#Engchat Archive
#engchat is a network of English teachers connecting with one and another via Twitter to share ideas, resources and inspiration. This conversation happens every Monday at 7 PM EST. To join, search for the hashtag, #engchat in twitter or use a tool such as TweetChat to help you follow the discussion. Each week, a guest moderator shares a new idea, perspective or vision of what it means to be an English teacher.
Monday February 8, 2016
Yay ! It feels like homecoming (without the rented tux)!
I love this community!
If you're joining the chat for the first time or 50th, don't forget to include the hashtag in all of your tweets:
Tonight we'll chat about Writing From Sources. I'll lead you using a Q1, A1 format. Look for the Q number, then respond with A#
A huge thank you to for joining us tonight!!
What? You aren’t in your tux ? Damn. Taking off the prom dress . . . https://t.co/gvWwQRyJ7k
Yay ! It feels like homecoming (without the rented tux)!
I love this community!
As he has with other chats on this subject, Chris points to "What do YOU do. . ." I like this approach. Are we models/mentors?
As we get started, please share your name, role, and location. ...and least favorite Jelly Belly flavor
Chris here, Founding Director of , tweeting from NYC tonight... I hate licorice Jelly Bellies.
thank goodness! I'm in sweatpants! I was afraid I'd have to change! ;)
Julie from NY. Licorice Jelly Belly beans are the worst.
Sarah, HS English at a STEM School, current MAT bio student, and I dislike all jelly beans. Chocolate is better!
Hi all! Kate from Brooklyn. Popcorn. Obvi.
We're JB licorice hater twins tonight
Katie, literacy and technology coach, big nerd, Chicago, anything NOT red.
POPCORN? How could you.... RT Hi all! Kate from Brooklyn. Popcorn. Obvi.
Paul W. Hankins. S. Indiana. Classroom Teacher. God help me, I love 'em all. I even like ability to pick one flavor.
Red is the best. For the win.
3rd grade teacher in KL, Malaysia.
Jen Jones Staff Developer from Palm Beach County Fl. I hate the Toasted Marshmallow ones!
I teach 10th and 12th grade English.
Is it normal that I'm laughing so hard and we're only 4 mins in?
the very thought of a popcorn jelly bean leaves me feeling icky.
Kylene Beers, teacher-educator; tech-wannabe. From Houston, TX, area, but tonight at my ranch in central Texas.
Tami, Bay Area, Juicy Pear!
Middle School Language Arts - NJ
I knew you were a reasonable person.
Aileen, lit. coach from PA. Walking Dead taped from yesterday in background.
I'm seriously LOLing so hard you Jelly Belly haters you....
I really hate licorice. Like a lot a lot.
This is the topic of the chat, no?
Melissa from Nebraska, 11-12 ELA
Q1. What challenges do you/your students face when writing from sources? (respond with "A1"....)
Now writing about jelly belly flavors to hate and love . . .
HS English teacher, Charleston, SC ... popcorn
Ina Sytniak new grad student and least favorite is popcorn:(
A1 - NO VOICE. Uuuuuuuuuugh x 1000. Though I think the lack of voices stems from other issues when Writing from Sources
A1: Plagiarism is a problem.
A1 cumbersome citations AND simply summarizing. Not elaborating.
A1) Analyzing sources for reliability. Always seems there's more tchg to do. 2nd answer: Integrating info from variety of sources
A1- Besides still struggling with citations, my students struggle with synthesizing info from multiple sources.
A1: Ss cherry picking facts. Too many random quotes. Not enough analysis/ synthesis of information to support claims.
A1: I think for older students, it's the expectation that in order to have something to say, one must have read something said.
A1: synthesizing and analyzing (just practiced this today!)
Ss struggle with as calls "quote bombs" - quotes from sources that are disconnected from the argument.
A1 Finding good ones that are also of appropriate reading ranges for Ss
A1: Engagement. It is hard to help students find the fire when they see it as reporting.
agreed with this. Like tiny writing robots.
A1: Ss struggle with as calls "quote bombs" - quotes from sources that are disconnected from the argument.
A1 That seamless connection between the source and the personal voice. That’s the goal and the sticky point.
Been sharing this slide recently. How Ts and Ss see the most important traits of "academic writing." Yikes https://t.co/YaxJKHtNYl
A1) simply summarizing with poor citations, getting the Ss to synthesize the sources.
A1: Getting caught up in the proper way to format citations, instead of important things, like idk saying something interesting.
Lauren Genesky from Raleigh, NC
A1: Deciding what is the BEST evidence from the source
so true. Ss writing expectations do not always align to Ts writing vision.
A lot of us are noting Citations as an issue, voiceless writing, not reading well first....
A1: Just coming into a sense of "discourse community," many find the role of beggar and borrower of thoughts/ideas unfamiliar.
So I'd like to move to Q2... for Q2-Q4, I'd like us to stop back and examine ourselves. What do WE do in REAL LIFE....
A1: lack of real evidence of thought about the topic. Lack of passion shows in writing.
Q2. Let’s think about ourselves: When do you “Write From Sources” in real life? In what ways?
Hi Shawna, literacy specialist from NH. Has anyone had the BeanBoozled ones? The dog food is the WORST.
