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This is a great article and includes a lesson plan. I might use this instead of the notebook for my 11th graders and keep the notebooks for my 9th graders.

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This year, I admitted a hard truth to myself. I wasn't having my students write enough. In an attempt to follow Kelly Gallagher's advice that students should write more than we can assess, I decided to have them blog weekly.

One Assignment, Many Objectives

After giving students some practice and solidifying my ideas by talking to a colleague and past student, I developed this assignment. I tried to ensure that the assignment would:

Address multiple Common Core standards

Hold students accountable while minimizing stress

Be structured enough to provide clarity while giving freedom to experiment

Be varied enough to keep students engaged

Get students to write for multiple purposes

I introduced blogging to my juniors, reminding them to keep an open mind about this experiment (they could relate to that; I teach in a STEM school that focuses on life science and experimental research). We spent one period creating profiles and writing ungraded posts to get to know the interface. (Side note: students are allowed to make blogs private as long as they provide access to me. As far as I know, no one has chosen this option.) After that, I let them loose.

It. Is. Awesome.

Skill and Enthusiasm

First and foremost, student writing is improving by leaps and bounds. When I read their blogs (which, by the way, are mature, insightful, funny and engaging), I don't find myself pulling my hair out over the careless mistakes they make in formal papers. Not every post is perfect, but the majority are well written and free of grammar and usage issues that I am so familiar with seeing in their other work. If they become sloppy, all I need to do is politely comment about it on their blog, and I don't see it again.

Their improved skills transfer to formal work. Integrating quotations in literary papers has become simple now that we have so much practice with smoothly embedding hyperlinks. Additionally, student response to texts has improved; some of the posts they must write are based on stimulus texts of their choice. Once a student blogs about archetypes in Kim Possible, tackling Pride and Prejudice becomes that much easier.

Students' persuasive writing is improving, too. A mini-lesson and quick in-class prompt using rhetorical questions has resulted not only in well-argued blog posts, but also in students excitedly telling me how they used that technique for their HSPA persuasive task.

Benefits extend beyond the classroom. Introverted students tend to share more online than they do in person; blogging is an invaluable way for me to get to know them better as people and students. It's also great to see reserved students garnering attention from their peers. Furthermore, students understand the importance of hearing many voices. One recently noted that she enjoys the blogs because "[s]ome of the quieter folks during discussion can talk about their opinions too, so we finally get to hear them."

Less Agonizing Pain

It's no secret that students value an authentic audience for their writing. One student enthusiastically posted on my class Facebook wall that his blog post turned his friend into a Dave Matthews Band fan. As the new fan says, it's "the power of the pen (or the keyboard in this case)"! Additionally, I post exemplars on a student showcase, and students are visibly proud when I ask for permission to share their work with a broader audience.

I surveyed students for feedback, and the majority of responses were favorable. Here are a few:

"[I]t forces me to write. I usually try to write a couple times a month on my own but that is pushed to the side when I have too much homework."

"It is a good way to have us write without it being formal or full of pressure. I also like the fact that I have control over what I write about, and that definitely makes the assignment easier."

(my personal favorite) "I don't like any assignments in general. However, I feel like the loose nature of the structure of the assignment makes it less agonizingly painful to do than most other assignments."

If making my homework "less agonizingly painful" than other assignments isn't a success, I don't know what is!

Of course, some students aren't enamored by blogging, expressing frustration with the class-related response (one of the required posts). I can understand their point, though I keep the assignment as written because I want to provide them with different levels of challenge. If the passion and free-choice posts are easy, the class-related responses should be more difficult. This reinforces the fact that writers need to have a broad repertoire when they encounter more challenging tasks.

I believe this assignment can be adapted to every grade and subject area. Encouraging students to blog about topics from other classes helps them see connections among subjects and realize that writing is a worthwhile skill in any field. As an added bonus, blogging addresses many of the Common Core literacy standards that most teachers now need to address.

Have you tried blogging in the classroom? Or will you? I'd love to hear your thoughts in the comments below.

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This year, I admitted a hard truth to myself. I wasn't having my students write enough. In an attempt to follow Kelly Gallagher's advice that students should write more than we can assess, I decided to have them blog weekly.

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This is the site mentioned in the previous pin

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This is the site mentioned in the previous pin

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Welcome to Playfic, the online community that lets you write, remix, share, and play interactive text-based games with the world.

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Make a game to practice descriptive writing. Fabulous idea!

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Jason Sellers wanted his 10th-grade English students at the French American International School to improve their descriptive writing skills. So, while subbing for a fellow teacher earlier this year, he launched a three-day classroom project-on writing code.

Sellers, the San Francisco school's academic technology coordinator and the technology liaison for the University of California Berkeley's Bay Area Writing Project, says, "You hear a lot about gaming and engaging kids in STEM [science, technology, engineering and mathematics] subjects, and I wondered, what does gaming look like in English?"

For three days Sellers found out, adopting interactive fiction as his vehicle. As opposed to programming code such as Java or C++, interactive fiction sites use a pseudo code that's only recognizable inside a particular game, which organizes the language into commands and variables that tells the game what to do. It's the principles of code writing, but with more latitude; by stringing together words, kids can create an interactive world, which comes to life onscreen. One of Sellers' students calls it "3-D writing."

Lessons are based in Playfic, an online community where users write, share, and play games using Inform 7, a programming system for creating interactive fiction based on natural language. Games are simple to play-users just click and write as they would a text message. While low on graphics and sound, the games can nevertheless be engrossing.

Having played Zork games on a used Commodore 64 when he was a kid, Sellers had some experience with interactive fiction. Even so, he had to spend the previous evening boning up before presenting his lesson to the class. And it was a hit. "It wasn't just something for their teacher to assess and get a grade," says Sellers. "They were creating a game for classmates to play and that was fun."

Most games feature some simplistic narrative, such as rescuing a commando force from enemy fire. But writing narrative code as an English assignment-as opposed to writing code to create a narrative game-not only allows greater creativity in the game design process, but also enhances writing skills and text comprehension in a different genre-an aspect of the new Common Core State Standards.

"What Jason is doing is giving them more tools to create games as producers and not just as consumers," says Paul Oh, senior program associate for the National Writing Project (NWP). "They're being given the opportunity to understand the narrative of the game and how to construct their own narrative."

After posting his project on NWP's Digital Is site, Sellers has developed a bit of a following. He and four of his 10th graders recently attended the California Association of Teachers of English conference in Santa Clara to present the project, helping teachers in the room craft some code themselves.

Should he try the lesson again, Sellers says he would strengthen the emphasis on descriptive writing, as some of his students were more focused on building a playable game rather than creating a world through descriptive language. But did he feel he got them hooked into a new world of gaming?

"I'm competing with a lot of other ways to spend their free time," he says. "But I think it's pretty cool."

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California 10th Graders Improve Their Writing Skills-Through an Interactive Fiction Game

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Jason Sellers wanted his 10th-grade English students at the French American International School to improve their descriptive writing skills. So, while subbing for a fellow teacher earlier this year, he launched a three-day classroom project-on writing code.