Take me to the BEACH.

The BEACH. Zihuatanejo. My favorite place in Mexico. A happy “hola” echoes from stranger to stranger on every street corner with a genuine friendliness unfound on a New York City subway or an LA boulevard. It’s a slower pace to life. Quieter. Simpler. A great escape. Bright sunshine warming my skin as I fall into a trance, mesmerized by the sound of the waves swishing on the sand. My mind blank. Relaxing. Resting. Daydreaming. A stray thought - Andy in Shawshank Redemption: ""Tell you where I'd go. Zihuatanejo. It's in Mexico. Little place on the Pacific. You know what the Mexicans say about the Pacific? They say it has no memory. That's where I'd like to finish out my life, Red. A warm place with no memory... It's down there, and I'm in here. I guess it comes down to a simple choice, really. Get busy living or get busy dying."

Forgot where I was for a moment. Beach - Rick Beach. What a guy! I find myself fascinated by Rick's fascination with media literacy. Digital writing is quickly becoming a coveted pasttime for young adults as they nimbly navigate the labrynths of myspace and facebook. Not only are these places to connect with friends and waste time, but they are also places to recreate yourself through words and images. They are destinations for expression and individuality. How do I know this? I confess. I have a myspace account. Be my friend? No facebook for me though. When it started getting popular, you needed to have a university e-mail address, and I had already graduated. So, I never jumped on that bandwagon. Back to what I was saying...

Academics. Digital writing. Here's the part that got me thinking: "However, in participating in classroom or academic chat sites in an academic setting, students may need to adopt a different set of practices than in social networking sites related to discussing assigned readings, brainstorming ideas, or engaging in mutual problem solving" (Beach, et al., 11). He goes on to say that we, as teachers, need to help students construct voice, purpose, and audience, create and maintain online identities, and convey beliefs/attitudes through online written language. What a great tool this internet thing can be! My surprising concern (I surprise myself sometimes) relates to "teaching an old dog new tricks" so to speak. These kids have been online since they could walk. I recognize that they're amazingly resilient and flexible, but still...the generation of students that we will be teaching are not newbies in the world of technology (except maybe for 10th grader, Tony, who needed a detailed explanation today of what it means to double-space a paper - yikes). For the most part, they're already actively a part of something that we may not be - participatory cultures. How do we adapt their already adept skills to an academic standard without zapping the fun out of it? It's one thing to spend your free time perusing the web and writing blogs but quite another to teach kids how to purposefully utilize the available online tools.

This week, my resource has nothing to do with my blog post. I usually like to cleverly link the two, but I decided that I'd forget about this website if I waited until it fit perfectly into my little blog bubble. Check out www.teenreads.com - Authors! Reviews! The Ultimate Reading List! Podcasts/Videos (coming soon)! This is a very cool website devoted to teens and their reading interests. I think there are a lot of sub-par websites out there on just about any and every topic. This one is worth a few minutes of your time.

Clap, Clap, Clap!

"We do not recommend a red pen under any circumstances simply because of its negative connotations" (Dornan, 186). Eva anybody? I felt sort of special last semester when Eva gave us each our very own spankin' new green pen. It was symbolic of who we are to become - conscious, mindful teachers. In my opinion, there is too much red in a world that needs to reflect much more green. Life is full of mistakes. Watch out! Don't look around the corner. You're about to make another mistake. The moment of truth comes like two roads diverged in a wood. Do you choose the worn, yet comfortable path of regret where mistakes symbolize failure? Or do you embrace the road less traveled - shaping your own destiny laced with growth and enlightenment - learning from your many mistakes? Education empowers students. Their writing improves with guidance from teachers who spend time constructively commenting on their papers. As a young student, I can remember being devastated getting back papers (that I devoted 110% to writing) covered in red pen. "Woe is me. I can't do anything write/right." As a college student, I can remember the firey hot anger I felt getting a paper returned with a marginal grade at the top (for me, at least) and NO comments. I'd put many hours and a lot of heart into that beautiful piece of writing. "Professor Emeritus, my ass." Yikes. The two extremes must make peace somewhere in the middle. Too much or too little is too confusing. Praise and constructive criticism from a respected teacher are invaluable and give students the motivation, self-esteem, and sense of self-efficacy vital to improving writing. I'm glad that Dornan takes the time to share these kind of thoughtful ideas and experiences. I'm going to need all the help I can get!

That said, I think it's also important to praise those who spend all their time praising everybody else. Sometimes it's the littlest things that make the job worth it. And sometimes, it's the big things. For the last 43 years, Minnesota has elected a teacher of the year. It's the oldest and most prestigious award given in Minnesota education. Check out Mike Smart's blog. He's the current Minnesota Teacher of the Year.

DY-NA-MITE!

"Time to the writer is like play dough in the hands of a toddler."

The concept that writers control and shape time in their stories is new to me. If it's new to ME, oh studier of English, it's definitely new to kids. Such a simple thing, and yet I've never concentrated on it in my own writing. I've never given much thought to how powerful it can be to expand what was mere moments in real time to what becomes pages in literary land. Hence - exploding a moment! Ka-pow! (Think Adam West Batman). The image of stealthily putting a stick of dynamite between words, shattering a sentence or two into many pieces, then putting them back together again, not in the original way they were found but in a new way, glued together with complimentary sensory details and drama - astounded that there's more now than when one began... cool.

In my experience, students have the least practice with effective revision strategies. They don't like to do it and further, they don't know how to do it. This isn't the first time they've claimed to hate something they've never tried. Caviar anyone? They struggle when it comes to peer review. Constructive criticism from their buddies isn't enough to guide students on a mission toward successful revision. Instead they need concrete tools to utilize when they just can't figure out what to do next. Barry Lane has it figured out. Thoughtshots, Snapshots, Exploding a Moment, and well, don't we all just love Making a Scene? These are smart, sassy, simple ways for students to hone their craft and crank out a final product they can be proud of.

