S.O.S!

As the culminating event of my self-assessment, I am responsible for organizing a day of writing workshops for high school students. As of right now, the event is scheduled for Thursday, May 1, 2008. It will be a five-hour day, beginning at 9am and ending at 2pm. I am going to send out invitations to each high school in my county (there are ten of them) and invite each one to bring between five and ten students.

Soooo, here is where you (hopefully) come in.

I need your ideas and feedback!

What types of workshops should be offered?
Should the registration fee be per student or per school? How much should I charge?
What information is essential on the application? (I have some thoughts in mind as to what the application should look like, but I feel like I am missing something.)
How do I keep the invitation from becoming another piece of unwanted teacher junk mail?
Etc.?

I have never done this before, so I am very nervous. I want it to be a fantastic experience - not only for the students, but for the accompanying teachers as well. I know that planning a field trip is a lot of work and stress; there is nothing worse than going through all those steps only to learn that the event you are attending has been poorly planned and organized.

Any insight and information you could offer - regardless of how seemingly simple or obvious - would be *greatly* appreciated.

Thank you in advance for your anticipated assistance. I hope you are all enjoying a happy and healthy holiday season.

Next topic: What does a midterm exam look like in creative writing?

Blogging in the Creative Writing Classroom: the Student Perspective

Here are some thoughts gathered from my students on the world of blogging in the context of creative writing:

Pros
*able to see others' rough drafts
*good way to keep in touch out of school - bring creative writing class home
*allows us to read work from other classes - see what other students do with given assignments
*avenue for constructive feedback
*non-judgemental forum
*readers can see the structure of a work on the page (cannot happen if the piece is simply heard)
*gives quiet and/or shy students a different way to participate and be engaged in class
*blogs can be accessed from any computer with the Internet
*provides an opportunity for students to drive instruction (for example: On Tuesday, Gymnast5492 will post a writing prompt that everyone will use as a rough draft topic, etc.)
*involvement of creative writing alumni/Calliope members
*posting assignments online = saving paper = saving trees
*students can stay up-to-date with class assignments even if they are absent/on vacation/dismissed early/etc.

Cons
*no performance element
*computer problems can limit access
*some people aren't comfortable with technology
*less personal than a one-on-one critique

Implementation and Extension
*post a minimum of one blog entry (rough drafts, favorite poems, favorite poetic song lyrics, thoughts relevant to class) per week/post two comments on others' work per week
*if available, one lab day per week to explore blog sites
*"mentoring" between creative writing and cw workshop students?
*connection to fourth grade pen pals?
*connection to Friends of the Library (open mic facilitators) and other community outlets?
*your post(s) may inspire others - possibility of forming important connections via the written word

Next post topic: Help! I am trying to plan a workshop for high school writers and I need your ideas, expertise, and assistance! :)

Blogging in the Creative Writing Classroom

Okay, so this is a concept that is incredibly new to me. I am sure many of you know much more about the world of "THE BLOG" than I do, so please feel free to share your thoughts and comments. With that said...

A "BLOG" is a shortened form of the term "WEBLOG" - an online space to post your thoughts, ideas, and in this case, poetry, rough drafts, and class assignments. This year, our creative writing program is exploring how blogs can be used as part of our class experience.

During our October 8th in-service, a member of my department (the only male in a sea of fourteen women, God bless him...) facilitated a session about PhotoStory, Audacity, de.lici.ous, and (drumroll, please) blogging. He promised that our blogs could be up and running in a matter of moments and, miraculously, he was not exaggerating! You could see the collective wheel of our departmental mind turning, and thinking, "How can we use this in our classrooms? How can we use this in our classrooms?" Noah had his blog up on the screen as an example. Wow: he was posting assignments, YouTube videos, related music, and reminders. Also on his page were his students' blog pages, where they could not only post responses to questions, writing prompts, etc., but could also comment on one another's work! "This is incredibly cool," I thought. "I need to use this in creative writing."

And thus was formed: The Creative Writing/Creative Writing Workshop Blog (of Wonders)!

It could not have been easier to set up:

Step One: Go to http://www.blogger.com/.

