writer’s craft notebooks analyzing author’s craft to enhance my craft

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Analyzing Author’s Craft to Enhance My Craft presented by Catherine D’Aoust July 3, 2014

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Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft. presented by Catherine D’Aoust July 3 , 2014. Ongoing grammar question:. To teach grammar or not to teach grammar?. - PowerPoint PPT Presentation

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Page 1: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Writer’s Craft NotebooksAnalyzing Author’s Craft to Enhance

My Craft

presented by Catherine D’Aoust

July 3, 2014

Page 2: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft
Page 3: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Ongoing grammar question:

To teach grammar

or

not to teach grammar?

Page 4: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

* Teachers today do not question if grammar should be taught because

the standards require grammar instruction.

CCSS Language Standards!!!

Page 5: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

•Does the research support teaching grammar traditionally? - NO! “…in view of the widespread agreement of research studies basedupon many types of students and teachers, the conclusion can be statedin strong and unqualified terms: the teaching of formal grammar has anegligible or, because it usually displaces some instruction andpractice in actual composition, even a harmful effect on the improvement of writing.” R.Braddock, R. Lloyd-Jones, L. Schoer Research in Written Composition, NCTE, 1963

, Inquiring Minds want to know

Page 6: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

“Those findings that report no correlation between the formal teaching of grammar and writing ability

conclude only that grammar should not be taught in isolation,as an end in itself. They do not conclude that it

should not be taught at all…Unfortunately, the result of theresearch has been to drive grammar instruction out of

the composition classroom, rather than into it, where itbelongs.”

Martha KollnRhetorical Grammar: Grammatical Choices, Rhetorical Effects, 1991

Page 7: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Grammar Instructionin Meaningful, Productive

Contexts opposed to Grammar Instruction in Isolation, often with drill and kill worksheets(sometimes called traditional grammar instruction)

Page 8: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

What is instruction in meaningful contexts?

•This instruction is incorporated into reading and writing instruction in the classroom; grammar instruction becomes a natural part of Analyzing Author’s Craft and learning style while applying it to students’ own writing.

• Instruction is context-based and utilizes both didactic and constructivist pedagogical strategies: - Sometimes students just need directly to be taught rules and how the English language works. - They need continuous opportunities to apply what they have learned to their own writing.

Page 9: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Grammar Instruction

Should NOT be

Page 10: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Grammar Instruction is often

Rapid Release

Page 11: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

In some classrooms …TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson“I do it”

Independent

“You do it alone”

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

Page 12: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

“You do it together”Collaborative

Independent “You do it alone”

A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

Page 13: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Gradual Release Process

Focused, directed instruction with models

Guided, interactive first experiences

Collaborative practice for correction and further learning

Independent practice for attainment in meaningful contexts

Page 14: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Grammar Instruction is often Declarative Knowledge only

highly abstract, without real application

instead of

Procedural Knowledgewhere students use new knowledge in real, meaning- ful contexts where they practice and improve

Page 15: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

The goal of grammar instruction is to

improve writing and speaking

Grammar is often taught as if the goal was to acquire linguistic understanding of the English language.

Page 16: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

CCSS excerpt on Language Standards

Note on range and content of student language use:

To be college and career ready in language, students must have firm control over the conventions of standard English. At the same time, they must come to appreciate that language is as at least as much a matter of craft as of rules and be able to choose words, syntax, and punctuation to express themselves and achieve particular functions and rhetorical effects. They must also have extensive vocabularies, built through reading and study, enabling them to comprehend complex texts and engage in purposeful writing about and conversations around content. They need to become skilled in determining or clarifying the meaning of words and phrases they encounter, choosing flexibly from an array of strategies to aid them. They must learn to see an individual word as part of a network of other words—words, for example, that have similar denotations but different connotations. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.

Page 17: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Grammar Research

Writing as a decision-making activity

Page 18: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Common Core College and Career Readiness Anchor Standards for Language

Conventions of Standard English

1. Demonstrate command of the conventions of

standard English grammar and usage when writing

or speaking.

2. Demonstrate command of the conventions of

standard English capitalization, punctuation, and

spelling when writing.

Page 19: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Common Core College and Career Readiness Anchor Standards for Language

Knowledge of Language

3. Apply knowledge of language to understand how

language functions in different contexts, to make

effective choices for meaning or style, and to

comprehend more fully when reading or listening.

