I find workshops on papers to be quite a helpful technique for all of the parties involved. The students receive feedback on their papers, the students get a chance to review their peers work and gain editing knowledge, and it also gives the teacher the opportunity to let the students take charge. When we were reviewing Caitlin’s paper in class the other day I noticed that most of my concerns were also in the minds of my peers. Also, by looking at someone else’s work I was able to grasp a better understanding of what the literacy autobiography is supposed to cover and be about. Moreover, I noticed that by participating in the peer review, as a writer, you are able to gauge your writing and fix some of the problems that are present.
I’ve been having a difficult time writing my auto-literacy and am looking forward to the peer review. I am hoping to get feedback based on content and on how interesting my paper is. I am afraid that my paper might be off topic even though I am trying my hardest to keep the story intact. This is the part where Lindemann comes in, in one of her chapters she is discussing the importance of a paragraph and then explains different ways a paragraph can be organized. I find this quite interesting since I hardly remember any of these points when I was introduced to writing. All I can really remember about my writing in high school, because it was in high school where it was really developed and ingrained in me, is that I have a problem with run-ons. As I read that chapter I wondered if I was ever taught these things or if I just picked them up in college. When I am writing my auto literacy I find it difficult to use her paragraph approach simply because it requires my “voice” to be put to the side. I remember that Caitlin and I discussed the issue of following rules and most writing conventions and finding that the personal and the intimacy between you and what write gets lost…
And here is where my side story comes in. On Sunday I met a really smart six-grader, as we talked he told me how most of his teachers are making him do research reports on numerous things. He explained that most of his school work has to be done on a computer and that it is mainly expository, well he said it was “all facts”. He then explained or rather was complaining that his teachers wanted his voice to come across in his writing, but that when he did attempt to use his voice it wasn’t recognized as his. Here I was, sitting in this dinner table filled with adults who were busy playing cards or looking at the tv, talking to this 10 year old. I remember being 10 and having grown-ups telling me to mind my words and not get into adult’s conversations, and I couldn’t help but to think that the same thing was happening to this little boy. He was in a room with adults, no children, explaining to me how he needs to develop a voice; ironically, his parents and teachers are giving him the wrong message. Now, how does a six-grader develop a voice when he is made to do standards that require no thought, which after he told me that he is made to write them said “I hate writing!!” He yelled it actually and then shook his head. But the point is that when one is doing expository writing or even a story about one’s own life, how does one determine what information to use? I mean is the story about how I got my first deaf puppy better than the one where I almost drowned? Is the fact that Nevada has a large desert area more important than the fact that it is where Las Vegas is located?
---- As for the rubric, the blog format won't make it easy for me to post it up how I want it laid out.
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