A2: Blog posts sometimes. Proposals to school board.
A2: Does grad school count? Grant writing, blogging, whenever I want someone to take my point seriously....
Popping in late...Heather from NJ. Licorice jelly beans are the worst!
Yes! RT A2: Does grad school count? Grant writing, blogging, whenever I want someone to take my point seriously....
A2 Most of my writing is blogging. I'll link back to sources.
Hello all, Kelly from N. Indiana joining in a bit late. I teach HS English, grades 9-10, Cr. Writing, Adv. Comp.
A1: constantly in grad school!! And blog posts, articles, even tweets!
I was thinking about the papers for masters degree classes. Ugh. That's where most of mine happen!
Q2: Most often when modeling for students. How to quickly get sense of Governing Bodies and Interested Parties as source material.
A2 - Agreed, blogging, in speeches I guess I SPEAK from sources, articles and books... retelling mom phone calls to my sister
A2 Easier for me to define when I don’t write from sources: extremely personal writing - poetry, letters, personal journals.
Oh, and I love ALL sweets, so I'm good. :)
A2 mostly when I am preparing PD for Ts. Choosing important ideas to share and quotes to support.
I know APA formatting so well now thanks to grad school haha
Q2) When I design ppts I use multiple sources oh, and for my own homework@RandyDepew
A2: Grant proposals, conference proposals, emails, lesson plans.
A1: Going on a giant scavenger hunt for evidence instead of using it as inspiration for ideas. For the record, I hate popcorn, too.
When blogging, writing evaluations, writing articles, preparing presentations...
A2:Lesson planning- always pulling from different sources (primary text, supplemental texts, & AWESOME teacheres with great ideas)
I wonder if some of that we CAN think of writing from sources... poetry grows from poetry... you made me think...
Kevin from Teacher Learning Sessions. I will take all of your castoff licorice jelly beans.
A2) grad school, justification for innovative moves in the classroom
I showed our history tchr EasyBib a few weeks ago. I'm now his favorite person ;)
A2 Before we write from sources as adults, we talk from sources. Our kids need practice doing this as well!
A2: But even in graduate work, I had already been putting together list of "voices." Students often only get nine weeks/fewer.
I'm seeing our "Sources" we list are going to "informational" or "argumentative" styles... do you ever use sources for other forms?
A2 in the abundant spare time after lesson planning and grading!
All of the above. DIdn't think about using quotes, etc. to respond to emails.
A2:When I want to be convincing&convey a complex thought, I often rely on others who have said it authoritatively or better than me
A2 I write fr sources for blog posts, speeches, my books, FB posts. Public usually has a source; private might not.
Nearly every poem I write was born from another poem...be it structure, a line, or an inspiration.
LOVE RT A2 Before we write from sources as adults, we talk from sources. Our kids need practice doing this as well!
A1: for younger Ss, it's including info they don't understand. "Oh, concussions 'warrant specialized assessment,' you say?"
Writing from narrative sources to model narrative writing with Ss is helpful.
Let's keeping thinking about our experiences for Q3... coming up in a minute....
Q3. Still thinking about ourselves: What do YOU struggle with “Writing From Sources” in real life?
I've done tons of research for my novel in progress. Really, most writing is inspired by sources https://t.co/VszzccMWIR
I'm seeing our "Sources" we list are going to "informational" or "argumentative" styles... do you ever use sources for other forms?
Q2: TED Talks can give me a quick watch/listen from multiple voices in the lead on a particular subject. Audio-Visual warm-up.
A1: Quoting correctly with citations.
A2: I write from sources any time I say pretty much anything. The source being my life.
Poetry breeds creativity and thought across many genres. Love using poems/lines as sources for narrative.
I've asked students to write narratives inspired or influenced by other narratives as well.
Always. Our thoughts always are inspired by others. The best writers synthesize ideas and create something new.
Giving credit for ideas/points is key. We need to support others.
I HEART YOU KR. HEARTS. RT A2: I write from sources any time I say pretty much anything. The source being my life.
Book reviews must count as wrtg from sources?
A2: the biggie. Synthesis. Fitting them in with my own conclusions.
A3: For informative texts, making it interesting and readable. Avoiding long paragraphs, using bullets/numerals
A3 - I very much struggle with wanting to know the WHOLE source. I always worry I'll misquote, misrepresent.
Q3: When I look at the literacy leaders out there, I sometimes wonder, "How do they stay so plugged into latest articles/loop?"
RT A3: For informative texts, making it interesting and readable. Avoiding long paragraphs, using bullets/numerals
A3: Finding full texts. Many times you can find the abstract but not full text.. Such as when using https://t.co/U0CXFr2UCW
Oops. A3 sorry. Must be all those BBQ jelly bellies
Ss have researched a true crime & composed 1st chap of a true crime novel using In Cold Blood or Devil in White City as guide.
A3: Discovering that you passed along incorrect info. Happens a lot via social media. Too easy to retweet and share.
Q3: Too. . .it seems like when writing from sources there is a temptation to fall into "Someone's already saying this" modality.
Also hard to read everything currently published. So many professional journals, so little time!
