(Thank you, Dr. BadA#@ for your suggestion! Here we go...)
1. In the beginning of the year, I do a mini-unit on how to avoid cliches. I use the example of one of my own high school poems (which was truly, truly atrocious) and we discuss the concept of unoriginal, tired language and how it can be replaced by unique constructions. We make lists in groups of all the cliches we can think of and then, take a word frequently associated with cliche, and breathe new life into it. "Heart," for example is *always* described as broken or shattered or happy or bursting with pride or... the list goes on. Students and I create new expressions to embody these concepts. We also do a "Cliche Wars" assignment where I give students a list of interesting words that are differing parts of speech (silver, highjack, fresh, jingle). They must come up with phrases/images that involve these words. For example, what typically jingles: bells, keys, etc. Some student-generated responses for NEW connections to this word are as follows: new ideas jingle, a child's speech jingles, poems jingle on a page, etc. From there, they create poems involving some of these fresh phrases.
2. I stress the idea that *any topic* can be deserving of poetry. We do a lot of example readings here, because so often, students come in thinking that poetry is only about death, love, nature, or depression (with an emphasis on love and depression). Broadening their scope of what to write about helps a lot.
3. In their beginning of the year "Creative Writing Survival Kit," I give students a list of questions to consider in a peer editing session. The list is as follows:
1. Is the writing free of errors (grammar, punctuation, spelling, usage, etc.)?
2. Does the writer show and not simply tell the reader?
3. Does the writer use specific nouns?
4. Does the writer use vivid action verbs?
5. Does the writer excite the senses? Can you see, hear, feel, taste, smell?
6. Has the writer relied too heavily on adjectives and adverbs?
7. Has the writer been inventive and original with language?
8. Has the writer given sufficient concrete details?
9. Has the writer been accurate?
10. Does the writer give the narrator an original voice?
11. Is the time frame of the story clear?
12. Does the writer create an effective beginning to his/her piece?
13. Has the writer created an engaging title for his/her piece?
14. Is the dialogue believable?
15. Has the writer avoided clichés and trite language?
16. What is the point of the story/poem? Is it clear?
17. How does the ending fit? Does it work?
18. What mood has the writer created?
19. What is the overall tone of the piece?
20. What poetic devices or tools has the writer used to enrich the piece?
21. Is it clear that the writer knows his/her characters/setting/etc.?
22. Did you enjoy reading the piece?
23. Was the writer successful in communicating his/her message?
Obviously, not all of them apply to every piece of writing. Sometimes, I give students four or five numbers to work on with a given rough draft: "Today, as you edit each other's work, please focus on numbers 15, 17, 19, and 22."
4. During a day of peer editing, I make students collect signatures on the bottom of their rough drafts of all the people who looked at their writing. They need a minimum of four signatures. This way, they are not allowed to work with the same two people all the time. They have to move around the room and get other perspectives.
5. We start by "practice critiquing" pieces from old copies of our literary magazine. This way, students can get their feet wet with the process on pieces that they have no personal connection to. From here, it is easier to make the transition into their own writings. I also stress the concept that there really is no such thing as a final draft. Always be open to improving your writing, even if you think it is a finished piece.
6. Also at the beginning of the year, we do exercises with line breaks, where I take published poems and cut them up, without punctuation. In groups, students try to put them back together and add the punctuation they believe the poem requires. We eventually do this with their own writing.
7. Once everyone is comfortable with editing and revision, I ask for volunteers to have their poems critiqued by the class. The author must bring in enough copies for everyone in the class (or I can make copies). We can usually get through two pieces in a class period. The poem is read twice - once in the author's voice and once by someone else. From there, we form break-out groups; discuss, edit, and revise the piece; regroup; provide feedback to the author. The author then gets to take all the copies of his/her writing, complete with all the suggestions made by the class.
8. Before a final draft is due, I usually give my students one or two class days for in-class rough drafting. During these sessions, while everyone is working quietly, I sit at the back table and hold individual conferences with each student. Nine times out of ten, students are very receptive to these suggestions.
9. Our blog is also a great revision tool. Frequently, students will post a draft with one of the following headings: "HELP! Can't think of a title!" "Like the beginning, but it falls apart in the middle - suggestions?" Here, their classmates, students in other classes, other teachers, or creative writing alumni can give them feedback on their work.
I know there are things that we do that I am forgetting, but hopefully, this is a good start. Happy revision!
