AVAILADLE from Marashio, Nancy; and Others Writing: A

DOCUMENT RESUME ED 250 718 CS 208 690 AUTHO'? Marashio, Nancy; And Others TITLE writing: A Window to Our Minds. Writing Teachers at Work. INSTITUTION California Univ., Berkeley. School of Education. SPONS AGENCY Carnegie Corp. of New York, N.Y.; National Endowment fur the Humanities (NFAH), Washington, D.C. PUB DATE 82 NOTE 174p.; Prepared through National Writing Project. AVAILADLE FROM Publications Department, Bay Area Writing Project, 5635 Tolman Hall, School of Education, University of California, Berkeley,TA 94720. Request "Publications for Teachers" for ordering information. PUB TYPE Books (010) -- Viewpoints (120) EDRS PRICE MF01 Plos Postage. PC Not Available from EDRS. DESCRIPTORS Elementary Education; Grade 8; Peer Teaching; Personal Narratives; *Student Developed Materials; *Student Experience; *Student Writing Models; *Writing (Composition); Writing Instruction; *Writing Processes IDENTIFIERS National Writing Project ABSTRACT A first-hand account of eighth grade students' experiences in learning. to write, this monograph, written by stc;.lents, provides teachers and students with a model for talking about the writing procegs. The comments ir. the monograph reflect the students' belief that'people can learn to,be good writers by writing frequently, sharir their writing and their criticisms with classmw6es, and disLissing their writing process.Appendiies contain various teacher teactions to the writing program and a copy of one student's theme. (HOD) *****************************************************************n***** Reproductions supplied by EDRS are the best that can be made from the original document. **************************************************************It******** US. IMPARTMENT OF WC, ATION NATIONAL INSTITUTE 001EOUCATION EDUCATIONAL RESOURCES INFORMATION XCENTER (ERIC) This document has been reproduced as received from the person or Organization Writing Teachers at Work originating it. :. I I Minor changes have been made to improve reproduction quality. _..... ..._ ---- Points of view or opini ins stated in this docu CC) ment do not necessarily represent official NIE position or policy 4:a P1416 5),Writing: fig A Window to Our Minds L&J by Center School'sEighth%raders and Nancy Marashio editorial assistance by Sarah Dan6i.idge' "PERMISSION TO REPRODUCE THIS 60 The National Writing Project MATERIAL INMICROFICHE ONLY Un!versity of California, Berkeley HAS BEEN GRANTED BY ,Iiies llyers- C) C) TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." The National Writing Project is an effort by school teachers, college faculty, and curriculum specialits'to improve the teaching of writing at all levels of education. The Project is funded by the Carnegie Corpora- tion of New York, the National Endowment for the Humanities, the School of Education of the University of California, Berkeley, -local universities, school districts, and other funding agencies. The findings of this study do not necessarily represent the views of the National Endow. ment for the Humanities or the Carnegie Corporation ofNewYork. Individuals desiring information concerning the National Writing Project should write to National Writing Project, Tolman Hall, University of Cal- ifornia, Berkeley, California 94720. Serieseditor:Gerald Camp Cover design: Nancy Harris Typesetting:Yvonne Notaro Janet Kodish 19' t' IIIlli I Ill \ I \ail(.1111, i I itI kCIC 3 tl Preface Freq,uently we as teachers are so voncerned with imparting o knowledge to students that we forget that students, too, can teach at they are learning; that in fact, their ability to teach each other is not only a testament of how much they've learned but also one of the most effectiye tools to reach other students.By writing about how they've lea' ned to write, Nancy Marashio's eighth graders, demonstrate that writing is a powerful journey into oneself and that part of that power comes from bringing the journey into daylight to be shared with others. These students have willingly invited us to look through the "windows of their minds" into rooms full of candor and commitment, ideas and feelings. Their voices are real and their learning honest. One writer confides, "Your writing can become better if you express your real feelingsfinit. For instance, mine did." In their vulnerability they speak to otheir students in ways a teacher,never can To me, this is their book's strength and gift: finally here is a first- hand account of students learning to write, written by students for students, (and for teachers as well).These eighth graders believe people can learn to be good writers by writing frequently, sharing theirwriting and their criticisms with classmates, and discussing their writing process. Their book provides every classroom, teacher and students, with