A3: I struggle to be thorough in my research. I have the instinct to grab the first fact and write it out.
A3 I worry do I know enough; have I read enough; is this source the best source; should I check another source.
My KINDERGARTENER says, "In my writer's workshop today. . . " Holy vertical alignment, Batman!
This too. Worried I will misrepresent someone else's ideas. https://t.co/bkXrstUVOm
A3 - I very much struggle with wanting to know the WHOLE source. I always worry I'll misquote, misrepresent.
A2: I once saw speak; he said great writers craft their voices from studying other writers.
A3 I struggle with what the kids struggle with, synthesis and making it my own.
A3 - having VOICE. As an adult writing for adults, I want to share what I'm learning (I love to research), but in an enjoyable way
Agreed. The wall between thought and publication has never been shorter-
A2? A3? I often reference articles to support what I'm writing/talking about in class or in a meeting with colleagues
A3 My struggle is making sure I've found the right sources as well as given time to those that present other perspectives.
A#: I'm probably very guilty of not quoting and giving credit for where I am drawing my ideas from
A3 Using the most relevant source-always doubt I've found the perfect fit
A3: What to keep, what to leave out...sometimes leading into a new response that I didn't have a question for
This is a super cool idea! I might have to swipe it in the dead of night! https://t.co/nRUItrk0uK
Ss have researched a true crime & composed 1st chap of a true crime novel using In Cold Blood or Devil in White City as guide.
Did you see the New Yorker special issue of true crime features that came out this fall? Great mentor author's there.
It's hard to be patient/measured when someone steals your ideas and writes a book about it
A3: Same as Ss, working to put things into my own words rather than allow the sources to steal my voice.
I'm hearing lots of concern around sources and how we use them, voice... kinda sounds like our kids' struggles!
I felt terrible when I got caught up in the SM frenzy during the Boston Marathon bombings.
A3 I often feel like it ends up just repeating info and nobody but me will care about a synthesis.
Oooo...I didn't! I'll have to hunt for it. Thanks!
Coming up.... Q4.... keep thinking about your own, adult, real life experiences Writing From Sources....
And it's generally hard to show restraint when someone is wrong on the Internet.
yes agreed. I'm bad at research.
And if this is going too quickly, don't worry, it WILL be archived!
A3. I struggle with voice as well. Want to still sound conversational and genuine.
A3 I struggle looking for opposing viewpoints to push my thinking. I get excited too fast!
Q4. Still thinking about ourselves: What do YOU do to HELP yourself “Write From Sources” in real life?
This too. https://t.co/cEXHusMkX8
A3 I worry do I know enough; have I read enough; is this source the best source; should I check another source.
And promotes it all over social media? I see way too much of that these days. Everyone is an expert.
(And don't forget to include the hashtag so everyone can see your responses!)
Ah see. If it's hard for us imagine how hard it is for students. https://t.co/UsWlDjjp4q
A3 - having VOICE. As an adult writing for adults, I want to share what I'm learning (I love to research), but in an enjoyable way
A3: I struggle w/ feeling like what I'm writing is worthy. "Just--go reread these things," I sometimes feel like saying.
A4 Need think time. Incubate and play with ideas.
A4: Evaluate. Search for bias (the authors and/or my own). It's challenging to synthesize my POV with the author's.
A4 just like what I do with my Ss, consult a mentor text!
what makes the magic happen for you as a writer then?
Q4. Still ourselves: What do YOU do to HELP yourself “Write From Sources” in real life?
A4 We can’t write what we don’t read. So, I help myself write from sources by noticing how others do this as I read.
A4:
Step away and come back.
Drink coffee
Get feedback.
Drink tea.
Read some similar articles for models.
Rewrite.
Drink wine.
Haaaaa, and also HUGE advice that we rarely give kids (minus the wine): walk away for a bit, then come back to write
The sources usually spark my idea in the first place. Makes a great case for inquiry based learning in the classroom.
A4. Read everything. Read a lot. Think about everything. Think a lot. Pretty much the ideal for all good writing.
A4: Since I struggle with rigor I need to be sure I have a stack of sources and a system for taking it in and TIME. Lots of time.
A4 I look to mentor texts to help me best learn about to integrate sources, capture voice and articulate my own message.
A4: I think about depth rather than breadth when I write. How I can deepen understanding using links and quotes.
Read and then let it settle before I attempt to write@Randydepew
A4: Time to put it all together/ time to actually read, synthesize, & write...and revise
It's SO hard. https://t.co/6gGjHu6iAt
I'm hearing lots of concern around sources and how we use them, voice... kinda sounds like our kids' struggles!
A4) reread, annotate, rethink and then synthesize.
When I DO find good text, I want to know who writer referenced. Who are Kylene, Bob, Donalyn, Teri, Kelly, Chris, Kate reading?
A4 - I need to talk. A lot. To , or , or , or many of you, or an audience, or my kids.
A4: Peer editing. Asking my coworkers for their opinions on my writing. Has been very eye opening!
A4: I also will freewrite. Let the ideas flow for a while. Longhand, where messiness and organization doesn't matter.