Step Two: Click on the big orange arrow that says, "CREATE YOUR BLOG NOW."

Step Three: Create an account.

Step Four: Follow the rest of the prompts to create your blog (name your blog, create an address, create a user name, choose a template, etc.).

Step Five: Guide your students through this same process. Be sure that they do not use their first or last names, information about where they live/go to school, etc.

Step Six: (Optional: Performing this step will make it so that you will receive a copy of each student posting in your e-mail inbox.) Have your students go to SETTINGS. Go to E-MAIL. In the first box (BLOG SEND ADDRESS), have them type in YOUR e-mail address. Save changes.

Step Seven: Make a list of students' display names and URL addresses.

Step Eight: From your blog page (your DASHBOARD), click on LAYOUT > ADD A PAGE ELEMENT > ADD LINK LIST.

Step Nine: Add each student's blogspot.com address (NEW SITE URL) and display name (NEW SITE NAME). After each one, click ADD LINK. Save changes.

Step Ten: Eat a sandwich while basking in the glory of your new teaching tool.

(See? I didn't even NEED ten steps! It's that easy!)

From this point, I made a hard copy list of all student display names and first names for each section {for example: Pd. 5 - Hello There (Jayme); Pd. 7 - Joker_Rose (Mike); Pd. 8 - Broadway (Cody)} and distributed it to all bloggers (I have about fifty).

And now, we were up and running and ready to go! Students were very excited about this process. Many of them had personal blogs anyway, so they were familiar with the workings. Those students served as helpers to others who needed some assistance.

Right now, students are responsible for one new blog post each week and two comments on others' postings (I made a chart for them to keep track of everything). Ninety-five percent of students are going above and beyond this requirement; they love it!

Here are some additional thoughts/(potential) answers to (possible) frequently asked questions:

*Students may post rough drafts of poetry/prose pieces, poetic song lyrics (with commentary), poems by other authors (with commentary), meaningful quotes (with commentary), a cool writing prompt that they want others to try, and any other material that is relevant to creative writing class. They may also personalize their pages as they wish, with quotes, graphics, etc.
*Students may leave each other comments/feedback/constructive criticism/suggestions on rough draft postings and other related material.
*Prior to our first posts, I had a candid conversation with all students about appropriateness, sensitivity, and the like. Since these ideals have been established from Day One, they all "got it." I have not had ANY issues thus far with inappropriate or cruel remarks.
*I have also not censored them too much in terms of their display names or their postings. I want them to feel comfortable using this space; I want it to be THEIRS, and I want them to know that I trust them to do the right thing. For the very most part, they have risen to this occasion with a tremendous amount of thoughtfulness and maturity.
*I have also extended a section of our blog page to creative writing alumni and/or Calliope (literary magazine) members. This way, they can stay connected to the world of creative writing even though they are not still members of the class. At this point, I have a Rutgers student, a community college student, a current junior, and others staying connected to our program through the blog.
*On my blog page, I post assignments, reminders, upcoming events (coffeehouses, writing contests, etc.), and thoughts for my students to consider. If anyone is absent or on a family vacation during school, no problem: check the blog. If parents want to stay informed, no problem: check the blog. It really is an incredible resource for staying connected.

Whew. I am exhausted from writing all of this down. I think I need a sandwich. ;)

Next Posting: Student Thoughts/Feedback on Blogging in the Creative Writing Classroom

Great Teaching Resources

Here is a list of texts I have used to help guide my creative writing classes. I hope you find some of them to be of assistance in your own classrooms!

The Complete Idiot's Guide to Creative Writing (Second Edition) by Laurie E. Rozakis, Ph.D. - includes tips, techniques, and exercies for writing short stories, non-fiction, scripts, screenplays, essays, fantasy, memoir, poetry, articles, and more.

Discovering Voice (and Voice Lessons) by Nancy Dean - contains high-quality exercises that teach diction, detail, figurative language, imagery, syntax, and tone.

The Creative Writing Guide by Candace Schaefer and Rick Diamond - includes great exercises in each section: "Writing to Warm Up," "Writing for Ideas and Practice," "Writing on Your Own," and "Writing to Revise."

