week+of+oct+13+and+15

We have a few things going on today, and in terms of providing some focus to our day and week we are creating a kind of hierarchy or framework for how to think through our work with young writers. More precisely, our concerns move from thinking and understanding individual writers, to paying attention to what we pay attention to when we read young people's writing in order to decide how to respond to them, to considering what both of those might mean when in different kinds of contexts and environments (i.e. when rhetorical contexts (e.g., GAPS) involve either print or digital environments).
 * October 13**

Write a scene that involves: (from [|Naming the World], Brett Anthony Johnson, ed)
 * 1. Writing our way in ....**
 * A man in a tuxedo walking barefoot on the side of the road.
 * Being lost somewhere geographically.
 * Sitting on a porch at night.
 * Getting caught in a storm.
 * A leaky faucet.

Address Envelopes Who we're swapping with in Emily's class ...
 * 2. Organizing and Collecting Writing Swap Stuf**f (letter, sample of your writing)
 * Amie with Austin A.
 * Stephen with Andrew Bi.
 * Brian with Andrew Bo.
 * Karen with Mariana H.
 * Jan with Ellie H.
 * Jake with Levi I.
 * Talyn with Andrea L.
 * Krystle with Innocent L.
 * Jan with Quinten L.
 * Marla with Mycah M.
 * Krista with Kaily O.
 * Jordan with Tong P.
 * Matea with Nichole P.
 * John with Elvis R.
 * Dave with Edgar S.
 * Reba with Cedar S.
 * Gail with Jessica T.
 * Susan with Andrina U.
 * Francy with Chaysen W.
 * Nathan with Aaron W.

Last time, we started to respond to three pieces of student writing. We began to use the PQP protocol, which stands for Praise, Question, and Polish.
 * 3. Assessing and Responding to Student Writing**
 * What do you notice in the students' writing?
 * What do you think it means they are each working on as writers?

4. **Moving from writer to writing to digital environments** What might have to change in traditional English curriculum as we enter and participate in the larger society that Wilhelm and CCCC describe? Wilhelm in Neglected R, pp. 10-16 and [|CCCC position statement on Teaching, Learning, and Assessing Digital Environments]


 * October 15**


 * 1. Writing our way in** ....

Write a scene that involves: (from //Naming the World//, Bret Anthony Johnson, editor)
 * Being unfairly dismissed from a job.
 * A science fiction story set in the White House.
 * A children's fable about a cow and an elephant.
 * A dumpster behind a library.
 * A FedEx package.


 * 2. The Genre Challenge**

Reflecting on the genre challenge process and product (a writing process report): Reminder --> keep ALL of your writing from EACH of the courses this semester. You'll be revisiting it all near the end of the semester.

"A Gallery Walk" = Sharing our genre challenge with those who were not in our groups. Looking and listening for patterns - (Notice, Name, Apply) - in our genre challenge projects.

Last time, we started to respond to three pieces of student writing. We began to use the PQP protocol, which stands for Praise, Question, and Polish.
 * 3. Assessing and Responding to Student Writing**
 * What do you notice in the students' writing?
 * What do you think it means they are each working on as writers?

4. **Moving from writer to writing to digital environments** What might have to change in traditional English curriculum as we enter and participate in the larger society that Wilhelm and CCCC describe? Wilhelm in Neglected R, pp. 10-16 and [|CCCC position statement on Teaching, Learning, and Assessing Digital Environments] For next time: Read Kittle, pp. 62-95 - We're going to focus on organizing a classroom for learning, paying attention to routines and procedures, which are essential parts of cultivating a classroom culture/community.