Final In House Day of Summer Institute

This morning we read Because Writing Matters, emphasizing the importance of teaching writing! It is always great to be reminded of why we do what we do!

Today was a celebration of our work. We shared our e-portfolios with our writing groups, cake and ice cream with Shasta for her birthday, and our National Day of Writing Videos!

Tommorw we will celebrate some more at Table Rock!

Morning Reflection of Summer Institute Experience

During my experience with the Upstate Writing Project’s Summer Institute I have grown both as a teacher of writing and as a writer myself. Through support of my mentor and classmates I developed a research based teaching demonstration on using onomatopoeia to add descriptive details to writing. I successfully completed my first professional presentation with this teaching demonstration. I then converted this demonstration into a lesson plan to publish on the Upstate Writing Project’s website. After more revision I plan to publish this lesson plan on readwritethink.org as well.

I have also grown in my technological abilities during the Summer Institute as well. I have used Photo Story, a program I had previously been exposed to, in a more enhanced manner. I plan to use Photo Story in my classroom as a publishing tool. I will probably begin with me demonstrating how to use the program and eventually progress towards my students creating their own. I have learned how to podcast my voice, and I can’t wait to use it as a publishing tool for my classroom as well. I have perfected the use of hyper linking, and I have had some exposure with Movie Maker.

As a writer, I have regained the passion for writing that dwindled years ago. I have gained more confidence in my writing by sharing with my writing group, my classmates, and nationally on the National Writing Project’s E-Anthology. I know this passion for writing will transfer into my teaching and into my students writing. I plan to write on a regular basis in order to maintain this passion.

Writing Marathon in Downtown Greenville

The writing marathon in Downtown Greenville was a lot of fun. We began with our morning journal. I was inspired by this tree pictured at the left. This is the poem I wrote...

Mr. Old Tree, tall and leaning,

with the weight of a lifetime on your shoulders,

How did your life begin?

Were you put here by a person with a purpose,

or did God's hand place you in your home?

You are a happy tree.

Your life is full of memories.

Lone artists sit in your shade creating their masterpieces,

Your sturdy trunk is a resting place for a tired traveler,

or a hiding place for young love to steal a kiss.

Your long arms embrace the tiny birds,

Your canopy, their refuge.

You lend your leaves to warm the ground,

during the cold months of winter.

Although you are old you still have lots of life to live,

and lots of gifts to share,

As you stand tall and leaning,

with the weight of a lifetime on your shoulders.

During the marathon we traveled to many places as a writing group. We first went to the art museum. This location inspired much writing. I completed five pieces here! Next we moved to the Mast General Store. It was an interesting place to visit but no writing was inspired here. Then we ate lunch at Trio. During lunch we wrote a group poem, and I was also inspired to write three other pieces. Finally we moved to Coffee Underground where we shared our writing we had completed that day. It was a wonderful experience to allow everyday experiences to inspire creations.

Summer Institute Reflection Day 4 Week 4

Thursday during Summer Institute we opened our morning with a focus on our professional writing pieces. We collaborated in our groups to share format clarification and any suggestions to help complete this important piece.

We enjoyed two demos that I will definitely be using in my classroom this coming school year. Jennifer shared a teaching demo on creating good leads, including three different types. This is something I did not teach as well as I would have liked last year. I think providing students with only three choices at the age I teach would eliminate some frustration. I also think providing them with published literature that doesn't have the best leads allows them to identify with the author and encourages them in their writing. Kevin's demo encourages the excellent character trait of appreciation. It allows students to focus on what they are thankful for that someone else has done for them. Writing a letter to this person and also creating a poem for them demonstrates how rewarding showing appreciation can be.

Summer Institute Reflection Day 3 Week 4

Today was a very packed day! We had the privilege to meet some of the participants in the young writers camp. Pasty and I shared our writing with the children, and they shared their writing with us. I was amazed at the quality of writing these students were creating. It was inspiring to see such driven young writers.

Amanda's demo was fun! We were able to put ourselves in someones shoes. It was a great strategy to teach perspective. I can't wait to use this strategy with my students.

The time to writing today was definitely needed and well spent. I am having trouble bringing my pieces to a resting place. I know you are never truly finished with writing, but I struggle leaving mine alone. I am enjoying the time to write! I'm ready to see what tomorrow brings.

