Happy New Year and welcome back to a brand new year! I know I’m crazy, but I am really excited to get back to school and the kids-I missed them! I hope you all are rested and ready to tackle the spring semester of another school year. A good friend of mine used to say that the spring semester of a school year is like riding an open sled downhill on snow & ice in the winter-no slowing down and you’d better hold on tightly! As we move into 2019, I encourage you to be a reflective practitioner of your educational practice. Begin by asking questions-what went really well in the first semester of the school year? Why did it go well? What was really challenging in the first semester? Why was it challenging? What would l like to try to do with my students, colleagues or individually and who in my circle of friends might be my comrade in arms? New things are always more fun with friends! I want to propose two newly released professional books to spark that new idea. First, Understanding Texts and Readers by Jennifer Serravallo. This

book came out earlier this fall. I bought mine at the fall breakfast from QEP Books. I literally gasped when I saw it on the table and Catherine, owner of QEP, smiled and said, “I’ll add it to your pile!” It has been a game-changer for me as I seek to match readers to books and raise the text complexity of what my students are reading. If you have studied the State of Texas Language Arts Standards, or have heard Victoria Young speak lately, you know the importance and relevance of text complexity as we move into the new era of STAAR. You’ll definitely want to add this one to your pile. Next, Leading Well by Lucy Calkins, Mary Ehrenworth & Laurie Pessah. As I seek to create lasting and sustainable change classrooms and schools, I am always looking for resources that will help make that a reality. Leading Well is newly released, and I’ve just begun to read it, but so far I have found gems in just the first section-especially about leading through influence rather than compliance. What a concept! If you are a literacy leader looking to make a difference on a large scale, this one’s for you! Don’t miss it! Welcome back everyone! Cheers to a new semester and a new beginning! Blessings all around! Please keep watch on our website and your email for our up-coming winter event. Details will follow soon! Happy 2019 and from our house to your house-happy New Year!

President’s Message by Cathy Roth

Volume XX, Issue 2, Spring 2019 Page 1

Inside this issue:

Newsletter Date Volume XVI, Issue 1

President’s Message by

Cathy Roth

1

Using Sketch Noting to Re-flect on Professional Learn-ing by Sarah Baker, Ed.D.

2-4

Book Recommendation by Kristi Thaemlitz, Ph.D.

5

Open Spaces by Kristen Stapp Nance

6-7

“Refresh, Revive, Renew”: Reflecting on Planning for a Successful Second Semester by Yolanda Clarke

8-9

PBL’s Powerful Place in the

ELA Classroom by Linsey

Bové

10-11

NCTE 2018 Reflections by

Demetria Thomas

12

Choice of Genre in Writing

by Stephen Winton, Ed.D.

13

Editor, The ELAborator

Stephen Winton, Ed.D.

A couple of months ago I ran across a lot of Twitter activity regarding the book Ink and Ideas: Sketch Notes for Engagement, Comprehension, and Thinking by Tanny McGregor. My interest was initially peeked because it sounded like something that would help English learners. I also wanted to learn more about how to make thinking visible, visual, and meaningful for students. However, when I received the book, I found that I was inspired to try out sketch notes for my own learning and reflection.

My first step was to stop by the craft store and get a sketch book to capture all my sketches. I still take all my notes as I normally do when I attend professional development sessions, but now I take time after the training to review my notes and transfer them into my sketch book. I tried out the strategy for the first time after the WHACTE fall breakfast that featured Kelly Gallagher. Although I acknowledge that it takes time to transfer my notes into my sketch book, I find that information I put into my sketch book really “sticks” with me over time. Plus, I have a notebook that I can reference time and time again.

I have continued to sketch throughout the year. My favorite sketches so far come from the NCTE conference that took place this past November. See a few examples from NCTE in my sketch book below:

Using Sketch Noting to Reflect on Professional Learning by Sarah Baker, Ed.D.

Page 2 Volume XX, Issue 2, Spring 2019

Clearly, when you compare my sketches with the amazing examples you find online and on Twitter, I have a lot of work to do to improve. However, I feel that I am getting better each time that I try it out. I am excited to see what my sketch book will look like by the end of the school year. I also want to try out digital sketching at some point.

Using Sketch Noting to Reflect on Professional Learning by Sarah Baker, Ed.D.

Page 3 Volume XX, Issue 2, Spring 2019

If you are interested in learning more about sketch noting, I highly encourage you to pick up a copy of McGregor’s book. She does a wonderful job of outlining the how and why behind visual notetaking and provides numerous ideas for incorporating sketch noting within the classroom. There are countless ideas to consider for the ELA classroom. You can find the book and its companion resources by visiting the Heinemann website. You also may want to follow the author on Twitter by following her @TannyMcG.

