[Bkn-english-646-fall-2009] Fwd: Assignment 5

[Christopher Banks]

Hi everyone, I am sorry for this late response.  Apparently, I sent  
these to two individuals only instead of the listserv itself.  I'm  
like a caveman with a club trying to beat files out of a computer  
sometimes.  Here's what I sent before:

> From: Christopher Banks <auron130 at aol.com>
> Date: October 13, 2009 12:45:32 PM EDT
> To: tony iantosca <tonyiantosca at hotmail.com>
> Subject: Re: [Bkn-english-646-fall-2009] Assignment #5
>
> To piggyback on tony's response, I too have had sessions that have  
> been solely centered around building an introduction. Though I  
> stress to my students the importance of keeping a laser like focus  
> on expressing their ideas, depending on the writer I try not to  
> restrict their ideas to a singular paragraph but to rather to  
> sections where they can feel free to knock some ideas around without  
> worrying about organization at least for the first several drafts of  
> course.
>
> On Oct 13, 2009, at 10:52 AM, tony iantosca wrote:
>
>> to answer your question, john, yes i've had many such sessions.   
>> Normally when we spend the entire session working on an  
>> introduction, I draw a series of squares on paper, each square  
>> corresponding to an idea in their introduction, each representing a  
>> paragraph. I usually stress as much as possible that students  
>> confine one or two ideas to one paragraph-box, and worry about  
>> transitions later.
>>



Begin forwarded message:

> From: Christopher Banks <auron130 at aol.com>
> Date: October 14, 2009 1:03:33 PM EDT
> To: saralouise.stewart at gmail.com
> Subject: [Bkn-english-646-fall-2009] Assignment 5
>
> Hey everyone, sorry for the delay and the silence.  Here are my  
> thoughts:
>
> What I found interesting in Chapter 4 is what Perl describes as  
> "Shuttling".  Many of the students I have tutored and continue to  
> tutor fall right into this process.  What I find problematic is when  
> students try to fight against their process of writing because they  
> think it is not the "right" way to compose.  They either lack the  
> confidence to trust in their process so I end up meeting them when  
> they are at the proverbial end of their ropes, or they do not know  
> that dialogical thinking can include just redefining an idea and is  
> different than bandaging content axe wounds with surface error  
> correction bandaids.  I remember being taught in 4th and 5th grade  
> the the linear writing process.  I was almost always last to give in  
> an in class writing assignments, and what I gave in was always met  
> with disapproving scowl and punitive grade; however, I knew that  
> there was more than a linear process to writing, for when I went  
> home to complete assignments my mother would help me build ideas in  
> various situations and circumstances that I thought were not allowed  
> according to school writing rules.  These assignments would be  
> complete and sharp, so of course they would receive much more  
> scrutiny by the teachers and a begrudging compliment when everything  
> was correct.  Many of the students who I encounter can benefit from  
> the incubation process if they allowed themselves the time for it.   
> What I have noticed is that students have an almost unrealistic  
> expectation that they should be able to complete their writing  
> assignments in their first sitting through the uninterrupted process  
> of planning, organizing, drafting, and editing when they do not have  
> a clear understanding of what the assignment and the writing process  
> entails.
>
> Chapter 5's labeling/glossing process is a technique I tend to use  
> for myself and suggest to student writers.  I find that it helps the  
> students to make sense of the jargon often used by the assignments.   
> Associative ideas I find help the students to identify the key  
> concepts that they know but have a hard time identifying.
>
> On Oct 14, 2009, at 10:48 AM, Sara Stewart wrote:
>
>> Alicia,
>> I like the idea of a "structured freewrite" as you put it.  Guiding  
>> the student with who, what, when, where, and why gives them a  
>> chance to get their thoughts out on paper. However the tutor can  
>> try to help the student stay on track/focused on the assignment.
>> *Sara*
>>
>> -----Original Message-----
>> From: alicia berbenick <aberbenick at gmail.com>
>> Date: Wed, 14 Oct 2009 07:21:57
>> To: <BKN-ENGLISH-646-FALL-2009 at lists-1.liu.edu>
>> Subject: [Bkn-english-646-fall-2009] Assignment 5
>>
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