In-service Opportunities

My first reaction to presenting my demo again is sheer nerves, but after thinking for a few minutes about how I successfully presented to my demo to my close peer group, I know I am capable of presenting to a greater audience. The places I see myself presenting are in conferences, graduate courses, and after-school professional development. I can picture myself presenting at in all of these areas because I know my audience will be eager to learn what I have to share.
I can picture myself presenting at conferences the easiest. I have attended two UWP conferences both as a student and as a teacher. I know how eager I was to learn new strategies and how excited I was leaving the conference with new ideas.
I also picture myself presenting for graduate courses because I have only been out of student mode for a year. I understand the demands students face and I believe my demo would be, not only useful, but also entertaining.
I picture myself presenting in after-school professional development as I have already shared some of the strategies I have learned with some faculty members at the school I am moving to. I have even been asked to aid the instructional coach in the first faculty meeting using the jazzing the text and found poetry strategy I learned from Shasta.
Being a new teacher I don’t feel like I can give a tremendous amount of time outside of my new school and classroom, but I do feel like my demo would be helpful as well as entertaining to teachers.

Summer Institute Reflection Day 2 Week 4

Today was a wonderful day with the Upstate Writing Project's Summer Institute. I cannot wait to use both strategies presented in the teaching demos today in my own classroom. Anna's demo on scenic sound can greatly enhance my lesson on onomatopoeia, further adding description to writing. Mindy's demo on evoking emotion will greatly enhance my social studies instruction as well as other subject areas. Using role play evokes emotion and makes writing more authentic, especially in young children.

The reading group session was interesting today as well. I enjoyed getting to meet with peers that are reading different texts and teaching different grade levels. It was great to make the connection that no matter what grade level we teach, we still have many things in common.

The tech session today has been my favorite thus far. Podcasting is incredibly easy! I cannot wait to use this strategy to publish in my classroom, enhance my presentations, build classroom community, and all the many uses podcasting lends to. I also enjoyed viewing the footage my writing gathered for our National Day of Writing awareness video. I can't wait to see what new footage has been gathered this evening.

Podcasting

My First Podcast!

A poem titled: The Things I Carry

https://sites.google.com/a/upstatewritingproject.org/si2009/dashboard/podcasting/ICarry.mp3?attredirects=0

Summer Institute Reflection Day 1 Week 4

Today began as a true Monday, but it ended successfully. The teaching demos presented today were both very interesting. Donna's catered to my interest in science, and Linda's catered to my desire to learn more about teaching special needs children.

The debriefing session on my teaching demo went well. I am even more confident to present it again in the future, and I am looking forward to using the strategy again in my classroom as I have developed it further.

As a writing group we have finalized our plan for our National Day of Writing Video, and we have begun filming. I can't wait to see what the finished product will be. Hopefully it will inspire writing.

Summer Institute Reflection Day 1 Week 4-Morning

This morning we wrote in our journals about what areas we would be interested in for continuing with the Upstate Writing Project. Here is my journal entry.

The areas I am interested in to become more involved with the Upstate Writing Project as a teacher consultant are New Teacher Initiative and the Young Writers Tech Camp.

I am interested in the New Teacher Initiative because I want to encourage new teachers to participate with the Upstate Writing Project. I was hesitant to join the Upstate Writing Project’s Summer Institute because I am a new teacher, but I am glad I decided to take on the challenge. I have learned so many techniques and practices that I will be able to offer my students and colleges, and I have rekindled the love and passion for writing that I use to have before adult life consumed me. I know this renewed passion will transfer into my teaching, making me a better teacher.

I am interested in the Young Writers Tech Camp because I love the use of technology in the classroom. I would find it rewarding to teach students about technology in a technology focused atmosphere. I think taking part in the camp would also help me become a better teacher of technology in my classroom.

Summer Institute Reflection Day 5 Week 3

It was great being back in Clemson for the field trip on Friday. The botanical gardens are so peaceful and beautiful. The reading Dawn shared and the sounds of the nearby water running inspired this piece.

A river...a creation often thought of in reference to beauty. It holds reflections of nature and happy smiling faces in its depths. So many take refuge in this glass like fortress, a home to protect and to provide. It sings songs of relaxation and peace, calling to come near and embrace its beauty.

A river...the symbol of fear and death. It captures the life of those who enter this place. Its power takes hold, relentless. A prison. A punishment for disturbing its peaceful state, requiring you to become one with the river.