A4: lots of time to think and talk about what I'm reading. Coffee and debrief with writing and walking away
A4: Read piece aloud to see if balance of my style&citations is there. Visually scan piece to see if my words or quotes dominate
A4: READ, save articles, quotes, pictures to save for later inspiration
A4: Seriously. So much time. So much more time than we give the kids.
A4 I slow down and pretend I'm giving a speech. I talk it through out loud. My dogs listen without judgement.
To help in my own writing, I orally rehearse LOTS to then write a more clear synthesis
Agreed. We need to make sure we allow our students this same opportunity to let things marinate....
WHOLE Sourcing Truth! Lurking & learning after Super Bowl fatigue. Tonight's in the cause, . https://t.co/qtbwv56Aqa
A3 - I very much struggle with wanting to know the WHOLE source. I always worry I'll misquote, misrepresent.
A4: I also need lots of think time, talk time, and writing time. I cannot rush the process.
A few of you mentioned the help and fear mentor texts instill. But don't fear, it's YOUR voice that matters, not just the facts
A4: I "sit" with sources for a long time. Think about them for weeks, sometimes longer. Our Ss don't have this luxury in school.
Depth > width is something I'm really trying to focus on with my Ss this year. Good times.
And why I hate state writing assessments that make Ss write an essay in ONE sitting. So unauthentic. https://t.co/q6J05ipxuG
Haaaaa, and also HUGE advice that we rarely give kids (minus the wine): walk away for a bit, then come back to write
A4: Like, my best synthesis work comes when I am working out. (Which is why there is no synthesis work happening now har har)
A4 So much of what I write begins in reading and listening.Then huge amount of talking.LAST I write. Wonder.Learn.Talk.Write.
A4: Write in my rough draft in my head on the treadmill
Having a system for keeping track too. Find the best sources when I'm not looking. Need a way to get to them later.
I also have to be careful not to fall into the research wormhole. Sometimes I want to read and read and read + then I never write!
I'm enjoying things rising to the surface here: like time plus time for breaks, rethinking, starting over. And talk. And fear!
I eat a lot of scones, take lots of long showers in the interim.
Friends, keep all of these real life experiences in mind as we move through the second part of tonight... Q5 coming up...
100% this. Pure regurgitation. https://t.co/El8ciyveeB
And why I hate state writing assessments that make Ss write an essay in ONE sitting. So unauthentic. https://t.co/q6J05ipxuG
Haaaaa, and also HUGE advice that we rarely give kids (minus the wine): walk away for a bit, then come back to write
How many tabs can you have open at one time?
. I get lost for weeks in that research wormhole! Get too absorbed :)
(also, you're making me laugh....)
Many times I don't take notes until after I've read multiple resources. Be comfortable with the topic before searching for quotes.
. Look @ lead word in 's "process." Wonder takes the lead. Kylene's a model. https://t.co/PVJfwSXQIu
A4 So much of what I write begins in reading and listening.Then huge amount of talking.LAST I write. Wonder.Learn.Talk.Write.
For Q5, coming up... be as big and wide thinking as possible, don't feel restrained by "standards" or "school"... READY?
A4: I read A LOT. I write, leave it for a bit. Then read it out loud. Have someone else read it. Revise. Wash.Rinse.Repeat.
Q5. What is your ideal vision for students “Writing From Sources”? Describe what you'd want to see if you could see anything.
I have the same problem. I look up and I've lost time
So much this! Kids dive right in taking "notes" before developing an understanding. https://t.co/WwDLnLB8Xm
Many times I don't take notes until after I've read multiple resources. Be comfortable with the topic before searching for quotes.
A5: My Barbie Dream House is that kids are always in an inquiry, always researching something, and writing a bunch informally.
A5 Just write. You know all you need to know. When Ss get caught in their own wormhole.
A5: Ss enjoying mentor texts to synthesize their thinking. Ss using their expertise to strengthen knowledge base b4 researching.
A5: I'd love to see a tried-and-true 'method'- I change what I do every year..sometimes it's good, sometimes not so much
Q5: That it ALL comes back. Whether it was a film/song that comes out in introduction or a documentary examined in the body.
. I heard at this past weekend, she very much argued for that, starting even in preK
A5: flow time. Uninterrupted time to dive into projects. Flexible space for different purposes.
lol!!! I have way too many. It drives my students crazy!
A5: Compelling texts that make you enjoy learning. Maybe via multiple genres, ie narrative poems, infographics, video documentaries
Q5: I'd like to see SS working as hard at revising writing as writers do - no more one and done essays
RT A5: flow time. Uninterrupted time to dive into projects. Flexible space for different purposes.
A5: Ss using sources to enhance& support their thoughts&opinions, instead of feeling like the "experts" have more to say than them
A5: that even though they are starting w a source, they are able to find their voice when writing from it
A5 Wonder Wednesday is wrtg fr sources once a week. Practice!
Give Ss choice and support. You'll be amazed by what they come up with. Write with them so they see the struggles you face too!
Love that. It's how I would like to LIVE as well, when it comes down to it.
A5 Kids turn to sources because they WANT to know what others say, because they WONDER how others see the world.
