Summation of the Discussions Posts Concerning Voice in Writing

Question: Is voice an important trait in all writing modes?

The consensus of the posts is that voice is an all important part of writing, whether those pieces of writing are fiction, poetry, or research/reporting. Each of the different purposes has a voice. The neutral voice expected of reporting news and research has a voice that is strong with authority. The many voices that are sometime the “personality” or as Sandy put it, “the expression of the heart and mind,” are heard and felt in fiction and poetry.

Question: What is the best way to teach the traits?

The consensus of the posts is that the six traits should be introduced as a group and then each on emphasized in the subsequent weeks. There was discussion about whether to expect those traits taught to be included in the grading. Many felt this should be left until the latter part of the year.

Teaching Strategies mentioned

1. Pictures as prompts. There are several ways to use pictures as prompts such as having the same picture and prompt for the whole class. Another suggestion that prompted discussion was the use of pairs of pictures, each pair with a different prompt to elicit different voices.
2. Using music. Music can be used to provide a background, to be a prompt, to illustrate voice.
3. Dictionary of voices. Assign words or phrases to be rewritten in a variety of voices such as a kindergarten, a rapper, etc.
4. Single-mindedness. A discussion about whether or not to allow students to keep writing about the same topic. Some said let the student go others said try to broaden the interests of the student.
5. Voices of others. Use books and have students write in the voice of the characters.
   

Quotes from the discussion to think about:

• Voice is the expression of the heart and mind. – Sandy
• I think that at times voice in writing is thought to be flowering poeticism that should be omitted from neutral reporting. I think that one part of Voice, is the ability to write to a certain audience, which I believe is done whether you are writing a research paper, a news article, or love letter. – Vanessa
• "Writing taught once or twice a week is just frequently enough to remind children that they can't write and teachers that they can't teach. They are both like athletes who never get in condition, yet have to play the game before derisive spectators." -- Donald Graves, contributed by Maggie

Recommended Websites

1. The Writing Fix (http://writingfix.com/6_traits/voice.htm)Bay
2. Area Writing Project (http://www.bayareawritingproject.org/)
3. How to Introduce the Six Traits (http://www.thewritingteacher.org/writing-blog-home/2009/1/15/how-to-introduce-the-6-traits.html )
4. All Kinds of Minds by Mel Levine (http://www.allkindsofminds.org/)
   

An Unanswered Question

The term RAFT was used and for those who don’t know what the letters stand for: Role, Audience, Format, Topic.

Some websites:

• http://www.writingfix.com/wac/RAFT.htm
• http://www.geocities.com/writingprocess/rafts.htm
• http://www.greece.k12.ny.us/instruction/ELA/6-12/Reading/Reading%20Strategies/RAFT.htm
  

Reflective Journal prompts

Consider these questions as you reflect each week:

• What was most useful to me in my learning process? What was least useful?


• Did I achieve my learning objectives in this week? If yes, what did I achieve?


• If no, what got in the way of achieving those objectives?


• What did I learn about my own learning process during this module?


• How did my thinking about teaching change this week?


• Do I feel that what I learned in and through this course will have applications in other areas of my life? If so where will I apply this knowledge?


• How well did I participate in this week's discussion? Am I satisfied with my level and quality of participation?


• Did I see myself as an active member of the group?


• How would I evaluate my performance in class this week overall?

Blogging

Blogs are weblogs. Some have called them online journals for anyone to see.

Brainstorming: Blog can be used in education for:

• Teacher reflection
• Exchanging ideas among the faculty
• Exchanging ideas among peers teaching the same subject
• Student journals

Week 1 reflections

INTERN CLASS: This week we had readings in the textbook, postings about the readings and the "icebreaker" where we had to describe the view from our favorite window and weave in some autobiographical details plus what we teach and our goals for the class.

We have a mix of students from elementary, middle and post-secondary backgrounds. We have students from two continents and four states. Dennis (instructor) and I add two more states.

I tried to welcome each student personally, picking something from their icebreaker to relate to. Some were easier to do than others and I didn't want to repeat myself too often.

One of the comments in the discussion of the readings touched on a post-secondary teacher who was required to "do" their own major assignments. This struck me as I try to do all my own assignments with one student in mind. This also helps me identify who might need my help while they tackle the assignment. I would also have to "do" my own course as an online teacher and in preparation for opening it each time I teach it. This was also brought up by a classmate who made the observation in the scenarios we have to post.

WOW! I am excited by the learners in my intern class. They had a lot to say, and lots of questions that started many great discussions. They reached out to give advice, felt no fear asking questions, and shared many good tips with each other. Dennis set the discussion up for two groups, PK-4 and 4-College. Some went back and forth and had postings in both areas.

We had one drop and another who never showed up. I haven't hear what happened to her yet.

A Visit to Copyright Bay Web Site - Annotation

Agnew, J., Gummess, G., & Hudson, M. (2003, February 3). A Visit to Copyright Bay. Retrieved June 11, 2009, from A Visit to Copyright Bay Web site: http://www.stfrancis.edu/content/cid/copyrightbay/index.htm

Copyright laws are changing as more and more professional writings are available online. How to know what can be used, how to it and how to give credit to the author has become more problematic as the information explodes on the Internet. Although this site is aimed at teachers, it is a useful site for students too, as they need to be aware of the copyright laws also. Researched and designed by college students in an educational technology class the site mixes graphics with text in a way to make all users of copyrighted materials aware of what fair use is smaller, more interesting chunks of information as it explains the TEACH law of 2002. Not only is the instructor responsible for fair use, so is the institution: “The institution must have policies in place that govern the use of copyrighted materials. … There must be a notice to students that materials used in a course may be subject to copyright protection.”

Summer, 2009 Outlook

I am in the last class of the E-Learning Certificate track from UW-Stout: The Practicum. I am taking a class plus I am the assistant in another class: 6 Traits Writing. So during my summer, you will see postings on this blog about readings, and scenarios, and my reflections.

Update

As you can see from the lack of posts, my Creating Collaborative Communities class didn't want a blog, reflections were done online.

I had a lot of trouble with the class because the instructions were very unclear. I did the readings, I did the exercises, but compiling all this on a website was not clearly explained. The rubric was no helpful, nor were the weekly comments. The module instructions said one thing and the comments reflected another standard.

I have learned just how important it is to read, re-read, rest, and read again as the facilitator of an online course. Doing this is takes lots of lead-in time. That was one of the points made in on of our readings - about 70% of the work for an online course is done before the class even starts.

I made it through the class, I learned plenty, and now I am beginning a new class.