The excerpt from One Foot in Eden was captivating. I can't wait to read this book. I read the section from Billy, the husband's, point of view, but I wrote a journal entry from Amy, the wife's, point of view.

Oh the aches I feel in my soul. Trying to relieve on ache with another has caused even another! What have I done? Taking a life that gave a life, my poor husband's soul. How did I drive him to this? Will I ever be able to enjoy this baby that grows inside of me, or will it always remind me of all the aching?

Summer Institute Reflection Day 4 Week 3

Whew! Yeah! Yahoo! My demo presentation is complete! I am very happy to have completed my first professional presentation successfully. I look forward to presenting my demo again. I know it will be better the next time I present it.

I enjoyed tech today. I love using Photo Story! It was fun to see it used in an educational perspective. This has been a goal of mine that I want to conquer next year, using more myself and to teach it to my students. I enjoyed hearing from another teacher about what worked for her and what she learned about teaching Photo Story to her students.

I also enjoyed meeting with my reading group because we haven't met yet. I discovered we are a very compatible group. It was great to personally share the research behind our demos using a common text and then collaborate on the similarities we possessed.

Summer Institute Reflection Day 3 Week 3

I love the days we are given time to simply write for an hour or longer. This time allows my soul to breath and to release all that it is holding onto. I missed most of this time today because I was reviewing my demo I will present tomorrow. I did find some time to revisit some works I have already begun. This was just as liberating as writing a new meaningful piece because it was just that, a meaningful piece added to an existing piece. Rebecca's demo began this revision process for me. I am so excited to have a strategy to teach revision to my students. It is such an important step that I have previously struggled with teaching. I am also excited to use the dialogue strategy I learned from Ann's demo. Dialogue is something else I struggled with teaching as a new teacher. The strategy she showed today will help my students better understand this concept. I am looking forward to presenting tomorrow and devoting my time to my writing and not teaching writing.

Summer Institute Reflection Day 3 Week 3- Morning

Arriving late to Summer Institute caused me to miss the guidance and inspiration for this morning's work. The following is an attempt to capture the imagery I heard in other's shared writing.


The thick green grass swished beneath her sandaled feet and wide legged trousers. The laughter of children sang in her ears above the persistent thumping of her anxious heart. The warm wind tossed her golden locks as she walked towards the double glass doors, gripping her pink quilted bag so tightly her tiny fingers turned a creamy white. That was the only thing familiar about this place. A collage of emotions flooded her soul: excitement, fear, joy, passion, doubt, and hope. As she drew nearer to the transparent curtain separating her from her stage, she felt the warmth of her determination began to consume her, crawling into her toes and sliding through each curve of her body. She knew she would fall in love again. She didn’t know how soon, but she could see a glimpse. As the crystal curtain parted, she met a smile.

Summer Institute Reflection Day 2 Week 3

The two demos today were fantastic. I will definitely use these in my classroom. Generating ideas and providing descriptive writing are problems I frequently experience in my classroom. I am so excited to have remedies for these!

Tech today was so much better than last week. I enjoy technology, and the pace at which the tech session was conducted today allowed me to assist my peers and still understand any new material. I am very excited about creating our group's video about daily writing.

Each day in the Summer Institute gets better and better! I'm ready to see what tomorrow will hold.

Summer Institute Reflection Day 2 Week 3-Morning

This morning we developed our goals we want to achieve during the Summer Institute. My goals are as follows...

• To learn better teaching practices and techniques to use in my classroom
• To better understand myself as a teacher of writing in order to develop more confidence
• To share with others on the NWP website and through a personal blog
• To share the techniques and practices I have to offer with other teachers by creating an online lesson plan on readwritethink.org

Summer Institute Reflection Day 1 Week 3

Today I feel as if I am beginning to understand the flow of the writing institute. I still feel I need clarification on some elements but overall I am feeling more comfortable.

The morning writing was a great reflection on where we have come from as writers. My rough first draft is as follows...

