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"I believe that the only way I'm going to be able to teach writing tomorrow is because I did it today.  In fact, I believe that reading this book is a waste of your time if you aren't going to write as well: Important things will not change in your classroom until you do.  I believe you can't tell kids how to write; you have to show them what writers do" (p. 8).

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(Kittle's husband) "[...] I think writers are like cows [...] You have this thinking building up inside you all the time andyou just need to get it out.  You need to be milked every day" (p. 22).

"I write beside them to stay in touch with what I'm asking of my students and to practice my craft as their writing teacher" (p. 33).

"Kids mimic what we do.  They copy our engagement in work, they copy our moves in revision, they copy our joy for living. [...] [W]e have to take our roughest draft and put it on the overhead, reread it out loud to them, and talk about what belongs and what is a rabbit trail that should be cut" (p. 51).

Motivation comes from a writer's desire to answer his own questions.  I want my students seeking as I am, not doing assignments" (p. 103).

"Writers write without pen and paper: They write in thier minds" (p. 124).

"Writing is enriched by personal experience, so I lead with my passion and look for theirs" (p. 146).

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The teacher as model:

Share with students that writers rehearse (write in their minds while they do other things) constantly.

No need to share your final product! Only need to share your drafts and discuss your process with the class. You do not create a model text; you are the model and your text is only used to demonstrate what you are modeling!

Priorities & Choices (Vocabulary development and monitoring reading may not get as much attention as they did in the past)

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Writer's Notebook:

Quick free writes (5-15 min. throughout the 80 min. period)

No grade attached bc no requirement to share

Must write the entire time

Write quickly w/o letting the critic in your head censor you

Relax and play

Students develop a confident voice

"Later, when a more serious, academic voice is called for, my students will be ready, becasue they'll have much greater understanding and control over their writing voice" (p. 31).

**Use your own quick writes as oppurtunities (minilessons) to discuss the variety of different ways a writer might use punctuation.

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Kittle's 7 interdependent principles:
1. Expect every student to write well and structure independent writing time during class to allow for re-teaching of those who need it.
2. Complete collaboration between students and teacher: working, thinking, learning.
3. Study elements of craft to improve student's and teacher's writings.
4. Students will be shown how to listen to their writing with the goal of improving craft in mind.
5.  The teacher learns from watching and listenting to the students.
6. Writing is flexible not formulaic "Writing will always be about the idea first, then a form that gives it shape" (p. 64).
7. It is the teacher's responsiblity to ensure each student improves by the end of the year/semester.

Structure of Kittle's class:

Agenda for the day

SSR

Book talk (parent book talks)

Quick writes

Mini-lesson(s) "layers" (study mentor text, study teacher draft, study student draft in any number of different ways, revision with vision=here are tools that provide you with options to achieve your vision)

Workshop (Conferring one-on-one "How can I hlep?" and in response groups)

Close with sharing

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Narrative

Kittle begins her class with story because it is the most natural for us as humans.  Prompt: select one moment in your life that has formed you (p. 103).

Second story unit based on theme and refining craft

Persuasion  "Words are potent" (p. 131).

"Teenagers like to argue more than anyone I know, but the art of well-reasoned argument--nuanced, multifaceted, credible--is about more than passion. It rests on research and clarity of thought" (p. 131).

Mentor texts are relevant and consider issues faced by teens.  Mentor texts represent writing that has "clarity, specificity, and thoroughness" (p. 132).

Evaluate the crediblity of the evidence presented and how craft is used to help the reader embrace that evidence

Real world skills is the primary goal.
Kittle emailed college professors in different fields and asked: "What do students need in writing?"
"[T]o pursue a line of thought, to provide credible evidence to support an idea, to be flexible with thinking as well as sentences, and to write with power, grace, and style" (p. 152).

What about literature analysis?
Important to find a balance: "We know we need students to write about literature because writing about it improves their reading.  We need deep readers.  They will likely learn and understand more about their reading when they write. The problem is, they will not necessarily understand more about writing with this work.  Rewriting is, after all, what writing is all about" (p. 152-53).

Thus, we must draw on our student's passion, which may or may not be literature!

"We know that students revise with more energy if they topic is personally meaningful to them.  They will revise little, if any, if the topic is not" (p. 153).  "We want students haunted by writing. We want topics that grab them and won't let them go" (p. 154).

Final project is a blending genre product.

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Patience and repetition because conventions matter
"I think of grammar, I tell my students, as a list of expectations and clarity that most readers know; we measure the credibility of the writer by adherence to this code" (p. 191).

Punctuation and grammar taught as a whole-class minilesson AND in context within students writing.

Begin with sentence combining. Later lessons guided by student work and their needs.

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Wishes to write narrative summaries of student learning, but letter grades are our reality.

Content and Craft seperate

Students may re-submit at any point, so writing is not finished until student is truly satisified they have communicated their idea.

Recognize what the writer is trying to communciate before you offer feedback

Thanks,

Final portfolio is all about evaluation and celebration!  Writing portfolio = rate, evaluate, and discuss each piece produced throughout semester.

Never forget your purpose: "What is writing for? What do we teach and why?  It can't only be for next year--or college--or the April test.  Sometimes it is for now: a path through dark days.  We teach life writing, not school writing, life writing in all its complexities: the tools for tasks we can't anticipate. It is about this day--this lesson--what students can reach for that will matter--for the lives stretched out before them peppered with joy and loss" (p. 236).

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"I believe each of my students must craft an individual reading life of challenge, whim, curiosity, and hunger. I believe in the collecting, noticing, living work of designing lessons to empower writers. I believe teachers provide vision for students; we live a belief in their success every day we teach."

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Drive Brand Studio - Branding, Advertising, Marketing, Websites

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Penny Kittle - Teacher, Author, Advocate - Home

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"I believe each of my students must craft an individual reading life of challenge, whim, curiosity, and hunger. I believe in the collecting, noticing, living work of designing lessons to empower writers. I believe teachers provide vision for students; we live a belief in their success every day we teach."

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236 pages (Heinemann, 2008)

DVD with samples and demos

Pragmatic and full of detailed lessons for teachers (mainly secondary)

Principles are applicable for all educators (show what you are thinking, and write with your students)

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https://www.google.com/search?q=cow+writing&rlz=1CAHPZY_enUS692US692&espv=2&biw=1366&bih=631&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjE8dHxk8nNAhVk_IMKHXl9DssQ_AUIBigB#q=cow+writing&tbm=isch&tbs=sur:fc&imgrc=v5P1AlweDKIbLM%3A