Students attach their comments to a piece of writing under consideration. While I was reading your piece, I felt like I was riding a roller coaster. It started out kinda slow, but you could tell there was something exciting coming up.
But then it moved real fast and stopped all of a sudden. I almost needed to read it again the way you ride a roller coaster over again because it goes too fast. Says O'Shaughnessy, "This response is certainly more useful to the writer than the usual 'I think you could, like, add some more details, you know? Anna Collins Trest, director of the South Mississippi Writing Project , finds she can lead upper elementary school students to better understand the concept of "reflection" if she anchors the discussion in the concrete and helps students establish categories for their reflective responses.
She decided to use mirrors to teach the reflective process. Each student had one. As the students gazed at their own reflections, she asked this question: Trest talked with students about the categories and invited them to give personal examples of each. Then she asked them to look in the mirrors again, reflect on their images, and write.
One of his strategies has been to take his seventh-graders on a "preposition walk" around the school campus. Walking in pairs, they tell each other what they are doing:. I walk among my students prompting answers," Ireland explains. Kim Stafford, director of the Oregon Writing Project at Lewis and Clark College , wants his students to discard old notions that sentences should be a certain length. He explains to his students that a writer's command of long and short sentences makes for a "more pliable" writing repertoire.
He describes the exercise he uses to help students experiment with sentence length. Just use 'and' when you have to, or a dash, or make a list, and keep it going. Stafford compares the first style of sentence construction to a river and the second to a drum. Joni Chancer, teacher-consultant of the South Coast Writing Project California , has paid a lot of attention to the type of questions she wants her upper elementary students to consider as they re-examine their writing, reflecting on pieces they may make part of their portfolios.
Here are some of the questions:. Why did I write this piece? Where did I get my ideas? Who is the audience and how did it affect this piece? What skills did I work on in this piece?
Was this piece easy or difficult to write? What parts did I rework? What were my revisions? Did I try something new? What elements of writer's craft enhanced my story? What might I change? Did something I read influence my writing? What did I learn or what did I expect the reader to learn? Where will I go from here? Will I publish it? Chancer cautions that these questions should not be considered a "reflection checklist," rather they are questions that seem to be addressed frequently when writers tell the story of a particular piece.
Nancy Lilly, co-director of the Greater New Orleans Writing Project , wanted her fourth and fifth grade students to breathe life into their nonfiction writing. She thought the student who wrote this paragraph could do better:. The jaguar is the biggest and strongest cat in the rainforest. The jaguar's jaw is strong enough to crush a turtle's shell. Jaguars also have very powerful legs for leaping from branch to branch to chase prey.
Building on an idea from Stephanie Harvey Nonfiction Matters , Stenhouse, Lilly introduced the concept of "nouns as stuff" and verbs as "what stuff does. In a brainstorming session related to the students' study of the rain forest, the class supplied the following assistance to the writer:. This was just the help the writer needed to create the following revised paragraph:. As the sun disappears from the heart of the forest, the jaguar leaps through the underbrush, pumping its powerful legs.
It spies a gharial gliding down the river. The jungle cat pounces, crushing the turtle with his teeth, devouring the reptile with pleasure. How will Students' Nonfiction Writing Arrive? For a final exam, Sarah Lorenz, a teacher-consultant with the Eastern Michigan Writing Project , asks her high school students to make a written argument for the grade they think they should receive. Drawing on work they have done over the semester, students make a case for how much they have learned in the writing class.
They can't simply say they have improved as writers — they have to give examples and even quote their own writing. They can't just say something was helpful — they have to tell me why they thought it was important, how their thinking changed, or how they applied this learning to everyday life. Jean Hicks, director, and Tim Johnson, a co-director, both of the Louisville Writing Project Kentucky , have developed a way to help high school students create brief, effective dramas about issues in their lives.
The class, working in groups, decides on a theme such as jealousy, sibling rivalry, competition, or teen drinking. Each group develops a scene illustrating an aspect of this chosen theme. Considering the theme of sibling rivalry, for instance, students identify possible scenes with topics such as "I Had It First" competing for family resources and "Calling in the Troops" tattling. Students then set up the circumstances and characters.
