The Original Digital

I like Polaroid cameras, which is why I am sad that Polaroid recently announced that it is discontinuing its instant film division. In part I blame Outkast, they told people to shake it like a Polaroid picture, when in reality it should be lay it flat in a room temperature environment like a Polaroid picture. Or, if you are outside in the cold, hold still near a warm part of your body, but never, ever, shake it like a Polaroid picture, for this disturbs the developing process.

A few years ago I found a Polariod camera in my roommate's (note: parent's) house. The sight of the camera jogged many a memory from my youth of waiting for pictures to develop, and then being able to retake the picture if it didn't turn out right ... in other words, Polaroid was the original digital, so to speak. I took the camera and began to use it as my everyday camera. People were amazed when I pull out my Polaroid to capture a picture perfect moment. Everybody always wanted a copy. Polaroids became kind of my thing for a while. I took them wherever I went, writing witty captions across the provided space. I then began to hang them up on the back of my dorm room door. It was a visual literacy project that documented my life. Although my Polariod has become a less frequent addition to my Murse (man purse), I still occasionally use it.

I decided to use a collection of my Polaroids for a few different reasons. The first being that although the Polaroids portray only a short time span in my life, they represent an intersection between images and words. Almost all of the Polaroids that I have taken are marked in someway, most of them with writing. I felt that it was important to remember the moment not only with a picture, but also with a written description to help enhance the photograph. As an English major, this was kind of a big step for me. I was used to writing and writing and writing, but never before had I relied on an image in place of words. The space below the picture only allows so many words, so I had to be careful in picking which words I would use.

The second reason that I chose to use Polaroids for this project was becuase of the intersection of old and new. Polaroid camera's are an outdated technology, yet they have a clear connection to current technology. People like instant gratification, this is why people liked Polaroids, and now like digital cameras. These are two different types of digital literacies that are also somewhat related. I had to master both of these literacies (being able to use the Polaroid camera, and then being able to scan the pictures) in order to complete this project.

Digital Writing (said in deep computer fabricated voice)

I really enjoyed this weeks reading by Rick Beach. Most everything that he said rang true to me, as I am very excited to use technology and digital writing practices in my classroom. I think that using blogs, videos, and Web 2.0 in the classroom is an awesome way to engage students in writing that my otherwise seem dull or boring. Not only will these practices help to catch our students attention, but it they will also help us (teachers) and the community become more engaged in the educational process.

I have visions of students having blog partners from around their community, city, state, country, and world ... the possibilities are endless. Opening up student blogs to readers outside of the classroom will not only encourage students to be more mindful of what they are writing, but it will also help them see the real-world, practical applications of their school work. A student who seems more oriented to math and science could pair up with a local business professional. These two could then comment back and forth on each others ideas and blog posts. The student will not only feel a sense of importance, but will also establish connections between their writing and their future.

Link o' the week: This weeks winning link is to Tim O'Reilly's (the same Tim as mentioned in the Rick Beach article) website, but not just to his website, specifically to an article outlining the differences between Web 1.0 and Web 2.0.

Assessing Assessment

There are two things that worry me most when thinking about assessment (especially with writing assignments):

1. The length of time that it will take me to fairly grade each paper
2. The effect that my assessment will have on the student

To address the first issue, I dread thinking about how much time I could spend reading and assessing papers. I know that it is part of the job, but I would much rather spend my time in the classroom with students, or preparing for class. But, assessment and grading is a necessary part of the job. Not only are grades required by schools and school districts, but it is also important to give students feedback by way of grading. Students have the right to now where they are in terms of the grading scale. As a current student I know the frustration of working and working and working and not being assessed. All I want is a little validation for all the time and effort that I have spent completing assignments. Is this too much too ask.

With this said, I think it is of the utmost importance to not just think of assessment as grading, but instead to think about all of the categories outlined in Writing Process: responding, assessment, evaluation, and grading. Students need more than just a letter grade. They need to know how the grade was earned. Where did they have problems and where did they excel? There are many ways to provide students with this type of feedback, grading is one way, another is writing workshop, or mini-conferences. Giving students personal feedback is an important part of the assessment process, especially for writing assignments.

This brings me to my second fear of assessment: the reaction students will have to my assessment of them. In Boy Writers Ralph Fletcher makes the point that we as teachers need to be sensitive to what we tell students. We need to make sure that our feedback is given in a constructive manner and that we are not attacking students. If our words are judgmental, students will shut down and become non-responsive. At this point, nothing we say will have any affect. For this reason, it is very important to think about the affect of our words on our students, even in casual conversation.

Link o' the week: This weeks link is to the National Teaching and Learning Forum's page on Classroom Assessment Techniques.

G-G-G-Grammar!