A5 - I'd like to see more explicit teaching about the power of sources in fiction, fantasy, poetry
A5: In an ideal classroom w/limitless time, I would love to see my Ss write historical fiction, sci-fi, source based novels.
A5: JOY! And originality. And curiosity. And inspiration. Kind of like eating a tutti-fruitti jelly bean. Blissful pleasure.
YES! RT A5 Kids turn to sources bc they WANT to know what others say, because they WONDER how others see the world.
A5:Honest, uncensored thinking that helps make sense of the world for readers and author. Words that change lives.
In a perfect world: note taking, going back and forth between texts, free writing, no social media distractions
Q5: That more and more students would approach with "I'm trying. . ." vs. "What do I do when I am finished?" Doing vs. done.
A5. I want them to be passionate abt what they are writing. I want them to dive into sources b/c of their real need to know more.
A5 Lots and lots of time for students to write about what they care about/connect to.
A5 When kids want to know, they write. When they want to share, they write. When they believe in themselves, they write.
My Ss are currently working on urban legend podcasts. They're researching, editing, thinking about voice and mechanics. Great work.
A5 I want kids to be curious and passionate readers to become better writers.
A5 choice in inquiry, challenging original ideas based on experience with sources
Sonia Nieto says that no schooling experience happens by accident. It's by design. We ruin or raise kids by systems, not mistakes
A5 Ss who write because they are inspired to share their learning/thoughts. Writes on choice topics. Writes to learn-not grade!
A great direction to move with research writing. Work research into a multi-genre project https://t.co/LkdWM35rup
A5 - I'd like to see more explicit teaching about the power of sources in fiction, fantasy, poetry
A5 real connection to audience. Choice in how and when to publish. Writing cohorts, complete overhaul in how we assess
I'd love to teach students how important research is when writing fictional narratives as well. It isn't just for research papers!
A5: that Ss find sources that speak to their lives and experiences. Connections made in the head and heart.
Great question, . Verification. Validation. Speeding ... slouching toward Twitter to be born. https://t.co/52zwzZN7mD
Q3. Still thinking about ourselves: What do YOU struggle with “Writing From Sources” in real life?
The best is when Ss share their independent writing w/ you & ask for feedback bc they respect your opinion. Need more of this!
Very cool! Mine are researching History's Mysteries..love the podcast idea!
A5: Ideally, I'd want Ss to trust their own voice more. I feel like source material limits more than it inspires Ss when writing.
So, if we want these for kids... we're the only ones stopping us... or as says... we're the ones we're waiting for
A5 continued: Also, writing that is not driven by a prompt.
Q6. What can we do, or request, or change, to make these ideals real? In our rooms or in our schools?
Dude. Dude. Dude. Tell me more.
Yes! So self-selected topics matter. Genuine curiosity leads to genuine inquiry. https://t.co/zTigSKVO1f
A5. I want them to be passionate abt what they are writing. I want them to dive into sources b/c of their real need to know more.
A5: see sources for what they are. Inspiration not drudgery
Listen to . Great exemplars for Ss writing. My Ss are taking the model and running with it. So awesome.
A6: Start conversations about ideas. If others are resistant, do it yourself. Ss talk. If they're excited, other Ts will pick it up
A5 I'd like Ss to trust in their "heart" sources more, too. (Channeling )
A6 - We can make more time for kids to STOP, walk away. Set up a "partner talk spot," or allow independent time to be fluid
A6: I've created a blog for my students where they add their writing and receive inspiration & feedback from their peers.
A6: less content-filter restrictions would allow students to pursue sources that better align w interests
A6: Love the idea of writing as the assessment...I'm already thinking of changing many summatives in my units to MAKE IT MEANINGFUL
A6) Allow students autonomy so that they are passionate about their subject/concept
A6: Build in more class time for, well, time. To talk. To meander. To draft, crumple up and draft again.
A6: more interdisciplinary work. We move away from that in HS and we should be moving towards it.
is a great mentor for this. https://t.co/F1FeEGntOm
I'd love to teach students how important research is when writing fictional narratives as well. It isn't just for research papers!
LOVE RT A6: Love idea of writing as assessment...already thinking of changing summatives in my units MAKE IT MEANINGFUL
Excited to be jumping onto ! Looks like some great stuff to catch up on:)
A6: force myself to allow more time for thinking w/o expecting writing
When Ss blog, open it to all sections you teach. Broaden their scope. Celebrate growth and encourage risk-taking.
A6: Layered, Multi-Year Research Projects where young writers could move/grow. Source identification. Deep reading and reflection.
A6: Give Ss the opportunity to affect what's happening in your classroom. My kids have such amazing ideas. Time is also key.
A6: I try to set up assignments for the week, let Ss work on their choice. Or take a week off after rough drafts, do something else
A6:Make sure sources reflect life: conversations, dialogue, video games,life experiences. Ss as experts making authentic references
A6 bare our writing souls. Let them see what's real. Think flexibly about time spent. Give kids time and space they need
“: is a great mentor for this. https://t.co/6oDgvnTwff ” smart stuff right here!
I'd love to teach students how important research is when writing fictional narratives as well. It isn't just for research papers!
A6 - Need to likely let go of some minilessons. Not making every day NEW NEW NEW. Allow time to struggle, change, revisit.
