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Patty Van Spankeren

The Writing Revolution - 0 views

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    Keep reading until page 2--teachers start recognizing students' problems comprehending basic conjunctions and inability to communicate in complex sentences. Much of their progress seems to come from explicitly helping students write more complex sentences. "For years, nothing seemed capable of turning around New Dorp High School's dismal performance-not firing bad teachers, not flashy education technology, not after-school programs. So, faced with closure, the school's principal went all-in on a very specific curriculum reform, placing an overwhelming focus on teaching the basics of analytic writing, every day, in virtually every class."
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    This is really interesting! I have been reading similar suggestions in Burke, Gallagher, and others that, while not as prescriptive, certainly endorse explicit modeling of sentence types and offering sentence stems for student practice.
Hadley Hinshaw

Poetry Explications - The Writing Center at UNC-Chapel Hill - 0 views

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    A poetry explication is a relatively short analysis which describes the possible meanings and relationships of the words, images, and other small units that make up a poem. Writing an explication is an effective way for a reader to connect a poem's plot and conflicts with its structural features.
Patty Van Spankeren

Vantage Learning Blog * ►An Open Letter on Automated Scoring of Student Writing - 1 views

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    A response to the article Alex shared about "robo-grading."
Patty Van Spankeren

Paris Review - The Art of Fiction No. 69, Gabriel Garcia Marquez - 0 views

  • Do the journalist and the novelist have different responsibilities in balancing truth versus the imagination?  GARCÍA MÁRQUEZ In journalism just one fact that is false prejudices the entire work. In contrast, in fiction one single fact that is true gives legitimacy to the entire work. That’s the only difference, and it lies in the commitment of the writer. A novelist can do anything he wants so long as he makes people believe in it.
  • How do you feel about using the tape recorder? GABRIEL GARCÍA MÁRQUEZ The problem is that the moment you know the interview is being taped, your attitude changes. In my case I immediately take a defensive attitude. As a journalist, I feel that we still haven’t learned how to use a tape recorder to do an interview. The best way, I feel, is to have a long conversation without the journalist taking any notes. Then afterward he should reminisce about the conversation and write it down as an impression of what he felt, not necessarily using the exact words expressed. Another useful method is to take notes and then interpret them with a certain loyalty to the person interviewed. What ticks you off about the tape recording everything is that it is not loyal to the person who is being interviewed, because it even records and remembers when you make an ass of yourself. That’s why when there is a tape recorder, I am conscious that I’m being interviewed; when there isn’t a tape recorder, I talk in an unconscious and completely natural way.
  • Ultimately, literature is nothing but carpentry. INTERVIEWER Can you explain that analogy a little more? GARCÍA MÁRQUEZ Both are very hard work. Writing something is almost as hard as making a table. With both you are working with reality, a material just as hard as wood. Both are full of tricks and techniques. Basically very little magic and a lot of hard work are involved. And as Proust, I think, said, it takes ten percent inspiration and ninety percent perspiration. I never have done any carpentry but it’s the job I admire most, especially because you can never find anyone to do it for you.
    • Patty Van Spankeren
       
      Writing is work, not magic!
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  • Do you have any long-range ambitions or regrets as a writer? GARCÍA MÁRQUEZ I think my answer is the same as the one I gave you about fame. I was asked the other day if I would be interested in the Nobel Prize, but I think that for me it would be an absolute catastrophe. I would certainly be interested in deserving it, but to receive it would be terrible. It would just complicate even more the problems of fame. The only thing I really regret in life is not having a daughter.
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    The first words GGM says help to illustrate his insistence that magical realism is more true than realism.
Amy Raemont

163 Questions to Write or Talk About - 0 views

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Patty Van Spankeren

Do e-readers inhibit reading comprehension? - Salon.com - 0 views

  • Especially intricate characters — such as Chinese hanzi and Japanese kanji — activate motor regions in the brain involved in forming those characters on paper: The brain literally goes through the motions of writing when reading, even if the hands are empty. Researchers recently discovered that the same thing happens in a milder way when some people read cursive.
  • Both anecdotally and in published studies, people report that when trying to locate a particular piece of written information they often remember where in the text it appeared.
  • We might recall that we passed the red farmhouse near the start of the trail before we started climbing uphill through the forest; in a similar way, we remember that we read about Mr. Darcy rebuffing Elizabeth Bennett on the bottom of the left-hand page in one of the earlier chapters.
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  • Students who read the texts on computers performed a little worse than students who read on paper
  • screens and e-readers interfere with two other important aspects of navigating texts: serendipity and a sense of control
  • people consistently say that when they really want to dive into a text, they read it on paper
  • Surveys and consumer reports also suggest that the sensory experiences typically associated with reading — especially tactile experiences — matter to people more than one might assume.
  • People expect books to look, feel and even smell a certain way; when they do not, reading sometimes becomes less enjoyable or even unpleasant.
  • Paper books also have an immediately discernible size, shape and weight
  • asked 50 British college students to read study material from an introductory economics course either on a computer monitor or in a spiral-bound booklet. After 20 minutes of reading Garland and her colleagues quizzed the students with multiple-choice questions. Students scored equally well regardless of the medium, but differed in how they remembered the information.
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    "...evidence...indicates that modern screens and e-readers fail to adequately recreate certain tactile experiences of reading on paper that many people miss and, more importantly, prevent people from navigating long texts in an intuitive and satisfying way. In turn, such navigational difficulties may subtly inhibit reading comprehension. Compared with paper, screens may also drain more of our mental resources while we are reading and make it a little harder to remember what we read when we are done. A parallel line of research focuses on people's attitudes toward different kinds of media. Whether they realize it or not, many people approach computers and tablets with a state of mind less conducive to learning than the one they bring to paper."
Amy Raemont

Great Source iwrite - Educators: The Six Traits of Effective Writing - 2 views

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    A tutorial for students that gives an overview of each trait
Patty Van Spankeren

To Predict Dating Success, The Secret's In The Pronouns : Shots - Health Blog : NPR - 0 views

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    "... when we are around people that we have a genuine interest in, our language subtly shifts." "When two people are paying close attention, they use language in the same way." They aren't aware of it, but if you look closely at their language, count up their use of "I," and "the," and "and", you can see it. It's right there. Also talks about power dynamics and the use of "I." This part of the article might helps students understand why first person is not always appropriate in their writing.
Amy Raemont

Narrative mentor texts - 0 views

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    Short examples of narrative writing
Amy Raemont

Modes of Writing - 0 views

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    Annotated examples of narration, exposition, definition, classification, description, process analysis, and persuasion. by Gerald Grow, PhD Division of Journalism Florida A&M University © 1999. May be used by teachers for nonprofit educational use. May not be reprinted elsewhere without permission.
Amy Raemont

Sophomore common writing assessment? - 0 views

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    I found a short story that may be more accessible to our sophomores. Perhaps we (sophomore teachers) can come up with a writing prompt to give students so that they can read the story and respond to it during a class period. Then maybe we can give general feedback based on the 6+1 Traits rubric, and then meet as a group to share five papers from our classes? The short story is called "Split Cherry Tree" by Jesse Stuart. It looks high-interest-ish, and would be good for the start of the school year, I think.
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