Week 5: Conferring and Response

  • As writers: what types of response helps you most as a writer? How can you advocate for that type of response so that you feel more confident in talking with others about your writing?
  • As teachers of writing: how can we scaffold good teacher and peer responses so that we "teach the writer, then the writing?"

Workshop Time

  • What makes a good responder?
  • Peer Response Model
  • Group Time
  • Revise your memoir based on feedback from your responders
  • Reviewing the rubric and timeline for submitting

Writing Group Protocol.jpg

Class Time

  • Conferring
    • Debriefing from workshop time -- what happened for you as a writer and responder
    • Defining "conferring" -- Anderson chart
    • Viewing two conferences from Calkins DVD
  • Midtier and Field Notes
    • Midtier moments
    • Describing the classroom and choosing a focus student
    • Weekly notes
    • Summary notes #1 -- still a few weeks away, but how can we think carefully about them along the way?
    • Sample doc from Troy

Homework and Announcements

  • Field Notes Check #1: Please have your first two weeks of midtier notes updated in Google Docs by midnight on Sunday, February 10.
  • Readings for next week:
    • Calkins 25 (Literary Nonfiction) and 26 (Theme Studies)
    • Romano (Foreword) and Putz (Ch 1) of the Multigenre Research Project
    • As you read: What are the characteristics of non-fiction text? How would you define a "genre?" What does it mean to write in multiple genres?
  • Writing for next week:
    • Memoir revisions due:
    • Field Notes Check #1: Please have your first two weeks of midtier notes updated in Google Docs by midnight on Sunday, February 10.