Monday, January 31, 2011
Chapter 4
Creating lessons for students to write, and to write for REAL audiences, is so much more concrete, authentic and memorable when teaching kids to write, right??? lol! Anyhow, while I looked at the different activities Dean uses when teaching consideration and application of writing to audiences, as well as, recognizing reasons that then create the audiences, I decided I really like the use of the book, The Secret Knowledge of Grown-ups by Wisniewski. This idea of a genre set up like an investigation file sort of hits a little close to home for me right now. I am going to do my Genre project around something similar to this. But what I really learned from this chapter is that teaching purpose and audience to students, and letting students know that I (the teacher) am merely a bystander to their writing - reader relationship, is what is most important. The freedom this concept allows students to govern their writing by, is truly empowering!
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I agree with you Heidi, it is more concrete and more memorable for students to write to real audiences. This way they recognize the reason for doing what they are asked to do, and they can apply it outside the classroom. I really like the suggestion by Ryder, Lei, and Roen to practice audience moves--first from the writer himself, then to a specific person, and finally to multiple audiences. This was also brought up in our writing/genre group. It was suggested that a great assignment would be to have students write about a date they went on first to their friends, and then to their parents. The audience and the details would be very different. Students would see how the writing changes depending on the audience.
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