My Journey as a Writer

My love for writing began at a very young age. I remember sitting at the oak desk in the family room, playing school with my imaginary students, and asking Mom how to spell my name. Once I conquered the pattern once, I insistently wrote it over and over again. I loved the feeling of my pencil smoothly gliding over the soft paper, and I love that people could actually read what I was writing. I loved this because I so desperately wanted to be able to write like an adult, to sign the checks and write the notes that I had seen my parents create numerous times daily.
From the repetitive writing of my name grew a love for writing pieces with substance and meaning. My sister and I used to write our own riddle-games and songs, and then we’d share them with anyone who would lend us even a second to listen. As an elementary student my love for writing continued to grow. I craved the creation of stories of magical characters in mysterious places, loosing myself in this world much more interesting that my classroom. The love for sharing my writing continued through my middle school and high school years as well. During these years my craving shifted to poetry, a deep form of writing that would express to others my emotions at that current state, a type of writing that allowed me to disguise my shyness and embrace my talent. My passion for writing spilled over into the lives of my teachers as I was published through those years in both school publications and broader works. My best friend Colby and I even created a poem together during Homecoming Week our senior year of high school as we decorate our hall that touched our principal so much he asked us to share it at graduation.
As a college student my love for writing dwindled. The talent still existed as I effortlessly wrote essay after essay, procrastinating each one because of the ease I felt with the task. The desire and passion for writing no longer existed. It was a chore; there was no time to share my thoughts. I was too frequently required to reflect on others words and not allowed to share my own life experiences. There were those few times I was allowed my own opinion, and I could feel a glimmer of the joy light my soul as writing had previously made me feel.
As a teacher I am gradually embracing my love of writing once more. Reading my student’s work excites me and taking the time to write and share with my students excites me just as much. I want to rekindle this passion for writing in order to instill this same passion in my students.

I plan to continue developing this piece.

I learned to day that I am sensitive to others comments on my writing as I received the first two comments on my poem on NWP. This could also be because the piece was so personal, but I did gain some insight on how I can improve upon this piece and create new piece from within this one.

I greatly enjoyed the demos presented by Kathy and Laura today. With each demo I am inspired to become a better teacher of writing, as well as a better writer myself. I hope I can inspire the group with my demo as well.

Summer Institute Day 3 Reflection-First Field Trip

I really enjoyed our time at the Carl Sandburg home. I visited his home as a child many years ago while taking part in a student writing camp. As a child the home seemed enormous. I remember being so enthralled by the size of the house.

My experience at the Carl Sandburg home as a adult was much different. The beginning of the trip was the biggest release for me. I enjoyed sitting and observing nature, an activity I never take the opportunity to do. It was relaxing to allow the tranquility of the moment consume me. Touring the house this time I was not focused on the size of the house but with the personal elements in the home. I was able to relate different elements in the home to my family members. I was also able to empathize with the stories of tragedy in Mr. Sandburg's life. I have a greater appreciation for this author.

A Cool Summer Morning

A cool summer morning,

Calms me as I sit,

Admiring the golden sprinkles of sun,

As she peeks through the tress,

The crisp green leaves part like a curtain,

to welcome the golden glory.

The crystal dew drops,

Shine like diamonds,

Adorning the lush curtain.

The soft brown soil below,

A blanket to protect,

the fortress of those curtains.

A cool summer morning,

Calms me as I walk.

The short wet grass,

Paints my barefeet a glistening silver.

The wind caresses my face,

Whispers in my ear,

And dances with the locks of my hair.

The waterfall sings to me,

Removing my anxieties of this world,

And the flock of geese

Guide me onward to a place of tranquility.

Summer Institute Day 2 Reflection

It was another successful day at Summer Institute 2009! I greatly enjoyed the first two demos we saw today. We wrote scripts and created a video from these scripts. We also embraced the importance of finding a closure in our writing. I also enjoyed tech today. It is great to learn about new technology in a nonthreatening environment, laughing at our mistakes and the crazy turns technology likes to take. I'm looking forward to our field trip tomorrow!

Summer Institute Day 2- WORDLE!

Experiencing wordle for the first time was fun! I posted a stanza from the poem we wrote yesterday with Dr. Kaminski.

Summer Institute Day 1 Reflection

I enjoyed this day of the Summer Institute more than the Summer Pre-institute days because of the more relaxed environment. I especially enjoyed the extended time we were given to write. I enjoyed Dr. Kaminski's teaching demo, and I look forward to using this strategy at the beginning of the school year to learn about my students and to build a sense of community. I enjoyed the topic so much, I used my writing time to elaborate on my "I am From" poem. It was enjoyable to revisit the carefree days of childhood because it provided me with an escape from the hectic schedule I now keep.