As I was searching for a resource, I came across a powerpoint that illustrates Exploding a Moment beautifully. Check it out here.


Okay, so I wanted a picture of dynamite, and well, I guess I found some. This is the best I could do... GOSH.

You say you wanna be a WHAT?!

That's right. I'm planning on being an English teacher (well, at least getting licensed) and I consistently have to look up words and concepts in the articles we read. What the hell is rhetorical analysis, anyway? My oh my - I feel stupid. Well, for all those others out there feeling as stupid as I do, here you go: website 1, website 2, website 3. Did you know that rhetoric is the study of potential misunderstanding? Where have I been? Living under a rock? This whole rhetorical analysis comes into play in the anti-5-paragraph-essay article by Kimberly Wesley. Long story short, she ends up arguing for teaching the 5 paragrah essay as a "rhetorical form" with three units. She says that the traditional form painfully limits the choice of purpose, audience, and topic (creativity), thus preventing students from thinking rhetorically (I think I know what that means now).

Surprise, surprise - guess who supports teaching the 5 paragraph essay? I feel that the 5 paragraph essay is an amazing jumping off point for beginning writers. Organization, as we know, is crucial to putting your thoughts together and writing an "essay." Teaching students to master this is setting them up for the baby steps to success. By following some specific guidelines, it helps them to begin to formulate ideas and analyze material. BUT, that being said, it isn't the end all, be all. It can't be taught in isolation. The only thing that does is crank out a student like me who panics when given free reign during creative writing class. It's a helpful guide when students are first learning to write, especially in regards to academic writing.

Check out the bulleted list of the things included in the Capstone Leadership Project. If you're a high school junior or senior wanting to apply for the "Minnesota Scholars of Distinction in Leadership" award, you better know your five paragraph essay. I just thought that was really interesting.

Oh - this is entertaining too.

Digging for Sapphires

Digging for Sapphires. I love this analogy. Buried in the Earth amidst imposters (pebbles and rocks) lie beautiful jewels. When cleaned and polished, these stones sparkle and take on value, especially to the one that discovered them. Not everyone can find them. Like panning for gold, it takes patience and determination. The work hardly seems worth it at first... until that little blue flash of light catches your eye. Ruth Culham likens this process to the challenge of choosing a topic to write about. What a daunting task! BUT, once you uncover that most intriguing topic, you must acquire the resources/skills (i.e. 5 other traits) necessary to crank out a quality product, perhaps something resembling a precious sapphire ring in a beautiful diamond setting.

As I was reflecting upon the the "6+1 Traits of Writing," my usual thoughts surfaced - "How practical is this? Are schools actually using it?" WELL... this time, I had the opportunity to find out. My cooperating teacher confirmed that teachers are in fact teaching these traits - some more than others. However, it's all still very subjective as teachers determine the rules and instruct students in the characteristics of "good writing." There wasn't a lot of time for a more in-depth conversation, as we then went into lockdown mode and entertained students for the next hour and fifteen minutes. I'm not quite sure how a chlorine spill occurs, but one certainly did today. Oh and did you know that a pro can build 36 stories or more in Jenga?

When I was searching for some type of resource to attach to my thoughts above, I ran across a list (compiled each year) of actual metaphors and analogies from high school essays submitted by teachers across the country. I don't know that I'm convinced that these are from real papers that kids have written, but nevertheless, they're great! I figured that lost among all of this academia, we sometimes forget our sense of humor. Okay, maybe that's just me.

Laugh. It's good for you.

Evaluation Criteria

If students were to create their own documentary, here are some of the things I would look for:

-Does this documentary convey a message to the audience?
-Is the topic choice appropriate?
-Does this documentary include research by the student? Did the student seek out interviewees, media sources (newspaper, internet, books), and other background information necessary for the validity/credibility of the claims being made?
-Does this documentary use varied editing techniques?
-Did the student write a reflection of the documentary creation process, focusing on difficulties, strengths, and weaknesses as self-evaluated by the student?

Media Mania

The media.

I have to admit that I don't intentionally seek out too many media sources in an average week, but at the same time, I have to acknowledge, that I am unsuspectingly exposed to more media than I care to be. I work out at the Uptown Y and find myself sometimes reading the ticker at the bottom of the CNN screen. I ride the bus and there are advertisements all over the place, from billboards to bumper stickers. The media source I seek out the most would be the radio and the internet. I live alone (with my two kitty-cats) and will turn on the radio for background noise. I listen to the Current (89.3) and MPR. I occasionally read St. Paul/Mpls magazine when I have an extra $4.50 and the same goes for the NY Times ($5!). I watch very little TV. I used to love the show "Lost" but who knows when that is coming back on the air. My internet is provide by Qwest. The world wide web is where I fall prey to whatever corporate domination decides to overtake my favorite (or just most frequent) websites - hotmail (a necessary evil), youtube, myspace (pathetic, I know), and that's about it. You are now getting a sense of how simple my life is. I have made a conscious choice to avoid corporate America as much as I can. I shop at the coop, try to buy independent clothing (or at least from environmentally responsible companies that don't exploit their workers), am into fair trade, etc. I recognize that the two words "control" and "corporate" are inextricably linked, never to be undone. Access and media content show obvious biases and reflect the values of whatever corporation is making the big bucks off of our addiction to entertainment. While I'm not exactly happy that Fox/News Corp/Google superpower dictates myspace or that my entertainment supports any corporate greed, I suppose there are necessary evils. It's nearly impossible to escape some tainting, unless I were a self-sustaining hermit living in the woods.