Sarah Baker, Ed.D. is Secondary ELA Teacher Development Manager at Houston ISD.

Using Sketch Noting to Reflect on Professional Learning by Sarah Baker, Ed.D.

Page 4 Volume XX, Issue 2, Spring 2019

Less is More: Teaching Literature with Shorts Texts—Grades 6-12, Kimberly Hill Campbell

Note: Kimberly Hill Campbell will be a keynote speaker

February 8, 2019 at the Region 4 Annual Reading and Writing

Conference.

I had the great fortune to meet Kimberly Hill Campbell a few years ago. Her ability to discuss reading

and writing proficiency and what teachers can do to improve a student’s literacy life was impressive. As

a former middle and high school teacher and current university professor, Campbell provides advice

with a dose of reality. She understands the challenges that affect many students: motivation and

readiness. In her book Less Is More, Campbell suggests that teaching literature with short texts can be a

pathway to a greater love for reading. This approach supports in-class reading, as well as providing

realistic opportunities for in-class discussion, often on the same day the text is read. She also suggests

that an emphasis on short texts allows the inclusion of classic authors and multicultural and

contemporary works. She also recommends providing access to a wide range of literature from many

time periods. Providing a greater variety of texts allows students to model well-crafted writing, learn

about ideas and cultures that go beyond their experiences, and allows for re-reading. She explains that

reading short texts is not the equivalent of literary fast food, but an opportunity for all students to visit

the literature table. Reading short texts can also provide choice in reading, more relevance to students’

lives, effective writing models, and greater possibilities for differentiated instruction.

After presenting research to support the case for reading short texts, Campbell shows how short texts can

be integrated into an existing curriculum without sacrificing novels. Much of the book examines

different genres and provides reading, writing, and response strategies that have proven effective with a

wide range of students. For example, one of my favorite writing activities is writing a review of a

review. To help students better analyze texts, they are instructed on the key elements in a review. They

use these elements to critique the effectiveness of a review. Often students can use this time to process

and understand what a writer’s purpose is in writing a review, but they also focus on the effectiveness of

the review. This experience allows students to move into writing their own reviews. The focus on this

short text addresses multiple literacy dimensions. This book provides many engaging ideas to motivate

students through the reading of short texts. This is the time of year when a refreshing idea can energizing

and enticing. This book can do that for your students!

Kristi Thaemlitx, Ph.D. is an Education Specialist at Region 4 Education Service Center.

Book Recommendation by Kristi Thaemlitz, Ph.D.

Page 5 Volume XX, Issue 2, Spring 2019

When you attend a professional conference, especially one as immense as when the National Council of Teachers of English landed in Houston in November, you sift through the hundreds of sessions for the nuggets that will replenish your sagging teacher spirit. Our colleagues from around the nation provided those, certainly, but the moments that fed my spirit happened in the open spaces, out where attendees gathered to chat and to share. I spied a bouncy head of curls topped with a red pom-pom on a girl, no more than 11 years old, winding through the crowd. She wore the bright green lanyard of an attendee, which piqued my curiosity. As a hospitality volunteer, my job was to welcome folks to Houston, so I made my way to her. Olivia Van Ledtje, one of our keynote speakers, reached for a hearty handshake and a very grown-up, “How do you do?” A self-described “activist, reader, thinker, and kid believer,” she uses social media to promote reading and dreaming. Check out her website and follow her on Twitter @thelivbits for inspiration for you and your students. As I directed teachers to sessions, I spotted another young participant and stopped dead in my star-struck tracks. The lovely young lady was Marley Dias, founder of #1000BlackGirlBooks. Only 13, she wanted to read more books where the main character looked like her, so she started gathering titles. In Marley Dias Gets It Done: And So Can You, she explores activism, social justice, volunteerism, and equity and speaks to her peers about lifelong reading. She greeted me with all the confidence and ease of a seasoned celebrity, but I was struck by her boundless optimism and her call to action in her keynote speech.

