"It is perfectly okay to write garbage—as long as you edit brilliantly." – C. J. Cherryh
Multigenre Research Project.
Musings and proposals.
Who am I as a teacher of writers? And how can I explore and express that?
Well, firstly, I'm (learning to be) a teacher of writers who cares about where my writers come from and who my writers are. This becomes neatly tied up within my practice with English Language Learner writers, so perhaps this project will be nestled in learning English centered in the writer's native language and experience. I would research (hello Galileo, welcome me back kindly, please) effective practices for teaching ELL writers (why haven't I done much of that before? This, if nothing else, is making me realize a severe shortcoming in my preparation for teaching the GED class and for tutoring ELLs.) and then apply those practices to my students and my tutees. I would measure effectiveness quantitatively (as quantitatively as writing can be measured) through their improvement (or lack thereof) in writing and qualitatively through the classroom or tutoring environment and the students' and tutees' personal reflections on their experience. My writers and I would co-create reflection for much of this. The multi-genre of this multi-genre research would enter through the means and modes of reflection (stories, observations, co-created reflections, experience, letters of feedback and encouragement to my writers, my own writing in the ways I'll instruct, and more ways I can't yet imagine).
Dialects and their conflict with "Standard English" introduce themselves here- how similar is learning "Standard English" from a dialect to learning it from another language? Are they even similar? Perhaps this is more a project investigating "Standard English Language Learners," because learning to talk and write as expected is a game that must be played. Yeah, I think I'll pursue that.
For the moment, write me down as navigating the teaching of writing for "Standard English Language Learners."
And perhaps this planning turns out to be garbage... but it's the garbage that lets me (hopefully) make something brilliant later.
Musings and proposals.
Who am I as a teacher of writers? And how can I explore and express that?
Well, firstly, I'm (learning to be) a teacher of writers who cares about where my writers come from and who my writers are. This becomes neatly tied up within my practice with English Language Learner writers, so perhaps this project will be nestled in learning English centered in the writer's native language and experience. I would research (hello Galileo, welcome me back kindly, please) effective practices for teaching ELL writers (why haven't I done much of that before? This, if nothing else, is making me realize a severe shortcoming in my preparation for teaching the GED class and for tutoring ELLs.) and then apply those practices to my students and my tutees. I would measure effectiveness quantitatively (as quantitatively as writing can be measured) through their improvement (or lack thereof) in writing and qualitatively through the classroom or tutoring environment and the students' and tutees' personal reflections on their experience. My writers and I would co-create reflection for much of this. The multi-genre of this multi-genre research would enter through the means and modes of reflection (stories, observations, co-created reflections, experience, letters of feedback and encouragement to my writers, my own writing in the ways I'll instruct, and more ways I can't yet imagine).
Dialects and their conflict with "Standard English" introduce themselves here- how similar is learning "Standard English" from a dialect to learning it from another language? Are they even similar? Perhaps this is more a project investigating "Standard English Language Learners," because learning to talk and write as expected is a game that must be played. Yeah, I think I'll pursue that.
For the moment, write me down as navigating the teaching of writing for "Standard English Language Learners."
And perhaps this planning turns out to be garbage... but it's the garbage that lets me (hopefully) make something brilliant later.
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