A6 Keep it "real world." Don't go overboard with sources or our writers will lose their passion and start seeing it as a "task."
A6 have had great success with students blogging. They tend to write with voice and enjoy knowing there r readers & responses!
So true. Make the learning meaningful and targeted to each group of Ss.
A6 When kids believe their voice matters, then what they write matters. Help them find an audience and they’ll find their voice.
A6. Also, collaborations amongst students. Learn how to write with a partner or group is such an important skill too.
A6: Respond first as reader and not as teacher. Celebrate language. Share fabulous writing.
A6: We must consider "time" as our young people do. There is time for your project. And family. And work. And prom. And. . .
Are all of them really dark?
I'm hearing things like: Allow more time in the time we have, model our real life more, allow more talk, more blogging
“: A5 I'd like Ss to trust in their "heart" sources more, too. (Channeling ) ” lovely
Too many just summarize instead of think. Have to help ss move into inquiry. Model it. Live it ourselves. https://t.co/puslbAUe4W
A5: Ideally, I'd want Ss to trust their own voice more. I feel like source material limits more than it inspires Ss when writing.
This is IT! Thanks for the reminder https://t.co/nMkMdTiSsY
A6: We must consider "time" as our young people do. There is time for your project. And family. And work. And prom. And. . .
“: A5: see sources for what they are. Inspiration not drudgery ” Yes!
I love this! Concise and valid!
Let students know that writers change their minds. They don't have to finish everything they start
Q6: More time to practice writing - all types - and not just writing as a final essay at the end of a unit.
In less than 140 characters, speaks to those who are recipients of "the standards." https://t.co/xmwduDaZm4
A5 When kids want to know, they write. When they want to share, they write. When they believe in themselves, they write.
They're dark. If you want inspirational podcasts, is great. My Ss write This I Believe essays.
As we turn the corner into our final 20 minutes, I'll like us to share some of what has been working (or seek help)... Q7.... soon.
A6. When preparing any writing experience for Ss, ask yourself, "Is this what REAL writers do?" Work from there.
A6: It's Gallagher who says that if kids only write what we will respond to they will never write enough, isn't it? So true.
“: Let students know that writers change their minds. They don't have to finish everything they start ” Wise.
Q7. What strategies have helped your students do these well? Write From Sources with voice? Or talking more? Or....
A6 Let Ss begin with one idea and end up with something completely different b/c you have empowered them to chart their own course.
It's important for me to model and write with them. Reminds me of what troubles they're facing https://t.co/q1LU3SKOtK
A6. When preparing any writing experience for Ss, ask yourself, "Is this what REAL writers do?" Work from there.
(Season 1) was also a great jumping off point.
Collaborative writing is powerful. Too often we want ss to write in isolation. Not helpful. Or wise. https://t.co/1h1UmUBNqA
A6. Also, collaborations amongst students. Learn how to write with a partner or group is such an important skill too.
looks like a fabulous discussion!
A6: We can make space/time/provide opportunities for Ts to write to discover, to write from sources...to WRITE. Reflect on process.
A7: To teach writing be a writer. Live the life of a writer & model that life with your Ss. Include successes and failures.
Doesn't matter if they're dark, really, but something one needs to know before jumping in.
A7 Passion Projects w/ S choice. Choice in topic and choice in presentation form.
A7 Louise Rosenblatt once told me that good ideas might someday become great writing. Help kids discover their good ideas.
A7 - Helping students "Teach" with their writing, not just "Regurgitate" with their writing has been HUGE
A7: Just started my first performance task with my English I kiddos- hoping for stronger writing because of authentic audience
"Pointing" with Literature. Pick a sentence line that speaks to you. Use as start of personal narrative.
Q7: As a lead-in to our Essential Question this spring, we did a "whole-class" read/annotation of NYTimes "George Bell" article.
Thank you for this. Really important message.
A7: Inquiry-what Ss are interested in! If it's something a student is intrigued by, voice comes through
A7: Step outside your comfort zone as a writer too! We ask our Ss to do it all the time, but do we do it as well?
My partner does stuff with Serial (slightly edited) with 6th graders.
A7: Powerful writing often starts with powerful reading
A7: Allowing Ss to work through the Argument Talk Protocol to caucus and have an oral rehearsal to evaluate sources
A7 Give them the time and space they need to think and struggle.
I use the idea's from Gallagher's Write Like This! Always encourage voice with use of sources
A7 - Yes! Audience! Just saw at , love her focus on helping her Ss create for the world
This is interesting for me to think about - thank you!
this is SO important. My Ss don't see value in multiple drafts.
A7: Must 1st build a community of writers. Authentic writing comes from the heart. Sts must feel safe sharing. Build relationships
a7: Never underestimate the power of conference. Simply talking w/Ss about research and what they've found
Encourage Ss to ask questions, all the time, and keep track of the ones that interest them most. Individually and as a class
the power lies in the journey!
A7 Listen carefully as they propose their ideas. Don't offer too much feedback in the beginning stages. Takes away ownership.