Open Spaces by Kristen Stapp Nance

Page 6 Volume XX, Issue 2, Spring 2019

Over the course of the conference, it was hard to miss the group of gangly teenage boys, sharply outfitted in khakis, blue button-downs, and bowties. The Bow Tie Boys hail from Virginia, and bring a student’s perspective to the education conversation. They presented a round table session on student stressors, partnering up to tackle presentations on the expectations to be perfect, safe spaces in classrooms, prioritizing, and time management. Enchanted by their enthusiasm, I asked them to summarize their message into one thing to share with teachers. “Listen to us. We have a voice. Trust us to use it.” To hear more from the Bow Tie Boys, follow their blog or follow their fearless leader, teacher Jason Augustowski on Twitter @MisterAMisterA. On the last night of the conference, two teachers walked up to the volunteer booth for recommendations on dinner locations. As we debated great Mexican food versus Texas barbecue, I asked where they were from. Florida. How did you fare in the recent weather? Fine, but we had a storm of our own. It took me a minute to realize the storm they referred to was the Parkland shooting. One of the teachers had taught those children, the victims and the survivors, in 8th grade. The other, quiet and sweet, taught them in high school, and on that day, barricaded a door with her body to protect 50 students in her classroom. I grasped both of her hands and held on to her, desperate to transfer all my love, hope, energy, and gratitude to her in the brief moment we had as strangers. We stood there together, linked by hands and hearts, for a while. She had decided not to go back after the shooting, she said. But the students went back, and the desire to support them, to transfer her love, hope, and energy to them was stronger than her fear, and she returned to the classroom. I couldn’t help but hug her, and thank her, for the heroic acts of teaching she performs every day, and the singular act she performed that day. The theme of the conference was Raising Student Voice. We met the teachers who create the safe spaces for students to explore and develop their voice. We listened in awe to young activists like Olivia, Marley, the Bow Tie Boys, and others, as they shared their perspectives and their passions. They all reminded us that hope is possible and essential. Pernille Ripp wrote on her blog, “I am not just teaching for the now, I am teaching for the after.” Rest assured, the “after” is in excellent hands. References: Dias, M., & McGowan, S. (2018). Marley Dias gets it done: And so can you! New York:

Scholastic Press. Kristen Stapp Nance is ELA Curriculum Coordinator 6-12 at Fort Bend ISD.

Open Spaces by Kristen Stapp Nance

Page 7 Volume XX, Issue 2, Spring 2019

During this busy time of the school year, it’s difficult for us to take a few moments to reflect on our teaching practice. However, as professionals, as we refresh, restore, and renew ourselves during the Winter Break, it is essential to take time to plan for a successful second semester. Immersed in crafting SLOs, planning for T-TESS conferences, and implementing district initiatives, many teachers, having given so much during the semester, are close to burnout. As an instructional coach, the statistics for teacher turnover are alarming. Worried that our students miss out on the talents and expertise our teachers provide when they are fatigued, my fellow instructional coaches have spent much of our campus professional development time, as we close for the break, reminding teachers to “Refresh, Revive, and Renew” their classrooms and themselves by sharing some strategies that teachers have adopted to successfully avoid teacher burnout. Calendaring the Priorities Teachers live by the calendar. Planning for the New Year, traditionally, we begin to pencil in activities, book computer labs, and schedule research library visits. However, attending a district-offered Stephen Covey training over twenty years ago changed my view of a calendar’s function. Instead of beginning with our weekly tasks, activities, and to-do lists, Covey suggests that we reflect upon and calendar our priorities first, much like placing the large rocks in a jar before adding the small ones. First adding moments in the week to purposefully and intentionally “Sharpen the Saw” helps build us physically, mentally, spiritually, and socially/emotionally, rather than just waiting for or hoping for these moments to occur organically. Covey’s research shows that time spent with family and friends, exercising, and resting, feet up, with a good book or a new Netflix series is just as important as the things we do for ourselves professionally and for our students. Priorities scheduled, he invites us to plan other appointments and activities around them. Exhilarating in activities that take us out of the teacher role gives us a sense of renewed adventure, so grab some teacher-friends and compete at Houston Axe Throwing, take your family to explore Discovery Green, or convince your friends to laugh and solve your way through an escape room. Managing the Grading Load 60% of teachers say the heavy work load is a key factor in why teachers leave the profession, according to Carol Jago, author of Papers, Papers, Papers. Though many seasoned teachers stress that students should write more than teachers can grade, oftentimes, district and campus guidelines for scoring turnaround and number and type of grades leaves us overwhelmed by the tricky balancing act between voluminous stacks of papers and the desire to leave students constructive feedback about their writing. To avoid grading burnout, Jago makes several recommendations: 1) Do not REWRITE the paper. Especially in the instance where a student has not been thoughtful, the error may not be worthy of correcting. 2) Conference person-to-person, especially in emergency situations. 3) Focus on key areas for improvement. 3) Write a note to them that begins with their name. 4) Separate comments about content versus grammar and mechanical errors. 5) Write comments on one class’ papers, but use a pre-planned rubric for the others and highlight portions of the rubric that apply. That way, teachers can between rotate classes that receive written comments/corrections, increasing the amount of writing practice for students. Jago further offers computer scoring, setting a timer, avoiding procrastination and grading when tired, and setting aside extended periods of grading with no interruptions. Making students accountable for reading comments gives purpose to our hard work. She also recommends saving student papers to create opportunities for students to reflect on their growth over time. Attending a Professional Conference

Participating in this year’s NCTE Conference in Houston was an amazing opportunity to gather fresh ideas and meet face-to-face with literary crushes. If it has been a while, consider attending a conference