The Writer's Block by Jason Rekulak - contains "786 ideas to jump-start your imagination"

Now Write! Fiction Writing Exercises from Today's Best Writers and Teachers edited by Sherry Ellis - ideas, prompts, and exercises from over 80 authors and educators

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The following portion of the list is comprised of NCTE (National Council of Teachers of English) publications. I *love* all of these texts and have used them extensively with much success.

Risking Intensity: Reading and Writing Poetry with High School Students by Judith Rowe Michaels

Studying Poetry: Activities, Resources, and Texts by Brian Moon

Wordplaygrounds: Reading, Writing, and Performing Poetry in the English Classroom by John S. O'Connor

Teaching Poetry in High School by Albert B. Somers

Getting the Knack: 20 Poetry Writing Exercises by Stephen Dunning and William Stafford

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Do you have any favorite classroom resources? Any titles to share? Fill me in!

Next blog topic: Blogging in the Creative Writing Classroom

Two Sample Assignments

At the end of each year, I give my students the opportunity to offer me feedback on their favorite class assignments and projects. Here are a two assignments that have frequently made their lists:

1. Poetry Survey - Before our semester of poetry, I have students ask thirty people their opinions on the subject (What is your opinion on poetry? Do you have any favorite poems or poets?). Students are encouraged to ask peers, family, teachers, cafeteria workers, janitors, administrators, coaches, strangers from the grocery store, bank clerks, and anyone else they wish to approach (within reason, of course - safety first, always first... :). Responses are gathered onto posters and posters are discussed and displayed in class. I like this activity for a couple reasons:
a) It usually shows that many individuals have a very limited or stereotypical perception of poetry - "Poetry has to rhyme," "Poetry is just for emo kids," "I only write poetry when I am in a bad mood," etc. **From this jumping off point, we get to spark a great conversation about why so many people shy away fromt this art form, why it is misunderstood, and, more significantly, why it is so unique and important.
b) Many of the surveys reference the same few poets: Shakespeare, Silverstein, Poe, and Frost. Every now and then, Emily Dickinson makes an appearance. Every once in a blue moon, Walt Whitman shows up. **From this jumping off point, I get to show students that there are SO MANY amazing poets out there that go beyond these few highly anthologized writers. We read everything from Lucille Clifton to Taylor Mali and everything in between.

2. Perspective Poetry - Using Wallace Stevens' "Thirteen Ways of Looking at a Blackbird" as an example piece, I have students create their own "________ Ways of Looking at _________" poem. Past subjects have included the following: "Ten Ways of Seeing Red," "Seven Ways of Looking at a Piece of Paper," "Thirteen Ways of Looking at Hands," "Five Ways of Gazing Upon a Shadow," and "Five Ways of Looking at a Chalkboard." Students may choose to do one poem that uses "Thirteen Ways" or two poems that add up to thirteen ("Five Ways of Looking at X" and "Eight Ways of Looking at Y").

What are your tried and true assignments, the ones that students always remember?

More to come!

Student Population

Creative Writing is open to all students in grades 9-12. Creative Writing Workshop, the second year of the course, is open to any student who was successful in Creative Writing and wishes to deepen his/her relationship with writing. While they are academic electives, they are also open to all ability levels (Special Education, General, College Prep. B, College Prep. A, Honors, and AP). I usually have most of these levels represented in each class, and I wouldn't have it any other way.

I am also amazed at the diversity of students on another, less school-sanctioned level: the class attracts track runners, student council representatives, football players, community service enthusiasts, artists, actors, the technologically inclined, the technologically dis-inclined, class presidents, students who exist under the radar of popularity, academic whizzes, awful spellers, and everyone in between. I think this diversity speaks to an important idea: contrary to popular belief, kids like to write. In a high school where they could opt to take any number of interesting electives, so many of them choose to explore the written word.