Hicks and Johnson give each of the "characters" a different color packet of Post-it Notes. Each student develops and posts dialogue for his or her character.
As the scene emerges, Post-its can be added, moved, and deleted. They remind students of the conventions of drama such as conflict and resolution.
Scenes, when acted out, are limited to 10 minutes. The Play's the Thing. Romana Hillebrand, a teacher-consultant with the Northwest Inland Writing Project Idaho , asks her university students to find a literary or historical reference or a personal narrative that can provide a fresh way into and out of their writing, surrounding it much like a window frame surrounds a glass pane.
A student in her research class wrote a paper on the relationship between humans and plants, beginning with a reference to the nursery rhyme, "Ring around the rosy, a pocket full of posies. The student finished the paper with the sentence, "Without plants, life on Earth would cease to exist as we know it; ashes, ashes we all fall down. Hillebrand concludes that linking the introduction and the conclusion helps unify a paper and satisfy the reader.
Helping Students Devise Beginning and Endings. She brings to class two pieces of wire, the last inch of each exposed. She tells her college students, "We need to join these pieces of wire together right now if we are to be able to watch our favorite TV show.
What can we do? We could use some tape, but that would probably be a mistake as the puppy could easily eat through the connection.
By splicing the wires in this way, we are creating a fire hazard. A better connection, the students usually suggest, would be to use one of those electrical connectors that look like pen caps. If we simply splice them together with a comma, the equivalent of a piece of tape, we create a weak connection, or a comma splice error. What then would be the grammatical equivalent of the electrical connector?
Think conjunction - and, but, or. Or try a semicolon. All of these show relationships between sentences in a way that the comma, a device for taping clauses together in a slapdash manner, does not.
In addition to his work as a high school teacher of writing, Dan Holt, a co-director with the Third Coast Writing Project Michigan , spent 20 years coaching football.
While doing the latter, he learned quite a bit about doing the former. Here is some of what he found out:. The writing teacher can't stay on the sidelines. Like the coach, the writing teacher should praise strong performance rather than focus on the negative. Statements such as "Wow, that was a killer block," or "That paragraph was tight" will turn "butterball" ninth-grade boys into varsity linemen and insecure adolescents into aspiring poets.
The writing teacher should apply the KISS theory: Keep it simple stupid. Holt explains for a freshman quarterback, audibles on-field commands are best used with care until a player has reached a higher skill level.
In writing class, a student who has never written a poem needs to start with small verse forms such as a chinquapin or haiku. Practice and routine are important both for football players and for writing students, but football players and writers also need the "adrenaline rush" of the big game and the final draft.
High school teacher Jon Appleby noticed that when yearbooks fell into students' hands "my curriculum got dropped in a heartbeat for spirited words scribbled over photos. Take pictures, put them on the bulletin boards, and have students write captions for them. Then design small descriptive writing assignments using the photographs of events such as the prom and homecoming.
Afterwards, ask students to choose quotes from things they have read that represent what they feel and think and put them on the walls. Check in about students' lives. Recognize achievements and individuals the way that yearbook writers direct attention to each other.
Ask students to write down memories and simply, joyfully share them. As yearbook writing usually does, insist on a sense of tomorrow. A Guide to Writing and Teaching.
Sometimes she encourages these students to draft writing in their native Creole. The additional challenge becomes to re-draft this writing, rendered in patois, into Standard English. She finds that narratives involving immigrant Caribbean natives in unfamiliar situations — buying a refrigerator, for instance — lead to inspired writing. In addition, some students expressed their thoughts more proficiently in Standard English after drafting in their vernaculars.
Jim Wilcox, teacher-consultant with the Oklahoma Writing Project , requires his college students to volunteer at a local facility that serves the community, any place from the Special Olympics to a burn unit. Over the course of their tenure with the organization, students write in a number of genres: Wilcox says, "Besides improving their researching skills, students learn that their community is indeed full of problems and frustrations.