Friday, February 29, 2008
Tuesday, February 26, 2008
Successful Open Mic Experiences - In the Classroom and Beyond
Step 1: Respect is the most essential element of the experience. There is no room for eye rolling, smirking, or negativity.
Step 2: Make sure everyone feels affirmed. Obviously, students are bringing a lot of different ability levels to the table. It is important that the most academically challenged students feel as empowered as those who are academically gifted.
Step 3: I require students to bring their notebooks and a pen to the circle. This way, they can jot down lines from one another's work to talk about and react to.
Step 4: Create a corner of your classroom where readings take place. Make it as comfortable and inviting as possible. Allow the students to bring in their own decorations: photos, art work, post cards, etc. Personalize the corner. Add bookshelves, a small piece of carpet, etc. I bought a second-hand guitar that I keep in the corner, in case a student wishes to play his/her music during a reading day. If you are in several classrooms, arrange the desks in a circle or some other more intimate setting for a reading day.
Step 5: I sometimes surprise my students with food: coffee, donuts, cookies, what-have-you. Before you know it, though, they are more excited about hearing each other's new material than they are about the grub!
Step 6: Invite others to the circle - creative writing alumni, graduates, members of your literary magazine staff, etc. Let students see that they are not the only ones whose lives are affected by the written word.
Step 7: DO NOT FORCE ANYONE TO READ. EVER. UNDER ANY CIRCUMSTANCES. Instead, create an environment where everyone will WANT to read because they are comfortable with you and their fellow students.
Step 8: Make it a celebratory event. At this point, the editing and revision have taken place, so the work students are reading is really representative of their best efforts. Save the hardcore criticism for when you write suggestions on their individual papers.
Step 9: Bring it beyond your classroom: I work in conjunction with my local library's "Friends of the Library" group. Many community programs have opportunities for children and adults, but are not sure what to offer adolescents. The teen open mic nights we now hold at the library are always a big hit. Students can take what they have learned in your classroom and bring it into the community. At this point, I have students who are setting up their own events - through Elks Lodges, churches, etc. Be a resource for them in their pursuits. Even better, consider attending their events! I am sure they would be really proud to have you there.
Step 10: Relax. Have fun. Enjoy your students' efforts. Consider reading some of your own work. Smile. Laugh with them. Be proud of them.
Next Topic: Hmmmm... I'm not sure. Any requests or suggestions? :)
Step 2: Make sure everyone feels affirmed. Obviously, students are bringing a lot of different ability levels to the table. It is important that the most academically challenged students feel as empowered as those who are academically gifted.
Step 3: I require students to bring their notebooks and a pen to the circle. This way, they can jot down lines from one another's work to talk about and react to.
Step 4: Create a corner of your classroom where readings take place. Make it as comfortable and inviting as possible. Allow the students to bring in their own decorations: photos, art work, post cards, etc. Personalize the corner. Add bookshelves, a small piece of carpet, etc. I bought a second-hand guitar that I keep in the corner, in case a student wishes to play his/her music during a reading day. If you are in several classrooms, arrange the desks in a circle or some other more intimate setting for a reading day.
Step 5: I sometimes surprise my students with food: coffee, donuts, cookies, what-have-you. Before you know it, though, they are more excited about hearing each other's new material than they are about the grub!
Step 6: Invite others to the circle - creative writing alumni, graduates, members of your literary magazine staff, etc. Let students see that they are not the only ones whose lives are affected by the written word.
Step 7: DO NOT FORCE ANYONE TO READ. EVER. UNDER ANY CIRCUMSTANCES. Instead, create an environment where everyone will WANT to read because they are comfortable with you and their fellow students.
Step 8: Make it a celebratory event. At this point, the editing and revision have taken place, so the work students are reading is really representative of their best efforts. Save the hardcore criticism for when you write suggestions on their individual papers.
Step 9: Bring it beyond your classroom: I work in conjunction with my local library's "Friends of the Library" group. Many community programs have opportunities for children and adults, but are not sure what to offer adolescents. The teen open mic nights we now hold at the library are always a big hit. Students can take what they have learned in your classroom and bring it into the community. At this point, I have students who are setting up their own events - through Elks Lodges, churches, etc. Be a resource for them in their pursuits. Even better, consider attending their events! I am sure they would be really proud to have you there.
Step 10: Relax. Have fun. Enjoy your students' efforts. Consider reading some of your own work. Smile. Laugh with them. Be proud of them.