Page 20: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Common Core College and Career Readiness Anchor Standards for Language

Vocabulary acquisition and Use4.Determine or clarify the meaning of unknown and multiple-meaning words and

phrases by using context clues, analyzing meaningful word parts, and consulting

general and specialized reference materials, as appropriate

5.Demonstrate understanding of figurative language, word relationships, and

nuances

in word meanings.6.Acquire and use accurately a range of general academic and

domain-specific words and phrases sufficient for reading, writing, speaking, and

listening at the college and career readiness level; demonstrate independence in

gathering vocabulary knowledge when considering a word or phrase important to

comprehension or expression.

Page 21: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Constance Weaver

Harry Noden

Jeff Anderson

200519991979

Page 22: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Grammar Research says…Constance Weaver (2007) explains,

“Grammar taught in isolation from writing does not produce significant improvements in writing. It is both more motivating and more practical to teach selected aspects of grammar in conjunction with the writing process. (pg.8)”

“It is better to teach a few things repeatedly and well than a lot of grammatical terms that have little or no practical relevance to writing.”

Page 23: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Improving Your Sentences with Brush Strokes

Artist’s

Palette

Page 24: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Harry Noden from Image Grammar

“Traditionally, the study of grammar has dealt only with words, phrases, and clauses. However, when I began to see grammar as a process of creating art, it seemed unnatural – even impossible – not to view grammar as a continuous spectrum in a whole work. As I explored this view with my students, the connection seemed to bring grammar into a meaningful relationship with stories, novels, screenplays, poems, reports, and songs – the ultimate products of the writer’s art.”

Page 25: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

I’m a writer, not an artist…right?

“The writer is an artist, painting images of life with specific and identifiable brush strokes, images as realistic as Wyeth and as abstract as Picasso.”

“Writing is not constructed merely from experiences, information, characters or plots, but from fundamental artistic elements of grammar.”

-Harry Noden,

Image Grammar

Page 26: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Table of Contents: Image Grammar

Page 27: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

What are brush strokes?

Comparison of writing to painting

- Use of a palette of words and combination of words

- Variety of strokes – sentence structures

- Choices determined by artist’s purpose and audience

- Drafting and adding color/shading

Page 28: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

What brush strokes?

A writer’s brush strokes are their repertoire of sentence structures combine with their word choices. Students can begin with these five basic brush strokes:

a) Action verbs

b) Adjectives out of order

c) Appositives

d) Participle used as adjectives

e) Absolutes

Page 29: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Professional authors use these tools to create masterpieces

“Shifting the weight of the line to his left shoulder and kneeling carefully, he washed his hand in the ocean and held it there, submerged, for more than a minute, watching the blood trail away and the steady movement of the water against his hand as the boat moved.”

-Ernest Hemingway

Old Man and the Sea

“Dazed and disoriented, I looked up from the bright red blood pulsing out of my arm—into the fevered eyes of the six suddenly ravenous vampires.”

-Stephanie Meyer

New Moon

Page 30: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Brush Stroke ProcessImitation Writing

Choose a brush stroke

Show a picture

Model the brush stroke

Show a 2nd picture (GRR)

Student(s) practice

Students use brush stroke in their writing

Page 31: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Adjectives Out of OrderThe leopard hung on the tree branch.

The leopard, hungry and vigilant, hung on the tree branch.

Page 32: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

You try using adjectives out of order.

Page 33: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Gorilla:Peering at the onlookers, the gorilla passed hour after hour in his depressing cage.

Painting with Participles

Page 34: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Gorilla:Peering at the onlookers, slumping forward, staring dejectedly, the gorilla passed hour after hour in his depressing cage.

Painting with Participles

Page 35: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Gorilla:Bored by his surroundings, the gorilla passed hour after hour in his depressing cage.

Painting with Participles

Page 36: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Killer Whale:Now you try:

Painting with Participles

Page 37: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Example [Note the lack of sentence variation]

Page 38: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Final words from Harry Noden:

“The writer is an artist, painting images of life with specific and identifiable brush strokes.”

“Writing is not constructed merely from

experiences, information, characters, and

plots, but from fundamental artistic

elements of grammar.”

Page 39: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

My ConcernsHow do we ensure transfer?

Where is accountability in grammar instruction?

What does practice look like?

How do we add the meta-lens?

Page 40: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Thus the Author’s Craft Notebook was born!

Page 41: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Components of Author’s Craft JournalOngoing journal used as an opening writing activity, a writer’s workshop journal, an anchor writing journal, or even a homework journal.

