we have learned, I am still thinking about how to motivate reluctant writers and engage them in a process they loathe.

Many of the articles we read in the beginning of the semester offered suggestions and strategies to engage some reluctant writers, also some of the articles I read for biographical genre presentation offered strategies and activities that would motivate reluctant writers. For more information on this topic I also turned to the Guthrie and Wigfield’s chapter on engagement and motivation in the Handbook of Reading Research.

Leal (2003) discussed students creating collaborative class books and individual books. I believe the activities described in Leal’s article would interest some reluctant writers. When creating the collaborative class book, students may feel less pressure than composing individually. The individual books described in Leal’s article are appealing because students took photographs to and used them to tell their stories. I think a lot of students would enjoy composing a biography this way.

Hamann, Schultz, Smith, and White (1991) also described a way to engage and motivate reluctant writers. The authors of this article believe students should be given the opportunity to write autobiographies before reading them because it builds relevant background knowledge and helps students to make meaningful connections. I think many of my students would be willing to write an autobiography because they are writing about themselves. Most of my students really like to talk about themselves! I think introducing the autobiographies after writing would allow students to transact more fully with texts and also serve as a model for writing when they write other autobiographies.

I think the Literary Expense Accounts discussed in Taylor’s (2002-2003) article are another way to motivate reluctant students in writing. Although they are not truly composing a writing piece, they are transacting and synthesizing the information they learned about a person. The link-up activity that Taylor discussed would allow students to research facts and people that interest them. Each student would be researching and finding different facts. Reluctant writers would like this activity because they can research any topic they find interesting.

Kucer and Rhodes (1986) describe an activity to use with struggling writers I believe would also increase engagement with reluctant writers. The Card Strategy Lesson discussed in this article removes students’ feelings and pressure of “what do I write about?” Students can use the cards in front of them to form a story, with ideas that are already connected.

I really liked Furr’s (2003) modified version of writer’s workshop. Even struggling, reluctant writers felt comfortable composing because the teachers supported each step of their progress. With this strategy support comes through a variety of modes such as the idea webs, model paragraphs, and teacher and student conferences. After reading this article, I started modeling writing for my students’ science journals. I noticed when I write on the board what students are required to write (like starting an answer), students then have the opportunity to write what they want to. Many students copy what I write on the board and keep on going with their own thoughts. Some students are still stuck and need more support, but at least it gives us a starting point for a conversation and we are not staring at a blank page during a discussion. I feel it removes some of the pressure for my students.     

Although Guthrie and Wigfield’s (2000) chapter focuses on reading motivation and engagement, I wonder how much of the information can be transferred over to writing. Does the Matthew effect also apply to writing? I believe it does! I think it only makes sense that good writers tend to write more, which increases competence, which increases motivation, and this increases writing ability.

Guthrie and Wigfield (2000) found that motivation is a “foundational process” (p. 405) in reading engagement. They also found that motivation plays a major factor in disengagement in reading. I think writing can be thought about in the same way. Students must be motivated to write in order for meaningful writing to take place!! I think the strategies and activities discussed in the articles we have read over the semester offer a wide range of possibilities. I know that every activity or strategy will not appeal to or work with all students but I think having a variety of strategies and activities available increases my chances of motivating my students to write. And after reviewing Guthrie and Wigfield’s chapter, I now think it is even more important to motivate reluctant writers!

Furr, D. (2003). Struggling readers get hooked on writing.  The Reading Teacher, 56(6),  518-525.

Hamann, L., Schultz, L., Smith, M., & White, B. (1991). Making connections: The power of autobiographical writing before reading. Journal of Reading, 35(1), 24-28.

Guthrie, J. & Wigfield, A. (2000). Engagement and motivation in reading.  In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research: Volume III (pp. 403-422). Mahwah, NJ:  Lawrence Erlbaum Associates.

Kucer, S. B. & Rhodes, L. K. (1986).  Counterpart strategies:  Fine tuning language with

language. The Reading Teacher, 40(2),186-193.

Leal, D. J. (2003). Digging up the past, building the future: Using book authoring to discover and showcase a community’s history. The Reading Teacher, 57(1), 56-60.

Taylor, G. (2002-2003). Who’s who. Engaging biography study. The Reading Teacher. 56(4). 342-344.