Harnessing the Power of Purpose and Audience: Authentic Writing in the Classroom – NVWP Summer ISI – Day 14

Welcome to the Northern Virginia Writing Project’s 2016 Invitational Summer Institute! I’ll be blogging the demonstration lessons and the various activities occurring during our four-week duration. Find out more about the NVWP and the National Writing Project.

Our final day of presentations begins with Sara Watkins talking to us about how she uses authentic writing in her high school classroom.

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Quickwrite: Think about a writing assignment you’ve given that your students enjoyed. Describe the lesson: what was it? What was its purpose? Who was the audience for the students?

Towards the end of the year I ran the students through a Flash Fiction mini-unit. We read examples, took them apart to see what made them tick, and tried to figure out what the genre was all about. Students then created their own examples of Flash Fiction. I had them concentrate on conflict types, economy of language, and otherwise following the genre rules we discussed. I wanted the students to gain practice with honing in on various conflict types, working through plot elements, and figuring out how to say a lot with a few amount of words. The audience, unfortunately, was just the class. By the end of the year students knew that pretty much anything they wrote would be put up on the walls to be read and discussed with classmates. 

BTW, authentic writing is pretty much any genre of writing that is “found in the real world” and written for an audience outside of the school. Authentic writing creates links to the community. Writing for an authentic audience helps children believe in the power of their own voice and their own story. Here are some examples of genres of writing used by non-teachers:

examples

Sara passes out a Kelly Gallagher sheet on approaching one topic in 18 different ways. The left hand column represents six prominent purposes available for a topic. The right hand column offers some guidance on how to get started with each purpose.

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Sara shows us a model of her own writing. She splits her favorite topic (dogs!) into the six purposes. Each purpose contains at least three topics about dogs. Yet another successful example of the basic guided release model (teacher walks the class through an already completed/in process example to show basically show students what to do. Then students are encouraged to do their own). Now it’s our turn to do the same! Here’s my example. I didn’t finish it in time. Sorry about the poor lighting.

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We share out. It’s amazing what a wealth of information can come from just a single topic! Even if some of my/out ideas don’t fit squarely into each category, that doesn’t matter. What matters is generating tons of student-centered ideas from a single student-centered topic. The classroom is crackling with ideas and laughter.

I can’t wait to use this in my class this year. She ends up with a list of resources.

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