Builds on student memories ( small r research)

Utilizes all CCSS genres

Provides models of grammatical structures and punctuation usage; requires student imitation writing in real contexts

Provides a place for students to practice and explicitly integrate new learnings

Holds students accountable

Fosters transfer to other writing

Page 42: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Anchor Journal Content

Journal Cover

Numbered blueprint

I remember poem

Table of Contents

Student writing with annotations

Acknowledgment section

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Page 44: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

I Remember Poem

I remember when

1. …

2. …

3. …

4. …

5. …

6. …

Page 45: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

I Remember Poem

I remember when

1. … I came home from school and saw my baby sister for the first time.

2. …playing ghosts in the dark hallway with pillows

3. …listening through the hallway furnace to my parents’ parties

4. …

5. …

6. …

Page 46: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Table of Contents

1. Ghosts in the Hall

2. Adult Parties

Page 47: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Students Write

Students choose their topics from their I Remember Poem.

Page 48: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Analyzing Author’s Craft

How the Notebook title was named!

Page 49: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Sample Excerpt from Of Mice and Men

Page 50: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

A tall man stood in the doorway. He held a crushed Stetson hat under his arm while he combed his long, black, damp hair straight back. Like the others, he wore blue jeans and a short denim jacket. When he had finished combining his hair, he moved into the room and he moved with a majesty only achieved by royalty and master craftsmen. He was a jerk line skinner, the prince of the ranch, capable of driving ten, sixteen, even twenty mules with a single line to the leaders.

He might have been thirty-five or fifty. His ear heard more than was said to him, and his slow speech had overtones not of thought, but of understanding beyond thought. His hands, large and lean, were as delicate in their actions as those of a temple dancer.

Page 51: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

A tall man stood in the doorway. He held a crushed Stetson hat under his arm while he combed his long, black, damp hair straight back. Like the others, he wore blue jeans and a short denim jacket. When he had finished combining his hair, he moved into the room and he moved with a majesty only achieved by royalty and master craftsmen. He was a jerk line skinner, the prince of the ranch, capable of driving ten, sixteen, even twenty mules with a single line to the leaders.

He might have been thirty-five or fifty. His ear heard more than was said to him, and his slow speech had overtones not of thought, but of understanding beyond thought. His hands, large and lean, were as delicate in their actions as those of a temple dancer.

Page 52: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Students Copy

In the acknowledgment section of their journals, students write

Subordinate Clause (comma use) J. STEINBECK

And then copy

He held a crushed Stetson hat under his arm while he combed his long, black, damp hair straight back.

Page 53: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Modeling, Imitation, Group Practice, and Release

The teacher and or the teacher and the class create another sentence using the same structure. All students copy this sentence, too, on the acknowledgment page.(could use “Harry Nodin picture”)

Page 54: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Subordinating Conjunctions

after, although, as, because, before, how, if, once, since, than, that, though, till, until, when, where, whether, while

Frames

sub conj + clause (subj+ verb) + comma + clause.When he had finished combining his hair, he moved into the room.

clause (sub + verb) + sub conj + clause (sub + verb)

He held a crushed Stetson hat under his arm while he combed his long, black, damp hair straight back.

Page 55: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft
Page 56: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Sample Acknowledgment Page

Acknowledgement

1. Subordinate Clause J. Steinbeck OF MICE AND MEN

He held a crushed Stetson hat under his arm while he combed his long, black, damp hair straight back.

Although he dreamed of writing a novel, he laterrealized that first he needed something to say.

Page 57: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Students return to their Craft Notebooksto apply subordinate clauses.

Students make notes in the margin of their Journals,acknowledging that they usedthis craft.

When they do, they write the name or number of the structure in the margin next to where they used it and highlight it.

Page 58: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

In their Craft Notebooks, students also adda usage or function description.

Under subordinate clauses, a student would add, “this craft establishes the relationships between what could be 2 different ideas or sentences.”

Page 59: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

Sample Acknowledgment Page

Acknowledgement

1. Subordinate Clause J. Steinbeck OF MICE AND MEN

He held a crushed Stetson hat under his arm while he combed his long, black, damp hair straight back.

Although he dreamed of writing a novel, he laterrealized that first he needed something to say.

Function: establishes the relationships between what could be 2 different ideas or sentences.

Page 60: Writer’s Craft Notebooks Analyzing Author’s Craft to Enhance My Craft

1, The craft of other authors becomes the craft of our students.

2. Transfer begins intentionally and then becomes automatic.

3. Grammar instruction is fun with immediate application.

Authors’ Craft Notebook Outcomes