I few years ago, I had a student for two years in a row (when she was a freshman and a sophomore). The first year, I caught her cheating at least three times. The second year, though the cheating stopped, she consistently earned Ds in my American Literature class. She rarely completed homework, was an atrocious speller, and was much more concerned with improving her skills as an athlete than as a student. She was a relatively constant source of frustration for me. Imagine my surprise when, before her senior year, her name showed up on my Creative Writing roster. Throughout our time together in this forum, she emerged in a way that I never would have imagined, developing into one of the best student writers I have ever had - in terms of growth, openness, and sensitivity (all qualities that, from my perspective, matter most). Below are some lines from two of her poems, published in our literary magazine:

...Acoustic chords strum in darkness,
friendships glide to love,
Autumn's poetry ends in stillness,
and the deep sea gathers stars in its waves...

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I am from the front door swinging open:
two steps - a leap,
and little legs off racing
through early-morning dew.

I am from sopping wet:
from shoes and blue jeans left outside
to dry on the deck...
Those frogs didn't stand a chance...

I am from weeping willows -
the enchanted forest of my backyard
where the trees were warped, silent sentinels...
hiding secrets of childhood...

***************************

I think this student made me realize - as so many before her had and so many after her will - that our students are never just one thing, that they are never just the first layer that we happen to notice, that they embody such great possibility. Sometimes, they just need the proper environment in which to tap into it. I think that creative writing allows students from all different backgrounds, students will all different ability levels (academic, social, and otherwise), to explore their own voices and those of others in a way that heightens their sensitivity to and their awareness of the worlds around them and within them.

Which students are involved in your creative writing program? Is it open to everyone? Is there a wide variety of participants?

Assessment

FAQ: How do you "grade" poems and short stories from writers who have such divergent ability levels?

My response: First of all, I try very hard to steer my class mentality away from a reliance on the almighty and ever-powerful GRADE. In the adult world, we are not given As and Bs and Cs; our motivation to do our jobs well must come from within. Similarly, a young person's desire to grow in his/her writing and be an engaged member of a creative writing class should not (cannot?) come merely from a "good grade." Soo, are you ready for a very controversial statement? Here it comes...

I do not "grade" my students' work.

There. I said it. Now, before you start to jump to a million crazy conclusions about me and my abilities as an educator, please allow me to explain.

When students hand in final drafts, I write a copious amount of comments and suggestions on their work. I give them positive feedback, but also, provide a critical response: how can they bring the reader closer, are they using effective diction, have they titled their work, is their work rich in imagery and detail, etc. Students never find an "A" or a "D" on their writing, but they do find a wealth of input. This, to me, is much more meaningful for all parties involved.

Obviously, I keep track of who is handing in what: if Joan has not handed in the last two assignments, my gradebook clearly reflects this fact. Similarly, if Tom has handed in the last five final drafts, typed, and neatly organized, that is recorded also.

Prior to progress reports (about three weeks into each marking period), I have each student in my class complete a self-assessment. The actual format I use for Creative Writing is as follows:

Completion of in-class work ______/100

Completion of homework (journals, rough drafts, add’l assignments) ______/100

Final drafts handed in (on time) /quality of final drafts (typed, neatly organized) ______/100

On-task/appropriate classroom behavior ______/100

Respectful attitude to peers and teacher ______/100

Productivity in a pair/group ______/100

Overall participation (reading, discussion, peer review, etc.) ______/100

Effort and accountability ______/100

Overall quality of classroom performance______/100

Willingness to grow ______/100

Your total points ______/1000

(I also include a section for students to offer additional comments or input relevant to their classroom performance.)

Students assess themselves on the above criteria, which speak not only to the work they hand in, but their presence in a writing environment: are they being productive in a group setting? Are they being respectful of their peers? Are they participating in a variety of ways?

Nine times out of ten, students are *incredibly* honest and accurate in their evaluations. Ultimately, I have the final say regarding the averages, but I rarely come up with figures that differ greatly from their own thoughts on the subject.

Before marking period averages are due, I go back into my computer gradebook and make any necessary changes and updates.

So far, this system has worked very well and, I believe, has encouraged my students to focus more on their entire classroom presence and their intrinsic motivation to do well.

How do you assess your students' work? I am interested in your feedback!

Stay tuned for my next topic: Which students take Creative Writing?