Been there. Frontload mechanics and format. Start from where Ss are. Then mark a trail for them to follow. https://t.co/oTUfdVL0KO
Been sharing this slide recently. How Ts and Ss see the most important traits of "academic writing." Yikes https://t.co/YaxJKHtNYl
A7 - YES! To Writing in front of them! And it's helped a lot to show them when I mess up, too.
I am very much hoping to get my public speaking kids doing podcasts of their own.
that’s what we have been learning in my grad school class :) reaffirming it here!! https://t.co/ZFLOFAnFR1
A7: To teach writing be a writer. Live the life of a writer & model that life with your Ss. Include successes and failures.
Hey! That's my Ss are doing next!! Awesome!
A7: Work along with 'em. When writing extended research papers, a notion of "solo" can feel "so long" (or inspire this sentiment).
A7) Choice and communicating that struggle is productive
right? Multiple drafts, drafts that die out, drafts that blossom. All critical!
Moving to Q8... let's think about how we help ALL of our kids... I have a video for you to watch later, too....
I agree. Some might need a trigger warning. The doll one was a good one for class discussion.
A7: Broadening our concept of what "writing" is helps, I think. --> beyond prose, beyond words, etc.
Yes! Don't become an instructor of writing if you do not enjoy it yourself.
Bookmark and watch later...
No problem there! I carry a journal and jot thoughts often & then allow Ss to read. They love and often try it.
A7: Allow Ss to experience multiple genres of writing, you never know what ones will click with different Ss
Often why conferring is so important: Empowering ss to lead as the writer. We need to get out of the way. https://t.co/mLRtaI3gu2
A6 Let Ss begin with one idea and end up with something completely different b/c you have empowered them to chart their own course.
It's cool to see what my 10th graders are coming up with. Spreaker Studio and Opinion Podcast apps are great.
A7 Share my struggles as a writer using sources. Ask them for help!
Q8. How do you differentiate for the varying strengths/needs of your students as they “Write From Sources”?
A7: Digital storytelling!
A8: Conferencing - meaningful conferencing. Each writer's needs vary, so give them one skill at a work on at a time.
A8: Also quick feedback. Don't grade papers and return a week later. Meaning and growth opportunities are lost.
Thanks for prompting my thinking. I feel like I'm piggy backing. Your ideas are so great.
“:Never underestimate the power of conference.Simply talking w/Ss abt research&what they've found ” Simplicity is powerful!
A7: When you get to know your Ss and what they're interested, their voices soar in their writing. It evokes tears and laughter.
A8: Tricky...variety of sources but also student choice? That's a tough one
A8 - I am always so aware there are kids who aren't engaging with our lessons. We need more lessons FOR them, but with everyone
individual feedback on drafts, allow time for peer discussions
THE most important piece, right here. 👏🏼👏🏼👏🏼 https://t.co/fiL1rOUYDq
A7: Must 1st build a community of writers. Authentic writing comes from the heart. Sts must feel safe sharing. Build relationships
. A8: We ask students for "anchor text" for their response. But. . .this doesn't have to be book. Can be TED series.
Nice! Rhetorically smart advice from . Writers need readers first. Maybe first and last. https://t.co/DVCZc2MWu0
A6: Respond first as reader and not as teacher. Celebrate language. Share fabulous writing.
A8: Group conferences! Don't waste hours marking up papers with comments that kids don't get. Group sts with similar needs.
A8 - I think sometimes allowing genre and even FORM choice, like writes about, is HUGE for reaching more kids
A8: Give them many small writing experiences as formative assessments-not everything has to got through full writing process
A8: Graphic organizers to make visual structure. Especially when Ss feel lost & overwhelmed
Ahhh! So difficult sometimes...shorter writing? Student choice of what they want feedback for?
A9 Differentiation is only possible for me when I know students as individuals. Listening is what leads to differentiating
A8: we don't need to grade every piece of writing. Feedback is more important. And practice!
A8 - if we're in an essay unit but a kid hates essays with a passion - why keep them in it? Why not allow blogging or video?
Q8: we need to understand what the progression of writing from sources looks like at the HS level in order to target teaching
Choice and variety, writing from sources for all purposes, move beyond the traditional narrative, lit analysis, and research paper
We have a multi-genre unit about 3/4 through the year. Let Ss choose genre they want = Their best writing.
A8. Know your objectives 1st. Then know how well your Ss already can meet these obj. Increase complexity based on their needs.
A8: Read their writing for the message. They have a point they want to convey. Help their clarify their ideas. Listen and talk.
A9 just getting to know the RAFT strategy for student choice of voice and format
A8: Shorter writing more frequently. A paragraph is much less daunting, and much can be taught with it
has some GREAT teachers who are working on this!
A8: Student groups are working through Cameron's THE RIGHT TO WRITE. Invited activities. Select own activities as we go. Building.
A8. Don't try to teach every writing standard in one unit. Be picky. Teach less to build skills over time. Marathon not a sprint!
Give Ss 100 words a day challenge for a week. They'll blow you away!
*nods head* Such deep thinking in choosing an appropriate modality &/or genre for your audience, message. https://t.co/ztOJEza1Lc
A8 - if we're in an essay unit but a kid hates essays with a passion - why keep them in it? Why not allow blogging or video?