"What is considered "correct" usage has evolved over time from historical precedents regarding usage, usually based on the linguistic forms most commonly used by the speech communities with the greatest economic and political power. Considering something as "incorrect," therefore, is a matter of social convention rather than an inherent "flaw" in the linguistic structure itself." (Dornan, 2003, p. 80)

How do we teach so-called "proper grammar" to students who are speaking a dialect of English that is not viewed as conventional or mainstream by dominant society? Is it right to tell a student who is speaking African American Vernacular English that he is wrong, even if his grammar usage adheres to AAVE? How can we expect kids to learn and use the formal rules of grammar when they are surrounded by examples of misuse? This misuse (or deviation from the standard) happens not only within their social and cultural circles, but also on T.V., in newspapers and other print media, on the radio, in interviews with celebrities and politicians, and in the classroom. Is Huck Finn not one of the most taught books in the American classroom? And, isn't it a book filled with dialect and so-called misuse of the English language?

I guess all my questions boil down to this, when do we enforce proper or standard English, and when do we allow student's to freely express themselves in their own voices?

A year ago this question would have been easy for me to answer, we must always help students work towards the goal of comprehending and implementing the rules of standard English in their written and oral classwork. Now, I am not so sure. I think that there is a time when we must enforce the rules of standard English, and there is a time when we can allow students more creative expression and freedom within their writing.

On one hand, if a lesson on how to write a cover letter and resume is being taught, then it is very important that the grammar rules of standard English are enforced. During this lesson would be an appropriate time to use some of the strategies outlined in Within and Beyond the Writing Process in the Secondary English Classroom.

On the other hand, if students are assigned a creative writing assignment, then it might be appropriate to allow them to use their own voice, including the rules of grammar that accompany their dialect of English.

What this all boils down to, is that it is important to help students understand who is their intended and/or expected audience. This will help students make better judgments on what style of writing they should use. Dornan comments that many students who speak non-standard English are excellent code switchers. They are able to speak in one manner, and write in another. We should encourage code-switching, as long as students know when it is appropriate to use the many different varieties of English.

Link o' the week: This weeks link is to this website, which accompanies the book Grammar Snobs Are Great Big Meanies: A guide to language for fun and spite. Not only does the book look interesting (I haven't read it, but I think that I will), but the website is fun and engaging. Despite the limited content on the site, what is available is engaging, entertaining, and educational. There are grammar tips of the week (forego vs. forgo, further vs. farther), a weekly column, and a link to pretty entertaining grammar blog.

Multigenre Responses to Literature

I most thoroughly enjoyed Joanne Gillespie's article, "It would be fun to do again": Multigenre responses to literature. The ideas that Gillespie presented were energizing and inspiring. To be honest, the thought of grading 150 papers about the same novel seems tedious and tiring to me. I feel as if that is a process that will wear at my patience, and I have no doubt that my students will be able to see this. Using multigenre writing will help to keep my class fresh, keeping me and the students interested.

I am not totally discrediting traditional literacies. It is important to teach these as well. But, I think using multigenre literacy in addtion to traditional literacy will help prepare students for life. In our ever changing world, where new forms of communication are constantly being introduced, it is now more important than ever to help students master all forms of communicating.

One of points from Gillespie's article that I would like to stress is the need to model multigenre writing to your students before assigning anything. The importance of modeling work can not be overstressed. Students who are used to writing in one way will need guidance when suddenly switching to new forms of expression. With the proper modeling (or scaffolding if you will) multigenre literacy seems like a really cool idea!

My link for this week is from the National Council of Teachers of English website. Within the NCTE website there is a page dedicated to Multigenre Literacy. The page has lists of other links and ideas, check it out.

Yes We Can

Caucus (or vote) today ...

A baker's half dozen of writing traits ...

... or would a baker's half dozen be 6.5 (half of 13) not 6 + 1 (7)?

After reading just the introduction and first two chapters of 6 + 1 Traits of Writing, I am struck by the theme that every student can be a good writer. The positive attitude that this book projects is very encouraging and refreshing. I like to think that all of my future students can be successful in everything that they attempt, 6 + 1 is reinforcing this idea.

Throughout the book we are given some bad examples of writing, "Cat/Dog" immediately comes to mind. Even though this essay is repetitive and lacking in any sort of central idea or theme, 6 + 1 pulls out the positive. The author notes that the essay is a beginning and with guidance and proper instruction this student can learn how to be a better writer.

Even though I have no true experience in my own classroom, so much of what I hear leads me to believe that it will at times be stressful and frustrating. It seems like it will be easy to give up on the type of kid who writes "Cat/Dog." 6 + 1 will hopefully being to equip me with the tools to keep on keeping on, helping each student reach their full writing potential.

Link of the week: My link this week is not directly related to education (do they need to be connected to our reading?), but is important none the less. It is a link to the Minnesota Election Caucus Finder. Next Tuesday, February 5 at 7:00 pm, are the Minnesota caucus' for the Independence, Republican, and DFL parties. We get out of class at 4:25, there is no reason why you shouldn't caucus. Thus far all of the candidates have spent a lot of time talking about the economy, terrorism, the war in Iraq, social security ... we need to make sure that education, educational reform, and funding for schools remains at the forefront of debate. So, caucus, support your candidate of choice, and support education, it is, after all, your civic duty.

Scared to caucus for the first time? Check out this informational brochure from the MN Secretary of State.

Don't know which candidate to support? Minnesota Public Radio's Select a Candidate online quiz can help.