Carl Sandburg's Craft

Listening to Carl Sandburg’s writing as an adult is quite a different experience than the stories I remember as a child. As a child I would become consumed in his stories, in the imaginative elements that he describes. I could so easily picture the crazy characters and places he paints with his words. I enjoyed getting lost in this imaginary time and place so different than the dull world surrounding me.

To my dismay listening to the excerpt of Carl Sandburg’s writing as an adult and a teacher was a completely different experience. I was too caught up in the nontraditional grammar usage and word choice to enjoy the story behind them. I was focused on correcting the story and not embracing the story. This saddens me because I let mechanics inhibit my love and understanding of the story as I sometimes do with my students. I hope to embrace my inner child as I read more of his writing, to simply listen to and enjoy the story and not to critique it.

The Ninth Right of Every Writer- The Right to Find Your Own Voice

The final right was clarifying for me. I have never truly thought deeply about voice. I related in to the point of view the writing was from, not to the fingerprint it leaves from the author. I learned that voice is what makes good writing emotional and captivating. It is when the author has poured themselves so deeply into their writing you almost feel what they are feeling. It's a tool to grab and hold the attention of the reader, and it should be coached by writing instructors for it cannot be taught. Voice is writing from the heart. Encouraging students to write with their feelings will encourage the use of voice. In order for students to write in this manner, we must provide an opportunity for choice, because passion can only come from that which we are familiar and engrossed with. Coaching voice includes asking for detail, not only in adjectives and adverbs but in verbs. I had never considered this approach before. I constantly beg for adjectives, but I have never realized the power of a strong verb. Next year when I have an entire year to coach my students as writers I will focus on the use of strong verbs. Coaching voice also includes reading aloud, encouraging students to read aloud their own work as well as reading aloud professional works in order to notice the variation in voice. Voice in ultimately telling the truth in your writing, allowing your writing to be a reflection of the author.

Preinstitute Day Three

The third preinstitute day was more encouraging to me than the previous. I left feeling more confident about my demo. It was also great to see two more demos as I begin to prepare for my own. My favorite strategies from the demos were jazzing the text and found poetry. I have been using jazzing the text with my class this week. I began trying to have my students choose a sentence and a word, but this was a little overwhelming for my third graders. I altered my plan for the students to choose only a word, the most important word in the passage. When the students share I write the words on the board. Then we go back and discuss why they chose those words. My students are really enjoying this strategy and are looking forward to adding the sentence. I also enjoyed found poetry. I had heard of found poetry before, but I have never tried it. I really enjoyed it and I have planned to use it next week in my enrichment activities for PASS testing. It was also fun to experiment with the camera and editing software for our PSA. I have never used that software before, and I look forward to learning more and more.

The Eigth Right of Every Writer-The Right to Go Beyond Formula

When I first looked at the title to this right I was unsure what the chapter would be about. I think of formulas in math, not in writing, but after reading this chapter I understand and agree with this right for my students.

So often we believe that good writing must contain all the elements and be organized in the exact manner that has been taught, but all too often some of the most enjoyable writing from my students to read may not look like it is "good writing". This "bad writing" in appearance is actually phenomenal because of the content. The purpose of writing is for others to read what you have decided to say. Reading an organized five paragraph essay can be much less entertaining than reading a students unorganized, personal journal entry that provides a window to their personality and their life. This type of writing is also probably more enjoyable for students to compose and share. Students trying to fit into a perscriped formula feel pressure to fit within the boundaires, losing the freedom to express themselves and experiment with new ideas. Instead of drilling a formula for writing into our students heads, we should encourage the relevancy of their writing, the support the students provide within their writing, and the originality their writing expresses.

Another purpose for writing is to challenge the mind, to inspire thinking. Restricting students to a formula prohibits this thinking.

Writing and reading are interdependent skills. Writing helps students become better readers because they practice reading as they assess their own creations. Reading helps students become better writers because it provides examples of good writing.

Asking students to plug writing into a formula provides students with a crutch. It makes writing appear simplistic and unimportant. Writing is contrary to being simplistic. Writing inspires thinking, creativity, and independence. It teaches students to be problem solvers, and it helps them build confidence by learning about themselves.

Read A Book in an Hour- Preinstitute Day 2

Reading a book in an hour was an interesting experience. I had completed this exercise previously in my reading methods course, but I found that completing it a second time was easier because I was familiar with the process. It also probably helped that I had read the text before.