A8: To differentiate success I strive to publicly praise the struggling Ss
Amen! I put these at the top of every assignment. Clarifies for Ss (and me!) what is being assessed. https://t.co/U0wib4UTE4
A8. Know your objectives 1st. Then know how well your Ss already can meet these obj. Increase complexity based on their needs.
Hit nail on head. We don't give toddlers broccoli, we give them "magic trees." Who wants to write essays? https://t.co/TUlAwVbERp
A8 - if we're in an essay unit but a kid hates essays with a passion - why keep them in it? Why not allow blogging or video?
Make sure that you're not your Ss' only audience. They need to see a purpose to their writing. Find an authentic audience for them.
Let writing be fun! My students are working through 's Steal Like an Artist journal this year. So fun and creative!
Create a culture of celebration. Celebrate the great word, sentence or idea. Find the positive and build on that momentum.
Allow time for Ss to talk, share ideas - they can learn from each other
A8: Mentor Texts: Students considering text of 's THIS IS THE ROPE to draft their own "Object/History" piece.
LOVE RT Create a culture of celebration. Celebrate great word, sentence or idea. Find positive and build momentum.
True! Allow students to choose how and what they produce and there will be greater voice. https://t.co/rTbgnLFsLT
A8 - if we're in an essay unit but a kid hates essays with a passion - why keep them in it? Why not allow blogging or video?
Essay has become a bad word. I like magic trees.
I am LOVING tonight's chat. Thanks all for being so open, warm, and thoughtful. Two quick questions left...
A8: Ss choose their topic and create a multi genre research project. Choose type of argument & genre pieces.
I love pasting Ss lines into https://t.co/uM2O9zvXEZ or Quorio and adding them to classrm screensaver https://t.co/7iAVTrbnam
Create a culture of celebration. Celebrate the great word, sentence or idea. Find the positive and build on that momentum.
Toddler Rules. Love it. Here's another: "Don't slam on brakes. Turn the wheel and hit the gas." Form often lends to form.
Collaborative writing has really helped my students. Also research driven out of need not an assignment.
Have to put little one to bed. Been great talking to you all and learning from you all!
So many great ideas tonight... Q9 will ask you to create action... 10 is a resources share (get your links ready!)
Q9. From tonight’s chat, what are next steps for you?
office supplies-post its, colored pens, highlighters, can "hook" kids into collaborating on writing
Join us tomorrow night at 9pm ET/8pm CT to talk writing notebooks - paper/tech/ALL!
Q9: Refocusing on shorter writing assignments. Focus on 1-2 objectives
Still working to find my way back to more chats since becoming a mom - so glad I made this one! Thanks and the crew!
A9 Create more opportunities for students to use writing to discover their thinking rather than report it.
A9 I think I need to add a “People who make me think” page to my journal. I must add all you folks . . .
definitely! authentic audience
A8: Celebrate diversity of Ss when they share their nuanced perspectives in writing assignments begging for varied voices
A9: Revising and strengthening how I teach writing...text-heavy (mentor texts, writing from sources, etc.)
A9: Write a quick "Thank you" to . She always puts something out there that is for the good of all in the room.
Maybe using alternate "essay" formats such as storify
A8 I feel privileged to be here in the same room w great educators feeling like I am doing it right and good. Thanks!
Q9 - I need to think about explicitly teaching other genres as being and needing "sources" to write from
Trusting my students, treating them like professionals, letting them explore, not scripting everything.
A9. Write more and share it more with my Ss. Let them see "the struggle is real" and worth it!!
Talk about building "writing" time just like we build "independent reading" time into the routine.
FINAL QUESTION! Resource time! Get those links, names, book titles, etc ready....
A9: Allow more student choice to enhance voice.
Thanks for the great chat tonight ! And much appreciation to for moderating and keeping the convo moving!
Hope you can join me later this week for Thursday at 8pm ET! Talking ways to balance Text and Tech https://t.co/rUbM3uDSHG
Thanks, Amy! I always learn from you as well.
A9: To help teachers I coach find innovative ways to engage sts in the art of writing, with emphasis on the word 'art.'
Q10 - SHARE LINKS AND RESOURCES! Who, what has helped you in your Writing From Sources work?
YES! Ss need to see that writing IS the process of thinking
Your kindness always warms my heart. Thank you . https://t.co/vfPAjgVXBI
A9: Write a quick "Thank you" to . She always puts something out there that is for the good of all in the room.
Thanks for the chat. I'm on information overload!
. SO important. I wonder how many of us consider how cinquain/tanka can help writers to vet out an idea for essay.
I agree! Thanks to all tonight. Value the discussion and inspiration.
A9 Listen more deeply as kids talk about how they used sources. Identify what they are doing well and ask them, how can I support?
If you have any energy left, please jump on over to , starting NOW!
A9: Encourage my Ss to write more.
This is why I became an English teacher. Should never be one "right" answer. Diversity leads to growth. https://t.co/6WXEwFieVP
A8: Celebrate diversity of Ss when they share their nuanced perspectives in writing assignments begging for varied voices
A10 I’ve been reading Thinking Fast and Slow by Kahneman and that’s been a source for some recent speeches.
