英语写作教学的三十法

    10. Get students to focus on their writing by holding off on grading.

    Stephanie Wilder found that the grades she gave her high school students were getting in the way of their progress. The weaker students stopped trying. Other students relied on grades as the only standard by which they judged their own work.

    "I decided to postpone my grading until the portfolios, which contained a selection of student work, were complete," Wilder says. She continued to comment on papers, encourage revision, and urge students to meet with her for conferences. But she waited to grade the papers.

    It took a while for students to stop leafing to the ends of their papers in search of a grade, and there was some grumbling from students who had always received excellent grades. But she believes that because she was less quick to judge their work, students were better able to evaluate their efforts themselves.

    WILDER, STEPHANIE. 1997. "Pruning Too Early: The Thorny Issue of Grading Student Writing." The Quarterly (19) 4.

    11. Use casual talk about students' lives to generate writing.

    Erin (Pirnot) Ciccone, teacher-consultant with the Pennsylvania Writing and Literature Project, found a way to make more productive the "Monday morning gab fest" she used as a warm-up with her fifth grade students. She conceived of "Headline News." As students entered the classroom on Monday mornings, they wrote personal headlines about their weekends and posted them on the bulletin board. A headline might read "Fifth-Grader Stranded at Movie Theatre" or "Girl Takes on Responsibility as Mother's Helper."

    After the headlines had been posted, students had a chance to guess the stories behind them. The writers then told the stories behind their headlines. As each student had only three minutes to talk, they needed to make decisions about what was important and to clarify details as they proceeded. They began to rely on suspense and "purposeful ambiguity" to hold listeners' interest.

    On Tuesday, students committed their stories to writing. Because of the "Headline News" experience, Ciccone's students have been able to generate writing that is focused, detailed, and well ordered.

    CICCONE, ERIN (PIRNOT). 2001. "A Place for Talk in Writers' Workshop." The Quarterly (23) 4.

    12. Give students a chance to write to an audience for real purpose.

    Patricia A. Slagle, high school teacher and teacher-consultant with the Louisville Writing Project (Kentucky), understands the difference between writing for a hypothetical purpose and writing to an audience for real purpose. She illustrates the difference by contrasting two assignments.

    She began with: "Imagine you are the drama critic for your local newspaper. Write a review of an imaginary production of the play we have just finished studying in class." This prompt asks students to assume the contrived role of a professional writer and drama critic. They must adapt to a voice that is not theirs and pretend to have knowledge they do not have.

    Slagle developed a more effective alternative: "Write a letter to the director of your local theater company in which you present arguments for producing the play that we have just finished studying in class." This prompt, Slagle says, allows the writer her own voice, building into her argument concrete references to personal experience. "Of course," adds Slagle, "this prompt would constitute authentic writing only for those students who, in fact, would like to see the play produced."

    SLAGLE, PATRICIA A. 1997. "Getting Real: Authenticity in Writing Prompts." The Quarterly (19) 3.

    13. Practice and play with revision techniques.

    Mark Farrington, college instructor and teacher-consultant with the Northern Virginia Writing Project, believes teaching revision sometimes means practicing techniques of revision. An exercise like 'find a place other than the first sentence where this essay might begin' is valuable because it shows student writers the possibilities that exist in writing.

    For Farrington's students, practice can sometime turn to play with directions to:

    ·     add five colors

    ·     add four action verbs

    ·     add one metaphor

    ·     add five sensory details.

    In his college fiction writing class, Farrington asks students to choose a spot in the story where the main character does something that is crucial to the rest of the story. At that moment, Farrington says, they must make the character do the exact opposite.

    "Playing at revision can lead to insightful surprises," Farrington says. "When they come, revision doesn't seem such hard work anymore."

    FARRINGTON, MARK. 1999. "Four Principles Toward Teaching the Craft of Revision." The Quarterly (21) 2.

    14. Pair students with adult reading/writing buddies.

    Bernadette Lambert, teacher-consultant with the Kennesaw Mountain Writing Project (Georgia), wondered what would happen if she had her sixth-grade students pair with an adult family member to read a book. She asked the students about the kinds of books they wanted to read (mysteries, adventure, ghost stories) and the adults about the kinds of books they wanted to read with the young people (character-building values, multiculturalism, no ghost stories). Using these suggestions for direction, Lambert developed a list of 30 books. From this list, each student-adult pair chose one. They committed themselves to read and discuss the book and write separate reviews.

    Most of the students, says Lambert, were proud to share a piece of writing done by their adult reading buddy. Several admitted that they had never before had this level of intellectual conversation with an adult family member.

    LAMBERT, BERNADETTE. 1999. "You and Me and a Book Makes Three." The Quarterly (21) 3.

    15. Teach "tension" to move students beyond fluency.

    Suzanne Linebarger, a co-director of the Northern California Writing Project, recognized that one element lacking from many of her students' stories was tension. One day, in front of the class, she demonstrated tension with a rubber band. Looped over her finger, the rubber band merely dangled. "However," she told the students, "when I stretch it out and point it (not at a student), the rubber band suddenly becomes more interesting. It's the tension, the potential energy, that rivets your attention. It's the same in writing."

    Linebarger revised a generic writing prompt to add an element of tension. The initial prompt read, "Think of a friend who is special to you. Write about something your friend has done for you, you have done for your friend, or you have done together."

    Linebarger didn't want responses that settled for "my best friend was really good to me," so "during the rewrite session we talked about how hard it is to stay friends when met with a challenge. Students talked about times they had let their friends down or times their friends had let them down, and how they had managed to stay friends in spite of their problems. In other words, we talked about some tense situations that found their way into their writing."

    LINEBARGER, SUZANNE. 2001. "Tensing Up: Moving From Fluency to Flair." The Quarterly (23) 3.