<html><head></head><body style="word-wrap: break-word; -webkit-nbsp-mode: space; -webkit-line-break: after-white-space; ">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: <br><div><br><blockquote type="cite"><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><span style="font-family: Helvetica; font-size: medium; color: rgb(0, 0, 0); "><b>From: </b></span><span style="font-family: Helvetica; font-size: medium; ">Christopher Banks <<a href="mailto:auron130@aol.com">auron130@aol.com</a>><br></span></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><span style="font-family: Helvetica; font-size: medium; color: rgb(0, 0, 0); "><b>Date: </b></span><span style="font-family: Helvetica; font-size: medium; ">October 13, 2009 12:45:32 PM EDT<br></span></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><span style="font-family: Helvetica; font-size: medium; color: rgb(0, 0, 0); "><b>To: </b></span><span style="font-family: Helvetica; font-size: medium; ">tony iantosca <<a href="mailto:tonyiantosca@hotmail.com">tonyiantosca@hotmail.com</a>><br></span></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><span style="font-family: Helvetica; font-size: medium; color: rgb(0, 0, 0); "><b>Subject: </b></span><span style="font-family: Helvetica; font-size: medium; "><b>Re: [Bkn-english-646-fall-2009] Assignment #5</b><br></span></div><br><div style="word-wrap: break-word; -webkit-nbsp-mode: space; -webkit-line-break: after-white-space; "><div>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. </div><br><div><div>On Oct 13, 2009, at 10:52 AM, tony iantosca wrote:</div><br class="Apple-interchange-newline"><blockquote type="cite"><span class="Apple-style-span" style="border-collapse: separate; font-family: Helvetica; font-size: medium; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; "><div class="hmmessage" style="font-size: 10pt; font-family: Verdana; ">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. <br> </div></span></blockquote></div></div></blockquote></div><div><br></div><div><br><div>Begin forwarded message:</div><br class="Apple-interchange-newline"><blockquote type="cite"><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px;"><span style="font-family:'Helvetica'; font-size:medium; color:rgba(0, 0, 0, 1);"><b>From: </b></span><span style="font-family:'Helvetica'; font-size:medium;">Christopher Banks <<a href="mailto:auron130@aol.com">auron130@aol.com</a>><br></span></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px;"><span style="font-family:'Helvetica'; font-size:medium; color:rgba(0, 0, 0, 1);"><b>Date: </b></span><span style="font-family:'Helvetica'; font-size:medium;">October 14, 2009 1:03:33 PM EDT<br></span></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px;"><span style="font-family:'Helvetica'; font-size:medium; color:rgba(0, 0, 0, 1);"><b>To: </b></span><span style="font-family:'Helvetica'; font-size:medium;"><a href="mailto:saralouise.stewart@gmail.com">saralouise.stewart@gmail.com</a><br></span></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px;"><span style="font-family:'Helvetica'; font-size:medium; color:rgba(0, 0, 0, 1);"><b>Subject: </b></span><span style="font-family:'Helvetica'; font-size:medium;"><b>[Bkn-english-646-fall-2009] Assignment 5</b><br></span></div><br><div>Hey everyone, sorry for the delay and the silence. Here are my thoughts:<br><br>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.<br><br>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.<br><br>On Oct 14, 2009, at 10:48 AM, Sara Stewart wrote:<br><br><blockquote type="cite">Alicia,<br></blockquote><blockquote type="cite">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.<br></blockquote><blockquote type="cite">*Sara*<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">-----Original Message-----<br></blockquote><blockquote type="cite">From: alicia berbenick <<a href="mailto:aberbenick@gmail.com">aberbenick@gmail.com</a>><br></blockquote><blockquote type="cite">Date: Wed, 14 Oct 2009 07:21:57<br></blockquote><blockquote type="cite">To: <<a href="mailto:BKN-ENGLISH-646-FALL-2009@lists-1.liu.edu">BKN-ENGLISH-646-FALL-2009@lists-1.liu.edu</a>><br></blockquote><blockquote type="cite">Subject: [Bkn-english-646-fall-2009] Assignment 5<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">_______________________________________________<br></blockquote><blockquote type="cite">BKN-ENGLISH-646-FALL-2009 mailing list<br></blockquote><blockquote type="cite"><a href="mailto:BKN-ENGLISH-646-FALL-2009@lists-1.liu.edu">BKN-ENGLISH-646-FALL-2009@lists-1.liu.edu</a><br></blockquote><blockquote type="cite"><a href="https://lists-1.liu.edu/mailman/listinfo/bkn-english-646-fall-2009">https://lists-1.liu.edu/mailman/listinfo/bkn-english-646-fall-2009</a><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">_______________________________________________<br></blockquote><blockquote type="cite">BKN-ENGLISH-646-FALL-2009 mailing list<br></blockquote><blockquote type="cite"><a href="mailto:BKN-ENGLISH-646-FALL-2009@lists-1.liu.edu">BKN-ENGLISH-646-FALL-2009@lists-1.liu.edu</a><br></blockquote><blockquote type="cite"><a href="https://lists-1.liu.edu/mailman/listinfo/bkn-english-646-fall-2009">https://lists-1.liu.edu/mailman/listinfo/bkn-english-646-fall-2009</a><br></blockquote><br></div></blockquote></div><br></body></html>=