Next Topic: Hmmmm... I'm not sure. Any requests or suggestions? :)
Sunday, January 27, 2008
Everything You Never Knew You Wanted to Know About Literary Service Projects
As part of their midterm exam, Creative Writing Workshop students must come up with a plan for a LITERARY SERVICE PROJECT. This project must, in some way, take their love of the written word out of the classroom and into the larger community. The plan itself is a requirement for the midterm; the implementation of the plan is a requirement for the final. Read: students have from the end of January until the beginning of June to make their plan a real, live occurrence! The plan must contain - but is not limited to - the following information:
*Who will be involved in this project? (Students may work individually or in small groups.)
*Who is our audience? Who will be helped as a result of our efforts?
*Where will our project take place?
*Will it be a one-time occurrence or will it happen over the course of several weeks?
*When will our project be put into action?
*What contacts do I need to make/to whom must I reach out in order to make my project a reality?
*What resources and/or materials will I need?
*Why am I doing this?
During the final exam, students must provide evidence (in writing, in photographs, in video) of their experience. They also must reflect on it in writing: was I successful? did I do something important for others? how did people react to my work? etc.
I am always impressed and surprised by where students take this project. Here is a sampling of some student-generated literary service projects, past and present:
*Chris's mother works in a lawyer's office. Chris got permission to post a selection of her favorite poetry in the waiting area. Individuals will be able to offer feedback on the postings - and the subject of poetry in general - on a survey that Chris will make and provide.
*Seniors Jody and Melanie are going to create their own "favorite poetry t-shirts" (seven of them) and wear a different one each day during one week in April (National Poetry Month). Since no one can resist reading a t-shirt, they hope to spark someone's interest in poetry. They are also going to decorate their vehicles with poems so that everywhere they go, they will be a traveling billboard for the art they love.
*Eric, who works at the local coffeeshop, is going to organize and host a poetry open mic night for the community.
*Former students Jess, Julia, and Robert engaged in "Drive-By Poetry," where they spoke poetry to passers-by at local parks, where they went through the Dairy Queen drive-thru and wowed the attendant with their spoken word prowess, where they videotaped themselves sharing poems with secretaries, cashiers, and other individuals.
*Brian, Tom, Michelle, and Sarah went back to their elementary school and spent the morning sharing their love of writing with third and fourth graders. They planned a variety of kid-friendly writing activities, culminating in a reading celebration.
*Jenn became pen-pals with Amber, a middle school student who struggled with writing. Jenn sent Amber some of her own poetry, wrote a paired story with her, and showed her that writing could be a lot of fun. It was an experience for which Amber - and her parents and teacher - were incredibly thankful.
These are just a few of SO MANY incredible ideas that students have created and implemented over the years. This project empowers students and allows them to inspire others with their love of the written word. What could be better? :)
Next Topic: planning a poetry reading or open mic coffeehouse event - in your classroom or beyond!
*Who will be involved in this project? (Students may work individually or in small groups.)
*Who is our audience? Who will be helped as a result of our efforts?
*Where will our project take place?
*Will it be a one-time occurrence or will it happen over the course of several weeks?
*When will our project be put into action?
*What contacts do I need to make/to whom must I reach out in order to make my project a reality?
*What resources and/or materials will I need?
*Why am I doing this?
During the final exam, students must provide evidence (in writing, in photographs, in video) of their experience. They also must reflect on it in writing: was I successful? did I do something important for others? how did people react to my work? etc.
I am always impressed and surprised by where students take this project. Here is a sampling of some student-generated literary service projects, past and present:
*Chris's mother works in a lawyer's office. Chris got permission to post a selection of her favorite poetry in the waiting area. Individuals will be able to offer feedback on the postings - and the subject of poetry in general - on a survey that Chris will make and provide.
*Seniors Jody and Melanie are going to create their own "favorite poetry t-shirts" (seven of them) and wear a different one each day during one week in April (National Poetry Month). Since no one can resist reading a t-shirt, they hope to spark someone's interest in poetry. They are also going to decorate their vehicles with poems so that everywhere they go, they will be a traveling billboard for the art they love.
*Eric, who works at the local coffeeshop, is going to organize and host a poetry open mic night for the community.
*Former students Jess, Julia, and Robert engaged in "Drive-By Poetry," where they spoke poetry to passers-by at local parks, where they went through the Dairy Queen drive-thru and wowed the attendant with their spoken word prowess, where they videotaped themselves sharing poems with secretaries, cashiers, and other individuals.
*Brian, Tom, Michelle, and Sarah went back to their elementary school and spent the morning sharing their love of writing with third and fourth graders. They planned a variety of kid-friendly writing activities, culminating in a reading celebration.
