In order to provide high quality writing opportunities for all students, teachers need to understand
- The wide range of purposes for which people write and the different kinds of texts and processes that arise from those purposes;
- Strategies and forms for writing for public participation in a democratic society;
- Ways people use writing for personal growth, expression, and reflection, and how to encourage and develop this kind of writing;
- How people make creative and literary texts, aesthetic genres, for the purposes of entertainment, pleasure, or exploration;
- The ways digital environments have added new modalities while constantly creating new publics, audiences, purposes, and invitations to compose;
- The range of non-public uses of writing for self-organization, reflection, planning, and management of information, and the many tools, digital and otherwise, that people use for these purposes;
- Appropriate genres for varied academic disciplines and the purposes and relationships that create those forms;
- Ways of organizing and transforming school curricula in order to provide students with adequate education in varied purposes for writing;
- How to set up a course that asks students to write for varied purposes and audiences.
“In that moment, I make a conscious decision to treat Champagne with love and gentle encouragement, rather than treating her as a challenge, a problem student.“
“Indeed, every book can and should be a window. This is how we learn about the world. But we are not houses unto ourselves. What exists for my public school students who are reluctant readers or who read below grade level are only mirrors. They look to each other for validations of themselves. They find it in music mostly. Yet, if whiteness remains the default narrative, I can’t help but think that white supremacy has a hand in deciding which mirrors they see. Like a house of mirrors, their reflections can be distorted in order to suit the whims of institutional racism. I think they know this instinctively. Maybe they don’t trust books like they don’t trust standardized tests to accurately measure their brilliance.
“Throughout my teaching of mostly Black and Latina girls in Detroit and Brooklyn and the Bronx and Harlem and Queens and Chicago, I saw a million others. A million. I watched them suck their teeth. Roll their eyes. Fold their arms in defiance. And I also saw them smile and seek approval and open up like lotuses and beg to be valued. Because rarely are they. Rarely rarely are they ever valued.
Join us and celebrate the creativity of NYC’s kids and teens!
Oct 19 at @
How spoken word poetry can transform! See these young writers and performers talk about the power of poetry along with their teacher Fatimah Asghar
From a Young Writer:
T&W: What about poetry? Do you like that?
Ahrar: Oh, poetry is the best!
“online sarcasm is now industrially produced …“ How does this change how kids are learning to write?
“The style of Internet writing often called snark participates in sarcasm, typically by adopting the derisive tone of satire without the complex irony. You can find this sort of writing anywhere, on almost any topic.