# data[].attributes.headline
                                                                            References

# data[].attributes.subject
                                                                            References

# data[].attributes.body
Elbow, P. (2000).  Everyone can write: Essays toward a hopeful theory of writing and teachingwriting. NY: Oxford University Press.

Elbow, P. (2000). High Stakes and Low Stakes in Assigning and Responding to Writing. In Everyone Can Write: Essays Toward a Hopeful Theory of Writing and Teaching Writing (pp. 351-359). NY: Oxford University Press.

Elbow, P. (2000). Map of writing in terms of audience and response. In Everyone can write:

Essays toward a hopeful theory of writing and teaching writing (pp.28-47). NY: Oxford University Press.

Fletcher, R. (2013). What a writer needs, Second edition (2nd ed.). Portsmouth, NH: Heinemann Educational Books.

Graves, D. H. (1982). Six guideposts to a successful writing conference. Learning. 11(4). 76-77.

Graves, D. H. (2004). What I’ve Learned from Teachers of Writing. Language Arts, 82(2), 88–94.

Murray, D. M. (1978). Write before writing. College Composition and Communication, 29(4), 375–381. doi:10.2307/357024

Newkirk, T. (2014). Minds made for stories: How we really read and write informational and persuasive texts. Portsmouth, NH: Heinemann Educational Books.

Stafford, K. (2007). Writers reading local places field notes for writing outside the classroom, or in the classroom under the spell of beyond. In Teaching the neglected r: Rethinking writing instruction in secondary classrooms (pp. 214-224). Portsmouth, NH: Heinemann Educational Books.

# data[].attributes.headline
                                                                            Characteristics of the "Ideal Writing Classroom"

# data[].attributes.subject
                                                                            Characteristics of the "Ideal Writing Classroom"

# data[].attributes.body
·         A caring and safe classroom community welcomes all students and their ideas.

·         Students have choice in their writing topics.

·         The classroom and physical spaces are organized in such a way that students have the flexibility and comfort to move around the classroom to write.

·         Teacher and students write together and alongside each other.

·         Students use each other as resources to share ideas and offer feedback.

·         Students have time to write daily.

·         Writing is playful and exploratory as much as possible.

·         Products of writing are treated and honored like gold.

·         Students fall in love with their own writing.

# data[].attributes.headline
                                   Challenges of Practice

# data[].attributes.subject
                                   Challenges of Practice

# data[].attributes.body
Related to Graves’ (2004) first “Fundamental,” I would challenge the amount of academic writing that is required by the district, particularly to pieces that are not as relevant to the lives and experiences of my students, or to their current developmental needs. I am currently exploring ways that I can continue to embed and incorporate more and more writing activities that exercise creativity, student choice, and inspiration from our daily lives. However, I do also want to be cautious that I do not “over-do it” with my students with finding inspiration for writing ideas to the point it becomes laborious and disingenuous (Fletcher, 2013).

# data[].attributes.headline
                                                                                                                              Connections to the Course

# data[].attributes.subject
                                                                                                                              Connections to the Course

# data[].attributes.body
Graves (2004) discusses 6 “Fundamentals” of Writing for teachers of writing to consider, which drive my own writing instruction in different ways:

1. Writers should choose most of topics, but teachers need to show them places writing comes from.

Although the “prompt” or genre of the writing piece comes from a district-mandated curriculum map with set Lesson Essential Questions, I do give my students flexibility to choose their own topic within that prompt and genre. I also encourage my students to write about their own experiences so they can reflect on the details and “breathe those specifics into their writing” (Fletcher, 2013, p. 47). Stafford (2007) also discussed how social and physical spaces can impact writing, which I consider when constructing writing activities and spaces within the classroom. However, I acknowledge this is still an area I can improve in.

2.  Writers need regular response from others.

In my classroom, writing is most often classified as “low-stakes” writing, and so the response most often comes in the form of non-evaluative feedback (Elbow, 2000). I encourage my students to play around with their ideas, and to share those ideas with others. I strive to create a safe and respected classroom community among the students, so students feel more empowered to take risks and share their writing without reservation.

3.  Student writers should write 3 out of 5 days of the week.

This is a fundamental I strongly agree with, not only because I recognize the importance of the writing skill, but also because I enjoy the process of writing and creating something to share with my students. Yet I also recognize that this is the hardest fundamental for me to uphold consistently, due to other constraints and expectations placed on teachers, especially new ones. As I move forward into my third year of teaching, I continue to do my best to try and teach everything that I can in the best way that I know how, but I am still learning and adapting, and so often it feels like the time I have can’t keep up with my growing ideas! I do make a point to embed writing across all subject areas, and I mix in writing for fun with the formal writing pieces that are required by the district, but I know I can do better and so I will keep working at it.

