Transcript Post Seminar Writing: It’s Time for Products & Audiences

POST SEMINAR WRITING:
IT’S TIME FOR PRODUCTS &
AUDIENCES THAT DEVELOP
INFORMATIONAL AND PERSUASIVE
GENRES
(K-6)
JENNIFER R. MANGRUM, PHD.
UNIVERSITY OF NORTH CAROLINA AT
GREENSBORO
PAIDEIA SEMINAR
PROCESS
• First, reading activities ask students to observe and analyze
the seminar text.
• Then, the teacher offers instruction on strategies for effective
communication, and participants set speaking and listening
goals.
• During the seminar, the teacher’s questions provoke more
complex thinking and articulate self-expression.
• After the seminar, participants assess their progress toward
speaking and listening goals.
• Finally, writing assignments develop ideas that students began
to explore during seminar, requiring more thorough analysis
and clearer expression.
READING AND WRITING GENRE WITH
PURPOSE IN K-8 CLASSROOMS (NELL K.
DUKE, SAMANTHA CAUGHLAN, MARY M. JUZWIK, AND
NICOLE M. MARTIN)
“A pressurized atmosphere surrounding standards and
testing has led teachers to feel they don’t have time to plant
their reading and writing instruction in a rich bed of purpose.
Too often, students read a text because they are assigned to
do so, not because they want, or even understand, what the
text has to offer. Students write in a genre because it is
assigned, not because they want to accomplish what the
genre is well suited to do. Yet theory, research and
professional wisdom…all suggest that students learn better
and more deeply when their learning is contextualized and
genuinely motivated. The experience of teaching is also
improved when the context of our teaching is more
interesting and our students are more engaged. (pg. 2)
READING AND WRITING GENRE WITH
PURPOSE IN K-8 CLASSROOMS (NELL K.
DUKE, SAMANTHA CAUGHLAN, MARY M. JUZWIK, AND
NICOLE M. MARTIN)
Common Core State Standards
In the area of writing, three of the ten college-and-careerreadiness anchor standards focus specifically on genre:
1.
Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
2.
Write informative/explanatory texts to examine and convey
complex ideas and information clearly and accurately
through the effective selection, organization, and analysis of
content.
3.
Write narratives to develop real or imagined experiences or
events using effective technique, well-chosen details, and
well-structured event sequences. (CCSS Initiative 2010a,
p18)
READING AND WRITING GENRE WITH
PURPOSE IN K-8 CLASSROOMS (NELL K. DUKE,
SAMANTHA CAUGHLAN, MARY M. JUZWIK, AND NICOLE M. MARTIN)
Is not…
Is…
• Asking students
to pretend that
their school is
considering
uniforms and
then write an
“essay”…
• Finding real
issues facing
the school,
community, or
world in which
students write
in a REAL
persuasive
genre…
SAMPLE LIST OF
INFORMATIONAL OR PERSUASIVE TEXT
TYPES/GENRES/PRODUCTS
•
•
•
•
•
•
•
•
•
•
Letters
Newspaper
Blog
Speech
Newsletter
Book
Magazine
Dialogue
Case Study
Critique
•
•
•
•
•
•
•
•
•
•
Evaluation
Announcement
Proclamation
Memoir
Resolution
Transcript
Website
Rationale
Petition
Handout
SAMPLE AUDIENCES
• Non-profits
• Organizations
• News
organizations
• Museums
• Landmarks
• Universities
• Veterans
• Bookstores
• Zoos
• Judicial figures
• Magazines
• Local heroes
• Libraries
• Websites
THE PAIDEIA SEMINAR
PLAN
• Let’s look at the example Paideia seminar plan in your
packet, “The Little Red Hen”.
• First, read it over independently imagining a 1st, 2nd or 3rd
grade class using this at the beginning of the school year
in social studies as the class begins to develop their
classroom community including both personal
expectations as well as group expectations. Feel free to
write on it or interact with the plan.
• What did you notice about the plan in terms of WRITING?
DID YOU NOTICE…
• Pre-Seminar Content assignment aligns with writing
purpose?
• Inspectional and analytical reads? (More than one reading)
• Questions explore the ideas embedded in the text and that
are relevant to the writing task?
• The product is an “ad”?(Could be a number of genres;
class website- who we are, school announcement- what
we are looking for in classmates, proclamation to the
principal as he/she places students, resolution for
students…)
• Multiple steps in the writing process?
WORKSHOP TIME!
• We will work collaboratively in small groups.
• You will get a Paideia Seminar plan for elementary social
studies created by students in my UNCG MAT program.
1. Look over the plan and the accompanying text.
2. As a group, brainstorm possible written products that are
persuasive or informational. For each possible product,
who might be an audience for that writing? (Audiences
can receive the writing OR they could be experts who
could give feedback on the writing or content.)
3. Record your ideas and someone in the group be
prepared to share with all of us.
4. If time allows, consider what pre-seminar activities would
support this writing as well as seminar questions.
WHAT I KNOW FOR
SURE…
•
Students write more deeply and richly when it is part of:
•
•
•
•
•
•
•
•
Their content (Science and Social Studies are ripe!)
They first participate in democratic, thoughtful dialogue
(Paideia Seminar)
They care about the task and/or audience
When teachers are explicit about the “how to…”
When teachers give feedback that advances their writing
skills
Reading and Writing Genre with Purpose is for teachers who
want to know more about HOW to teach different genres.
That creating a community that fosters risk taking and
ambiguity builds critical thinking skills.
THAT TEACHING IS AN ART! DON’T LET ANYONE TELL
YOU DIFFERENTLY.
STUDENTS IN NUKURU, AFRICA
READING BOOKS FROM THE
UNCG YOUNG WRITERS CAMP