First Off: I really need to handle a concrete portfolio in my hands. I am having a hard time with the "concepts" of rubrics and active learning exercise without handling them and experiencing the process first hand.
Secondly, I cannot get over a hang-up I have with the Wilcox article.
Why are things "sent to a publisher" What magical publisher is Wilcox sending student homework assignments to that they are getting published- let alone READ. Has Wilcox figured a way past agents, slush piles, lengthy response time? Is Wilcox sending writing to publishers as a reward? As if to say "wow, this is really good. Let's send it to a publisher" ....whom you may or may not hear from before you move on to the next grade?
Yes- this is a cynical response. and No- I should not let this one method sway my opinion of the entire article, but I can't help but distrust the article. Is the point that the teacher is doing something with the piece, rather than pinning it to a wall? Why can't it be shared within the context of the school? Why can't the amazing piece be part of a compilation of amazing pieces to be shared via a printed mag or a website? Why can't the active part be sending it to a Literary collection for teens? Why "a publisher"?
Actually, I think at that age, I would have more pride in the paper stuck to the fridge than sent off never to be seen again. In fact, I want to make a giant refrigerator door on my class room wall. I will hang the stellar pieces up with magnets. You are never too old for recognition. I don't think this is passive if you encourage others to read the work. Actually, if you can give the students the power to pick what they are proud of to be fridge work. Proud to share with their peers.
And yes, being published would be amazing. Beyond amazing. But a bit of reality is needed as well. What are the markets to which Wilcox sends the writing?
5 comments:
I love your take on the article, especially Wilcox's conceit of 'sending to a publisher.' I think you got some really good ideas by reading the article though, ways to activate your student's writing lives with meaning that is accessible to them, instead of what Wilcox thinks makes writing 'important.'
The idea about publishing is especially important. Recognition needs to be had for every student, even if it means simply telling them you liked their work. I know I enjoy that
-Alex Rummelhart
Alex- but is it still important if there is no follow through? Does the recognition still exist if it is just mailed somewhere rather than shared with the class? I feel like the kids who work is getting "bound and used in class" in Wilcox's example are getting MORE recognition.
I really love the giant fridge idea - I hope you do use it in your classroom! But I agree, I don't know that publishing something necessarily is the recognition needed, but maybe take the idea one of the kids had in class, of sending their essays to the school board. Maybe have students write letters to the editor, or a letter to a congressman. Find different ways to make their writing meaningful, and usually students will take it and run.
Giant classroom refrigerator = possibly the best idea I've ever heard.
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