4.  Writing should be published.

After each formal writing piece, I allot time for my students to publish their writing. As they do so, I ask them to focus on how neat their work looks and remind them this is what the future reader will see and interact with. Once my students have fully published their writing, I always like to make a big deal to the whole class that so-and-so is a published author! They like the recognition and they feel excited to share their finished piece in the “Writer’s Stool.”

5.  Student writers need teacher modeling and think alouds.

When teaching writing, I will often start with a mentor text to illustrate a particular craft or skill, which is a strategy that Fletcher (2013) advised in great detail. Then, I model an example of my own writing for the students, often employing a think-aloud to share my thought processes and, at times, struggles for finding the perfect word or way to express my idea clearly. This is also a great time for me to model a curiosity of words and show my students how the words I choose can help me develop my voice (Fletcher, 2013). After I model, often I like to create a shared writing piece with my students before asking them to write independently. By scaffolding instruction in such a way, my students are more likely to complete the task with a solid understanding. Additionally, my students get to see me as a writer writing alongside them, which Graves (2004) maintains is an essential part of writing.

6.  Writers should maintain collections of their work.

As my students publish their works of writing, I hold on to them in their writing portfolios until the end of the year. At that point, some of the pieces go home, while others move on with the student to second grade in their district folder. Toward the end of last year, I started my own version of a student portfolio for students to maintain their own records and store important works. This year, my goal is to have my students store their favorite writings in these portfolios so that they can easily access their own writing and revisit their ideas.

# data[].attributes.headline
How might
our readings help you consider your literate environments and place-oriented
social and physical features? 

# data[].attributes.subject
How might
our readings help you consider your literate environments and place-oriented
social and physical features? 

# data[].attributes.headline
                                           Contexts to Consider

# data[].attributes.subject
                                           Contexts to Consider

# data[].attributes.body
High class sizes, with limited support from other paras

Many students lack basic knowledge of letters and sounds

Students are encouraged to use pictures to tell their stories

Students may use oral storytelling as teacher dictates

District Curriculum determines writing pieces and expectations

# data[].attributes.headline
                                                Physical Space

# data[].attributes.subject
                                                Physical Space

# data[].attributes.body
Classroom Word Wall

Book of Words (word wall words plus other words students want to add)

Writing Logs (highly structured, school writing)

Writing Journals (less structured, free writing)

Writing Station (features every-day and seasonal writing activities)

“Writer’s Stool” (for sharing published pieces)

# data[].attributes.body
Positive Recognition of Work

# data[].attributes.body
Public Display of Student Work

# data[].attributes.body
Students Taking Risks

# data[].attributes.body
Gradual Release of Responsibility

# data[].attributes.body
Students Sharing Ideas

# data[].attributes.headline
                             Classroom as a Community of Learners

# data[].attributes.subject
                             Classroom as a Community of Learners

# data[].attributes.body
Students Taking Pride in Work

# data[].attributes.headline
To what extent are your practices influenced through place-oriented expectations, physical resources, and social relationships with other teachers, administrators, students, and families?

# data[].attributes.subject
To what extent are your practices influenced through place-oriented expectations, physical resources, and social relationships with other teachers, administrators, students, and families?

# data[].attributes.body
Graduate School

During my short time at Penn State Harrisburg, I have been fortunate enough to take several classes to not only help me grow personally as a writer, but also to help me be a better teacher of writing.

Classes worth noting include EDUC 445 with Dr. Roy, EDUC 432 with Prof. Griffith, and EDUC 452 with Prof. Rose.

# data[].attributes.body
Image Credit: Google Free Clipart

# data[].attributes.body
College

By College, almost all of my writing consisted of lesson plans and academic papers. Many of my professors were strict in their grading criteria, which kept me working hard to deliver my best written work all of the time.

# data[].attributes.body
High School

As I got older and entered Middle School, the amount of creative writing I did dwindled drastically.

When I reached High School, most of my writing was academic. Despite this sad truth, I was fortunate to have one English teacher who taught me how to be a critical writer, by also becoming more cognizant of my word choice and grammar.

# data[].attributes.body
Elementary School

Mrs. Krot and Mrs. Edwards were the two teachers I credit with having the most profound effect on my writing. They both inspired me to be creative and have fun telling my stories.

# data[].attributes.body
A Sense of Place

# data[].attributes.body
When I write, comfort takes precedence. I will write at a desk, but I prefer to write somewhere where I can relax and lose myself in my work. Most of my writing is done indoors, curled up on the couch or snug in my bed, with the occasional assignment typed at the kitchen table or my desk at school. But when the weather is just right, I choose to write while outside on my deck or sitting under a tree.

Regardless, I try to surround myself with natural light (if possible) and my various essentials!

# data[].attributes.headline
In what ways have people, places, practices, and access influenced (and continue to influence) you over time and across learning contexts as a developing writer/reader and teacher of writers/readers? 

# data[].attributes.subject
In what ways have people, places, practices, and access influenced (and continue to influence) you over time and across learning contexts as a developing writer/reader and teacher of writers/readers? 