Completing this exercise was beneficial because it allowed me to review the material in a timely manner. Rereading the text on my own would have taken days, while reading it in an hour with my classmates provided a thorough review. I remembered the main ideas of the writer's workshop: allowing students ample time to write, giving them choice in their writing, and weekly conferencing with each student. I had forgotten the elements of the mini lesson, teaching a short lesson on an important topic for writing and allowing students to put it to use during their writing time.

Overall I found the exercise of reading a book in an hour a unique experience. I would prefer to read a text on my own if time allowed because I believe I would better remember the information.

The Seventh Right of Every Writer- The Right to Be Assessed Well

After the recent PASS testing focus and preparation, the part of this chapter that was the most interesting to me was the description of Kentucky's state assessment. The combination of portfolio and on demand writing is intriguing! I have studied portfolio assessment, but I was unaware that any state used if as part of their assessment. I thought this form of assessment only occurring at the school and classroom levels. This combination form of assessment is so important because it allows for a better representation of students as writers. Adults as writers need time, resources, and input to complete their best work and we encourage our students to use these during writing instruction, yet during high stakes testing, we remove all of these from our students. We remove their comfort zone yet expect them to flourish. The combination type of assessment allows for this type of assessment but also allows for other samples of writing that students have written within their comfort zone and with the proper resources. This assessment also provides an opportunity for students to choose the work they believe is their best, allowing them to assess themselves before they are formally assessed. It also ultimately allows for a more authentic representation of students as writers. I'm sure this form of assessment is more motivational for students because it shows them respect as writers.

The Sixth Right of Every Writer- The Right to See Others Write

Allowing student writers the right to see others write is a powerful tool for instruction. As a child, similar to the author, I do not remember ever seeing my teachers genuinely write. I remember them telling me how to do it and telling me what I was doing wrong, but I do not remember any significant modeling of writing. I remember learning most about writing from making mistakes and trying to improve upon them.

As a student I can only imagine the impact it would have made on me to see my teacher writing. I always loved to write as a child, and I imagine how much more I would have loved writing to see my teacher doing so.

As a teacher I have observed that writing with my students provides motivation for students to write, producing better quality work. Sharing my work with my students has encouraged more of them to share their work as well. Sharing work has allowed my students an opportunity to assess a peer's writing. I request three things from my students as each child shares: a compliment, a question, and a suggestion, allowing the student sharing to choose their peer to provide each. Sharing in these assessments builds confidence in the writing of both the student sharing and the students assessing.

Modeling became clearer to me after reading the sixth right. I have always looked at modeling as a method of demonstrating how writing is supposed to look, encouraging students to strive for perfection. I have heard of thinking through the process of writing but never revealing the personal preferences I have as a writer, as the author shared. I also have never asked my students for their input into my work. I have begun writing and sharing with them but not allowing them to assess my writing verbally. This is a practice I would like to begin with my students.

The Fifth Right of Every Writer- The Right to Write Badly

The title of the fifth right initially struck me as odd. The right to write badly seemed ironic to me because in the classroom setting we strive for just the opposite. We desire for our children to become exquisite writers, as perfect as possible. But after reading the author's reasoning for this right, I embrace the right to write badly whole heartedly.

Exquisite writing must be developed, and the best way for this to occur is through practice. With practice comes mistakes, and by making mistakes we learn and better remember some of the most important lessons we ever learn. Therefore, if mistakes inspire crucial lessons, then school should be the place where academic mistakes are expected and acceptable. Mistakes in writing allow writers to grow. If perfect writing is what we expect from our students, then they will write safely, and their writing will not convey the quality we wanted them to achieve. Our student writers will not be willing to take risks and experiment with their creativity because of fear of failure.

For mistakes to be acceptable in the classroom, it is important to assess writing in such a manner that reflects the idea. In all writing, the teacher should focus most of their energy on the positive aspects included in the student's work. Emphasizing these to the student will help them understand which qualities the teacher most likes with out having to reveal which ones are disliked. After receiving praise, the student will continue the aspects of writing for which they received praise and eventually discontinue use of incorrect practices.

Accompanied with the right for students to write badly is the necessity for time to make improvements. If we embrace students' mistakes but pressure them into a restricted time frame, they will resort to safe writing again. Students should be given the freedom to leave a work that they have spent too much time on to return to at a later date. This time away from the work will allow the students to better analyze and revise their creation than if that is requested of them with tired and familiar eyes.