a genuine model for talking about the writing profess.I'll use this book in my classes to let student writers speak totheir peers.I can hardly wait to read pertinent parts aloud and to encourage individual students to read this book on their own so that they can learn from and feel supported by writers their own age. When an eighth grader says so clearly, "....don't give up....Writing, copying, crossing out and ripping up are all a part of improvingo". I know my students willlisten and believe much more readily because it's the voice of a peer. The authors' tone of caring, and commitment to writing and to each other can't help but permeate a classroom and motivate students .to continuewriting. Writing: A Window to Our Mindsprovides a model for talking about learning how to write, a process these insightful students feel is a key T. ,ingredient to 'becoming a good writer.it is an example of a way of learning that most teachers and students are unfamiliar withThere are moments when students see clearly what they know and how they know, when "their talk is real and frank because' they speak from experience. These are the moments when the teacher steps aside and student exper- tise becomes the heart and soul of learning.This is the power of this book, of these students' voices, of writing.Their writing is so truthful and compelling that it will guide and teach others on their own writing. journey. Sarah Dandridge Teacher /Consultant. Bay Area Writing Project University of California, Berkeley -iv- l Contents Proface Foreword Part One: Students as Primary Source 2 An Eighth Grade Monograph? 4 Writing 10 Part Tvyo: A Window to Our Minds 26 E Theme #1 Panic 30 2. Developing Ideas 38 3. Structuring 56 4. Sharing 82 5. Expressing Feelings 9 6. Changing 116 124 Part Three: Writers ...Growing Appendix A Theme Day at Windham Center School: Faculty Views 154 Appendix B Geoffrey by Lara Chulack 159 Appendix C Skills for Themes Chart 167 Resources 169 The Authors 172 ep Foreword 4 This book, like so many other events that affect eighth grade students, is a reflection of their struggle to unfold their opinions, ideas, and experiences.It is representative of the restless search require'to syn- thesize and interpret their thoughts and reactions at a time of their lives when an explosion of emotional,social,physical, and intellectual knowledge engulfs their very existence. The readers of this book should note that like its authors, the book is a continuous cycle of growth which derives its energies from within and manifests itself through the written expression.It can also be observed as a process of evolution in which skills are developed and form and style become characteristically unique. In addition, this book is a critical demonstration of our faith in the teaching-learning process, a process which requires the dedicated exper- tise and guidance of the mentorand the willing desire and spirit of inquiry of the student.Together, these two elements are allowed to interact in a flexible and open environment for the purpose of promoting that growth cycle.It is a vivid example of what can be a real testimony to our public school, a school which can and does reach out to encourage and support meaningful learning experiences. Henry E. LaBranche Superintendent of Schools Windham, New Hampshire March 16, 1981 -I- a a PART; ONE: S o STUDENTS ASPRIMARYSOURCE What we think we teach is hot always what students learn. For that reason every other year or so I get on a learning journal kick. Students record daily what they learn in my class. Often what they say is not what I attempted to communicate, but always their viewpoint is interesting. Our monograph could serve as this eighth grade's learning journal about writing, for it is a record of what they are writing and thinking about writing. Every student was encouraged to participate in this process, since each is a developing student writer. The results may be confusing at times. because the contradictions were not discarded., The focus might be clearer if I had at least limited the participants to one class, but selecting one would have meant rejecting four others, and I could see no reason for such rejection. Some students cho le to become more involved than others, but all 117 worked on the monograph, justi- fying h me their right to be included. The progression of the chapters is from the process we followed in forming the monograph, to the student writing about writing, to some results of both their writing and the process. Only one result startled me. These students a. a involved in what Britton calls "expressive" writing.I expected easy transition from that to the communicative aspect required by the writing of a monograph, yet that transition is the shakiest part of our work.

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