Even Reluctant Writers Will Love Six-Word Memoirs

Six-word memoirs were a quick and excellent way to get students writing, revising, and crafting digital texts.

At the start of every school year, I look for a fun way for students to introduce themselves to each other and to me. Last year, I asked students to craft visual autobiographies on Padlet. This year, since I’m teaching a course for 11th and 12th graders on Modern Fiction and Nonfiction, I also wanted a quick activity to get my students writing their own modern stories. Enter the Six-Word Memoir! (Just in time for the National Day on Writing! #WhyIWrite) [ . . . ]  Read More

Let’s Annotate the Web! Meta Digital Writing with Troy Hicks

For this month’s Digital Literacies Collaborative (DLC) social reading, I invite you to read and annotate Troy Hicks’ (2018) excellent piece from Voices in the Middle on “The Next Decade of Digital Writing.” In addition to joining the ongoing discussion throughout the article, I especially invite you to think publicly about your next steps or goals as a teacher of digital writing.

In the article, Hicks reflects on the evolution of digital writing instruction and highlights five educators’ innovative practices. Hicks describes his purpose as follows: [ . . . ]  Read More

A Transmedia Writing Project by Global Collaborators

Thanks to a series of well-timed clicks on social media, I recently became one of twenty, international co-authors of a collaborative digital writing project, the NetNarr Alchemy Lab.

How I Got Involved

Scrolling through social media, I was intrigued by a playful invitation that teased the possibility of a transmedia, collaborative story.

“Come. Join us,” the invitation stated.

“Take a chance. We’ll be right there with you. Together, we hope to create something magical.”

The sign-up sheet made the following, modest offer: [ . . . ]  Read More

Experimenting with Digital Badges in ELA

I’ve been tinkering with digital badges for a few years, but this spring marked my first effort to test them in the classroom. I’m still in an exploratory stage, but I wanted to share some initial reflections.

What are Digital Badges?

In a nutshell, badges are digital ways of recognizing accomplishments or skills. Open badges are tied to evidence of learning and designed to be shared, so recipients can showcase their skills across digital platforms (e.g., Twitter, Facebook, LinkedIn).

If you’re new to badges, check out the Open Badges website and this article on badges in the classroom. The graphic below illustrates the elements of an open badge. [ . . . ]  Read More

Poetry for the Reluctant Poet

In honor of National Poetry Month, here’s a poetry lesson that can inspire writers of all ages.

On Valentine’s Day, a day when emotions are heightened in high school, for better or worse, I trotted out an assignment that would invite students to have fun writing poetry. These were ninth graders—generally willing to play along when I call something fun even if they don’t think it is—but I did my best to present them with options they’d find inherently appealing. They even laughed politely when I joked that if they wanted, they could write their poem on colored paper and cut it out in a heart shape. [ . . . ]  Read More

Using Literacy for Advocacy

In honor of Advocacy Month, the Writers Who Care blog has invited educators to talk about literacy and advocacy by posting a 90-second video on Flipgrid. My students decided to tweak their prompt to reflect on how we use literacy for advocacy.

Here is the video response from my classroom.

From Of Mice and Men to Advocacy

After students finished reading Of Mice and Men, I challenged them to investigate a contemporary issue raised by the classic text. Students researched and wrote about issues such as sexism, racism, ageism, and ableism. Then, they researched advocacy organizations that aligned to their arguments. Some students reached out to their advocacy groups to learn how to get involved. [ . . . ]  Read More

Students’ Writing Goes Viral

The search for an assignment that makes second-semester seniors want to read more is like the hunt for a unicorn—a noble quest that’s likely to fail.

But this year, my students and I captured the unicorn with a project that invited them to research the benefits of reading and share their findings with a global audience.

Over 1000 people read my seniors’ writing over a three-day period this month. And after the assignment’s conclusion, several students reported that they read more now than ever before. [ . . . ]  Read More

Fun with Infographics: Gearing up for the NCTE Convention

I leave tomorrow for the Annual Convention for the National Council of Teachers of English (NCTE). With the excitement building on Twitter, I came across a post that inspired me to do some digital writing. English educator and author Kylene Beers (@KyleneBeers) created an infographic to announce her presentation schedule for the conference.

Inspired by her post, I used Adobe Illustrator to create an infographic (pictured below) to share my presentation schedule, and shared it on Twitter. To create the graphic, I used a “snipping tool” to take screenshots of the presentation schedule, and then added my own call-out boxes, graphics, and text. [ . . . ]  Read More

Print vs. Digital: Students Choose How to Write

Now that all my students have a school-issued Surface tablet, I let them choose how they want to take notes. When we were reviewing literary terms last week, I instructed students to take notes and snapped a picture of this tableau:

  1. A student taking digital notes with the stylus and touch screen (using the highlighter tool to emphasize key words)
  2. A student taking notes by hand in a spiral notebook
  3. A student typing notes using the keyboard

While some research worth sharing with students suggests that handwritten notes may be better for learning, I’ve noticed that now that they have the option to type, my students are less reluctant when I ask them to take notes, and even more likely to start taking notes on their own without my prompting. [ . . . ]  Read More

Authentic Writing: Turning Heads and Saving Necks

They hurtled into the room, grabbing the thickest, most neglected books from my shelf—titles like The Reader’s Encyclopedia of Shakespeare and The American Tradition in Literature—rushing them into the hallway, returning for more, until they’d built a wobbly skyscraper of books. What kind of assignment could spark such enthusiasm?

When educators talk about authentic writing, they are talking about assignments written for real audiences—not just for the teacher—that provide students with opportunities to make choices and write about ideas that matter to them. Ken Lindblom argued in a recent Writers Who Care blog post that good writing instruction offers opportunities for students to write in a variety of genres, invites students to write for real audiences and make meaningful choices, and incorporates feedback from multiple audiences throughout the writing process. [ . . . ]  Read More