In order to encourage writing badly during writing instruciton, we can focus on proper writing during other areas of instruction. By integrating writing into other subject areas, we provdie students with more practice and a shorter amount of writing for them to more easily concentrate on the proper mechanics. This will boost student confidence in all areas of writing.

A second way to promote student confidence is by keeping writing portfolios to allow students to see the progress they have made over the weeks and months in the school year. Allowing students to have some choice in the works they place in these portfolios will allow them to practice assessing their own writing and will also enhance their confidence.

The Fourth Right of Every Writer- The Right to Personalize Writing

As I have begun writing with my class, each of the chapters in The Nine Rights of Every Writer become clearer. The idea that writing instruction is more about guiding the process and less about dictating the process. Writing is a process that is challenging and different for writer. I have begun to observe the differences in writing styles of my students as described in the text. I have those students that despise prewriting because it serves them no purpose. The think better and direct their writing better by simply doing it. There are those writers that write wonderful work very quickly, and there are those that write equally wonderful work but at a much slower pace. A selection of my students are always eager to share their creations with their own voice. Other writers enjoy sharing but prefer that I read their work aloud. Finally there are those students who fear sharing their work. Each of the writers in my class are unique, and my desire is to enhance their uniqueness not form them to conform to mine.

An important factor I have enhanced by writing with my students is their environment for writing. I have always had the pillows, classical music, and quiet environment, but submerging into writing with my students has created a safer environment for them. As I complete the writing process, the students are able to observe my struggles, successes, likes, and dislikes. For them to see that I am not a perferct writer has brought them more confidence in their writing. It has allowed them to see that writing can be fun when it is carried through in the appropriate manner.

When I initially saw the fourth right it reminded me of my educational psychology class, how Dr. Igo described the importance of making material personally relevant so students will want to select the material over other items of interest. Choosing a topic that is personally interesting to a writer will allow writing to flow easier and become more enjoyable. This right I believe goes hand in hand with allowing students to choose their own topic. Allowing students to do this makes writing more enjoyable, but it can also make writing more difficult. Writing that is personal becomes more difficult in the area of sharing and assessment. Students will feel more vulnerable when they share a topic that they own completely. Assessing these writings also becomes more difficult for the teacher. It presents a real conflict between how much correction is needed without hampering the student's eagerness for writing.

Comments given serve as a form of assessment for writers. This is an idea that I have thought about before but not to the extent described in this chapter. I have many times chosen my words carefully to prevent discouragement for my young writers, but I never thought of this as a form of assessment. Commenting is expressing your assessment of the writing. The writer receives feedback from their teacher and peers to correct or improve upon their writing.

The Third Right of Every Writer-To Go Off Topic

The third right of every writer has been the most surprising to me thus far. I have never considered it appropriate to go off topic, or at least I didn't realize natural writing includes going off topic in a sense. The idea of being off topic is much broader than I realized. There are circumstances when writing is completely void of focus on an assingned prompt. These instances are considered to be "off topic" and unacceptable, but there are also instances when elaboration occurs, broadening and enhancing a piece writing. Times when writing is off topic in this facet are liberating for a writer and a reader. The natural flow of writing causes our minds to move from one idea to another, allowing our writing to grow. When these changes of ideas occur, it allows the writer to have a voice. It makes the writing personal because it is written with feeling and desire. Therefore, converting a prompt into a personal topic reveals a writer who is in tune with their writing and in tune with their voice.

The Second Right of Every Writer- A Personally Important Topic

The second right of every writer, a personally important topic, is a right I believe students need to be given in order to not only appreciate writing but develop a passion for it. My students have received much support and few freedoms in all areas of writing: topic, introduction, conclusion, format, etc., in preparation for PASS testing. I often heard my students complaining about writing in general, particularly the writing topics they were assigned. After reading about the second right, I decided to slowly transition my students into the method of choosing their own topic. To begin this process, and still prepare my students for the PASS test, I created a writing menu with different types of writing: expository, descriptive, and personal narrative. The menu included a description of each type of writing, as a review, and a prompt for each. The students still did not develop their own topic, but they were given choice, a freedom I'm not sure they have ever received in the area of writing. The students embraced this freedom with excitement. They wrote faster than then in previous assignments, and they were more eager to share their writing with the class.