They also learn that their own talents and time are valuable assets in solving some of the world's problems — one life at a time. A version of "Getting Real: Can a Writing Prompt Be Authentic? University of Georgia Press: Career Definition for a Creative Writing Teacher Though some may believe it is not possible to teach others how to be creative, a creative writing teacher applies standard teaching pedagogies to the subject of creative writing for the purpose of assisting students with their quality and knowledge of poetry and prose.
Bureau of Labor Statistics Required Education Some creative writing teachers are talented and successful writers who occasionally teach at conferences and writing workshops. Required Job Skills All teachers must be able to inspire and communicate with students from a variety of cultural backgrounds and learning environments.
Career and Economic Outlook The U. Alternative Career Options Similar career options within this field include: Copywriter A background in creative writing can be very useful for a future copywriter, who writes items like slogans and jingles for advertising campaigns.
Editor With experience in writing, creative professionals may consider editing other writers' work. What is your highest level of education?
Show me all schools Near my home Online schools only I want to choose a state Enter zip: Career Education to Be an English Teacher. Become a Spanish Teacher Online: Online Spanish Teacher Certification Information.
Salary and Career Info for a Literature Professor. Job Description, Duties and Salary Info. Education and Career Requirements. Online Masters in Spanish Education: Programs for Spanish Teachers. Degree Programs for Aspiring Technology Teachers.
Elementary Spelling Teacher Job Information. Career Options and Requirements. Educational Requirements for Preschool Teachers. Top Creative Writing Masters Programs: School List A master's degree in creative writing is a practical degree that helps students develop advanced writing skills.
Online Masters Degree in Creative Writing: Program Information Research online creative writing courses and master's degree programs. High School Writing Teacher: Frizzle Be a D. Education and Career Roadmap. Wages For Related Jobs. Some College Complete your degree or find the graduate program that's right for you. High School Diploma Explore schools that offer bachelor and associate degrees.
Plan your undergraduate education. Schools you may like: An admission advisor from each school can provide more info about: Masters degree applicants must have a Bachelors degree Doctorate degree applicants must have a Masters degree. Program Info Online Programs. Master Med in Reading Education. Get Started with Northcentral University What is your highest level of education?
Must be 18 years of age or older. Get Started with Penn Foster What is your highest level of education? Must be a high school graduate or have completed GED. Get Started with Regent University What is your highest level of education completed? Students must be at least 14 years old and have completed the 8th grade. Undergraduate applicants must be a high school graduate or have completed GED and completed some college Master's degree applicants must have a bachelor's or higher.
Bachelor BS in Communication. Undergraduate applicants must be a high school graduate or have completed GED and completed some college. Master's degree applicants must have a bachelor's or higher. Bachelor Communication Studies, B. Associate Communication Studies, A. New York 1 campus.
HOW TO TEAH REATIVE WRITING Source - http: //dommonet.tk General How to Teach Creative Writing Activities Ways to Teach Writing Creatively How to Teach Creative Writing to Children Creative Writing Teaching Ideas High School How to Teach Creative Writing to High School .
This past semester, I was tasked with teaching creative writing for the first time. Before I dive into the second semester, I want to reflect on my experiences. If these.
High School English Creative Writing Teacher jobs available on dommonet.tk Apply to High School Teacher, English Teacher and more! The National Writing Project's 30 Ideas for Teaching Writing offers successful strategies contributed by experienced Writing Project teachers. Since NWP does not promote a single approach to teaching writing, readers will benefit from a variety of eclectic, classroom-tested techniques.
By the Old Mill Stream A creative writing prompt, differentiated for elementary and middle and high school students. Students begin writing a narrative. Students begin writing a narrative. In the second part of the prompt, they write a description. Apr 14, · In , the head of the English department at Stuyvesant High School in Lower Manhattan asked if I'd take over three creative writing classes. I thought this might be a nice change after teaching ''regular'' English. My predecessor in creative writing was happy to return to literature, grammar, spelling, vocabulary.