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

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