A metaphor from the second right chapter that spoke to me was when the author compared assigned writing to choosing and wrapping your own gift. You lose the element of surprise. Although choosing a topic requires more work, it provides more reward for the writer. With the reward comes more motivation. Students that write on a topic that is forced on them become apathetic. Writing without motivation, feeling, or purpose is a waste of the art. The writer that chooses their topic is more confident as they write because they know the extent of their knowledge related to the topic. Another advantage of a writer choosing a topic is their writing becomes more fulfilling to read because the author feels more fulfilled when they write. As the author conveys, writing that is personally important becomes and extension of the writer, creating a bond between author and reader. Assigning a writing topic destroys this bond. I observed evidence of this fulfillment in my students. Simply providing my students with a choice of topic transformed their attitude about writing as well the writing itself.

Reflection on the Upstate Writing Project's Spring Conference 2009

There were many aspects of the Upstate Writing Project's Spring Conference I found educational and enjoyable. I enjoyed the lunch session with children's book author Dinah Johnson. The joy of listening to an author read their work is rare. She read with such feeling and emotion that a reader cannot interpret from an initial reading. Not only did she read her work, but she shared her experiences as an author, sharing conflicts with editors, book inspirations, and meanings within her books.

Each of the afternoon sessions provided us a demo of a strategy used in teaching. The strategies, voice thread and story gloves, were shared by teachers currently in the field, and therefore resulted from struggles within their own classrooms. Each of the demos provided participants with an introduction, a demonstration, an engaging writing activity, sharing of teacher writing written during demo, and sharing of student work. Each of the components provided a better understanding of each strategy, and I feel prepared to share these in my classroom. I am excited to do so, and I am looking forward to continuing my experience with the Upstate Writing Project.

The First Right of Every Writer - Reflection

The author of The 9 Rights of Every Writer, Vicki Spandle, truly captured my thoughts in the discussion of the right of reflection. The idea that a place of tranquility is more valuable for writers than the frenzied drills and practices we provide to our students is the very concept I have been struggling with over the past two months as I have begun teaching. Entering the teaching field midway through the year, into a classroom where the students had been deprived of many things, I have felt extreme conflict within myself, especially in regard to writing. I want for my deprived students to succeed on the upcoming standardized test, but simultaneously I want them to feel the passion for writing I had as a student and still have repressed inside of me. Entering the field at this time presented me with the unjust time frame of two months to remedy my students writing woes before the new standardized test is given. I feel imprisoned with my students writing, knowing the many areas they have not been prepared for, but also knowing the true empowerment of writing they will be missing if I only teach writing in the form of a drill.

Accompanied with this idea of tranquility is the idea that writing requires a long period of thinking. Writing does not all take place on paper, but largely in the imagination of our minds. When I am writing, regardless of whether it is a five page essay for a professor or in my journal for my own pleasure, I need time to think and reflect. I need time to leave my writing, to become inspired, and return refreshed. I need time to write. How have I asked my students to write? I have asked them to comply with the norm of school writing instruction, allowing approximately twenty to thirty minutes for each step of the writing process. I don't allow my students the freedom and time they need to write properly, to allow the first part of writing, imagination, to take place.

Standardized tests inhibit the thinking and imagination step in the writing process as well, so students must be able to write in a timed manner to be successful on these tests. I believe in order for my students to master writing to the degree they can write in a restricted manner, they first need to truly embrace the art of writing on a daily basis, to learn the fulfillment it brings. They need to learn that a true writing experience is relaxing and enjoyable not stressful. I believe my students need to master the art of writing in its true form, and by doing so they will be able to perform well, even when a time restraint is given such as during a standardized tests. I do not have the time to remedy these practices for my students before their standardized test, but I plan to show these students the true experience of writing, and to remedy these mistakes with my future students, providing all my students the right to reflect.

Initial Blogging Experience

Hello all! This is my first blog post of the Summer Institute for 2009.

Here's a little about me. I am a new teacher at Crestview Elementary. By new I mean I have been teaching for approximately two months. I teach third grade, and I am loving it. I have a wonderful team that supports me in all areas of teaching. I am a graduate from Clemson University. Go tigers! I am a newly wed, married this past August.

I loved writing as a child, and through the daunting task of endless college essays I have wondered away from this love of writing. I am looking forward to my experience with the Summer Institute to rekindle my love for writing so I can in turn be a better teacher of writing for my students.