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"Creative writing (Middle school)"
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Composing college identities: Latina girls writing their way to the Universidad
Purpose
The purpose of this paper is to explore Somos Escritoras, a creative space and writing workshop, for Latina adolescent girls (grades 6–8), as a program that supports not only writing and literacy development of girls, but also their college going identities.
Design/methodology/approach
This is a case study focused on the experiences of five Latina girls who participated in Somos Escritoras and what they define as the important aspects of the program that supported their personal and academic development.
Findings
Through girls writing, interview transcripts, and ethnographic conversations, their words illustrate how Somos Escritoras provided a safe space to examine their lives and find comunidad. Girls described the value they found in examining their lives through art and writing in ways that school did not invite them to do. Also, girls discussed the power they found in writing alongside Latinas their age and Latina mentors.
Originality/value
This study offers pedagogical implications for English language arts classrooms and schools to support Latina girls’ college-going identities.
Journal Article
The Dialogic Interplay of Writing and Teaching Writing: Teacher-Writers' Talk and Textual Practices across Contexts
This study uses dialogic theory to understand teacher-writers' practices across in- and out-of-school contexts. Using case study methods to closely observe and interview a middle school teacher and a high school teacher, as well as analyze their writing, the study identified similarities in the teachers' appropriations of language, textual practices, and ideologies across contexts. However, each teacher appropriated distinct practices in discipline-specific ways, with one focused on the literate practices of creative writers and the other focused on the literate practices of online, networked writers. These contrastive examples highlight ways in which teacher-writers' literate and instructional activities dialogically inform each other in both similar and distinct ways. Ultimately, I make the argument that dialogic perspectives that attend to teachers' out-of-school practices provide richer, more complex understandings of instructional practice than currently popular conceptions of \"best practices\" and \"value-added\" teaching.
Journal Article
Adolescents rewrite their worlds
Adolescents Rewrite their Worlds offers alternative ways teachers can engage young adolescents with the writing process using literature. The contributors discuss the values of writing in twenty-first century classrooms and global societies, remarking that writing is first a personal exploration that is informed by cultural practices.
eBook
The Write Thing
Newbery Medal-winning author Kwame Alexander shows how to shake up the traditional writing workshop to make writing fun again. Using his techniques and strategies, you'll invigorate the writing workshop and motivate even the most reluctant writers.
eBook
The Continuum of Change
The following includes definitions of these terms. * Community-connected learning \"cultivates more porous boundaries between classroom and community, and often explores social identity, equity, language, and culture\" (Kimner & Olsen, 2023). * Futures thinking is \"the process of turning facts about the present into plausible, provocative, and logical views of the future\" (Forchheimer, 2022) and \"a creative and exploratory process that uses divergent thinking, seeking many possible answers and acknowledging uncertainty\" (Futures Thinking | Department of the Prime Minister and Cabinet (DPMC), 2021). * Advocacy is \"using your voice to influence decision-makers and demanding change that works for the benefit of humanity\" (Lock, 2021). The students read a range of articles on the topic and explored trends and future possibilities that could influence the issue, such as innovations in building materials, climate change, and population growth and decline. Letters to the Editor During a unit focused on research and persuasive writing, a different group of seventh-grade students selected issues that mattered to them, such as youth mental health, housing, and education. E CommunityShare (https://www.communityshare .org/) connects community partners and PK-12 educators and schools and provides capacity building supports so those partnerships can sustain and thrive. * Teach the Future (https://www.teachthefuture .org/) provides training, resources, and community to bring futures thinking into schools around the world. * Student Voice (https://www.stuvoice.org/about) is a youth-led organization that builds youth advocacy capacity to achieve equity in schools.
Journal Article
Setting and description
Setting and Description focuses on the effective use of descriptive writing techniques to depict a story setting. Students practice first-drafting, editing, polishing and sharing original scenes and stories set in realistically described times and places.
eBook
Character development
Character Development focuses on the creation of fully-realized, multidimensional protagonists and antagonists. Students practice first-drafting, editing, polishing, and sharing original paragraphs, scenes, and stories featuring the characters they have brought to life.
eBook
A Web-Based Learning Media Ruang Ekspresi to Teach Poetry Writing for Junior High School Students
Internet technology offers young students opportunities of writing poetry through apps, software, interactive websites and computer assisted creative writing platforms. This study aimed to develop learning media in the form of an audio-visual product, named Ruang Ekspresi as a poetry writing platform for junior high school students, facilitating them to transform their creative ideas into poems. This study employed Research and Development method with R2D2 (reflective, recursive, design, and development) design. Instruments used in this research were observation rubrics, questionnaires, and semi-structured interview items The participants of this study comprised a team of learning experts, media experts, teachers, and students studying the Indonesian language curriculum where poetry is taught as an artwork at junior high school levels. The sample was identified through purposive sampling method. The validations of expert and opinions of students were taken into account for product development, product feasibility, its language and its effectiveness. It was found that technology can improve the quality of poetry assisted through software, and Internet applications. With the help of various Apps and web based platforms, poetry writing has enabled both teachers and students to teach and learn poetry in constructive ways. Results show that Ruang Ekspresi , equipped with a manual guidebook is feasible and applicable to help junior high school students write poems. Ruang Ekspresi can also be used by senior high school students by customizing learning material. The findings show that by making use of this software, teachers and student would be more creative and innovative.
Journal Article
Remixing storytelling across modes
BackgroundUsing storytelling in a classroom context can be a powerful tool, but how can English language educators use storytelling in ways that are beneficial to their learners?ObjectivesIn this paper, we simultaneously engage with the concept of storytelling, multimodality and creativity to show how these three concepts can work in tandem theoretically and in practice. The research is based on a collaborative multimodal storytelling intervention in a Grade 7 English Home Language classroom which entailed transducing the same story from a print-based mode to a performative mode. We work with the concept of storytelling across modes, rather than multimodal composition to highlight the fluid possibilities that our cross-pollination approach offers.MethodologyThe study is qualitative, and we thematically analyse data produced by one group of five learners. The research questions are as follows: (1) What are the different affordances of print-based and performative storytelling? (2) How do these two modes enable students to collaboratively draw on their linguistic, creative and social resources and repertoires?ResultsCollaborative storytelling created multiple access points in the English classroom which enabled the learners to draw on a wide range of modes, realities and resources in accessible and meaningful ways. The intervention created a space for the learners to reflect on past experiences, re-imagine their sense of self and future, and use their stories as a form of social action.ConclusionEach mode offered different pathways and distinct affordances to crafting and producing stories.
Journal Article