*Jenn became pen-pals with Amber, a middle school student who struggled with writing. Jenn sent Amber some of her own poetry, wrote a paired story with her, and showed her that writing could be a lot of fun. It was an experience for which Amber - and her parents and teacher - were incredibly thankful.
These are just a few of SO MANY incredible ideas that students have created and implemented over the years. This project empowers students and allows them to inspire others with their love of the written word. What could be better? :)
Next Topic: planning a poetry reading or open mic coffeehouse event - in your classroom or beyond!
Tuesday, January 8, 2008
Midterm Mayhem!
In my creative writing class, the midterm exam takes the form of a project as opposed to a traditional test. Midterms usually happen near the end of January, so I try to explain the project to my students as soon as possible upon returning from vacation. This gives them plenty of time to work on it and do a good job. I do give them some class time, but they must consider it to be their homework. During the two hour exam period, students must present their work to the rest of the class by choosing a few highlights from their project to discuss.
Here are some directions I give to first level CW students as to what they must include in their portfolios:
an original title;
a “Table of Contents” page including page numbers, titles, etc.;
a collection of poems by other authors - at least two must include written responses for your preferences - pick out favorite lines, interpret the language, share your insights, etc.;
a collection of original poems - make sure that these poems are final-FINAL draft quality - re-edit for spelling, word choice, punctuation, structure, etc. - pick out your three strongest pieces and include written responses for your choices (see above);
a collection of Internet sites and books that you have found useful (and/or interesting) in your study of poetry - again, include reasons/specific information;
drawings, collages, paintings, photographs, etc. (sculpture? You-name-it: some type of visual representation) to accompany at least two of the poems in your portfolio - please do not merely download images from the Internet or paste in clip art;
extras - quotes, poetic song lyrics, thoughts that wish to be placed in the corner of a page, favorite lines from a friend’s poem, your favorite grammar school poem, a Cubist drawing of your favorite poet, a cherished piece from last year’s issue of Calliope, etc. - a lot of freedom here;
option A: poet information page
option B: the “performance” of a poem
(You may choose EITHER “A” or “B.”);
a self-assessment of your midterm project and your performance in Creative Writing up to this point. Please include the following items in your assessment: 1) a letter grade for your midterm project and an explanation of the grade, 2) your perceived strengths as a writer, 3) your perceived weaknesses, 4) the most significant piece of information you have learned about yourself as a result of this class or as a result of writing in general.
********************************
Second level students are required to create their own "zines," compose a plan for a literary service project, and complete an additional project of their choosing. My next blog entry will center on the idea of literary service projects (which are always a HUGE hit!). See you next time!
Here are some directions I give to first level CW students as to what they must include in their portfolios:
an original title;
a “Table of Contents” page including page numbers, titles, etc.;
a collection of poems by other authors - at least two must include written responses for your preferences - pick out favorite lines, interpret the language, share your insights, etc.;
a collection of original poems - make sure that these poems are final-FINAL draft quality - re-edit for spelling, word choice, punctuation, structure, etc. - pick out your three strongest pieces and include written responses for your choices (see above);
a collection of Internet sites and books that you have found useful (and/or interesting) in your study of poetry - again, include reasons/specific information;
drawings, collages, paintings, photographs, etc. (sculpture? You-name-it: some type of visual representation) to accompany at least two of the poems in your portfolio - please do not merely download images from the Internet or paste in clip art;
extras - quotes, poetic song lyrics, thoughts that wish to be placed in the corner of a page, favorite lines from a friend’s poem, your favorite grammar school poem, a Cubist drawing of your favorite poet, a cherished piece from last year’s issue of Calliope, etc. - a lot of freedom here;
option A: poet information page
option B: the “performance” of a poem
(You may choose EITHER “A” or “B.”);
a self-assessment of your midterm project and your performance in Creative Writing up to this point. Please include the following items in your assessment: 1) a letter grade for your midterm project and an explanation of the grade, 2) your perceived strengths as a writer, 3) your perceived weaknesses, 4) the most significant piece of information you have learned about yourself as a result of this class or as a result of writing in general.
********************************
Second level students are required to create their own "zines," compose a plan for a literary service project, and complete an additional project of their choosing. My next blog entry will center on the idea of literary service projects (which are always a HUGE hit!). See you next time!
Wednesday, December 19, 2007
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?
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?
Tuesday, December 4, 2007
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! :)
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! :)
Monday, November 26, 2007
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
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
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