“Refresh, Revive, Renew”: Reflecting on Planning for a Successful Second Semester by Yolanda Clarke

Page 8 Volume XX, Issue 2, Spring 2019

soon. Though we hate the time we give up with our students, the sense of comradery experienced from collaborating with fellow educators and the wealth of new strategies gained is always worth the investment in time. Beautiful, charming San Antonio is the host city for this year’s TCTELA conference on January 25-27, 2019. The list of notable speakers who will continue recent dialogue about diversity, revision strategies, and teaching fiction and nonfiction are sure to refresh your passion for teaching. If you don’t have time or money to get away, try an educational staycation. Attend a webinar, research the Teaching Channel, check out inspiring educators and lessons on TED-Ed, or join the 30 Day Happy Teacher Challenge (http://www.prestoplans.com/the-30-day-happy-teacher-challenge/). Rejuvenating Classroom Management Continue to deepen the relationships you have built with students. According to John Hattie, strong relationships has a high impact on student achievement. Carving out time in the week to make positive phone calls home demonstrates appreciation for the kindness and critical thinking they exhibit throughout the week. That their teacher took the time to share this with a parent makes an impact on parents and students alike. Work hard to find something positive about challenging students as well. TESA (Teacher Expectations and Student Achievement) is a list of research-based strategies shown to have high efficacy when interacting with lower-achieving students and helps create equity in how teachers treat both lower- and higher-achieving students. Three of the fifteen include 1) using equitable distribution, making sure we equally call on all ability levels within the classroom setting. 2) By increasing latency/wait time, teachers can maximize students’ processing time. Whether through Popsicle sticks or a random name/number generator, asking the question first, waiting for 3-5 seconds, and then calling the name ensures students don’t tune out once they hear their fellow classmate being called. 3) Accepting feelings when students are angry or frustrated reflects our humanity and willingness to help: “I know what I’m asking you to do is challenging; it’s asking you to step out of your comfort zone. However, I am here to help you through this. I know with great strategies, lots of hard work, and a positive attitude, you are going to get better at this skill.” Finding ways to genuinely compliment and support all our students goes a long way to establish trust, which translates into their willingness to persist in our classrooms. Building Relationships The start of a new semester is the perfect time to get to know students in a new way. Building community through icebreakers, goal setting activities, and student report cards for teachers are opportunities to connect. Spring is a busy time for UIL and extracurricular activities on campus: Making time to attend a baseball game, concert, talent show, school dance, or awards night shows students they matter. Take some time to reflect on why you became a teacher. When you have your answer, write it down and place it where you can see it every day. Keep positive notes from students, parents, and fellow teachers. When you feel overwhelmed, pull them out from your desk drawer and read through them. Those comments will affirm that you have positive things to offer students and the profession. Yolanda Clarke is ELA Instructional Coach at Thompkins High School in Katy ISD .

“Refresh, Revive, Renew”: Reflecting on Planning for a Successful Second Semester by Yolanda Clarke

Page 9 Volume XX, Issue 2, Spring 2019

When teachers hear terms like Project Based Learning or STEM, the natural inclination is to envision a

science classroom, teeming with bubbling chemicals, or a math classroom practicing engineering

formulas. It seems counter-intuitive to place the fine arts of reading and writing comfortably into that

realm. However, the strategies and skills employed in the ELA classroom are paramount to the process.

In fact, I would argue that taking real world, authentic problems, placing them in the hands of 21st

century learners, and asking them to work through a process of design and discovery belongs in every

classroom.

I currently teach at Grace School, a small, private, Christian school, nestled in the heart of Houston’s

Energy Corridor. Our little school also holds the distinction of being the very first to achieve STEM

certification in the state of Texas. Around here, STEM and PBL are the norm. To further this forward-

thinking endeavor, a small team of staff from Grace Middle School was sent to PBL World in Napa,

California this past summer. I was on that team, as were our other two ELA teachers. There, it became

clear to all of us that PBL truly does fit perfectly into our little worlds.

Five Thoughts for Forward Thinking:

PBL ≠ Projects

PBL provides invaluable opportunities to engage students in reading, writing, and creating authentic

products for real-world use. Unlike projects that tend to culminate as the swan song of a typical teaching

unit, PBL is the method by which learning occurs. Learners seek information and understanding because

it is made necessary. Instead of examining the intricacies of a novel in the form of a final project after

reading has occurred, PBL calls on students to answer questions like, “How can we, as members of

society, use empathy to affect change within our sphere of influence?”

Imagine where finding a solution to a problem such as that could take our kids. “Well, let’s see what

Harper Lee says.” “How about Langston Hughes?” “Holocaust survivors?” “What does empathy look

like to Angie Thomas?” “What is a sphere of influence? Let’s reflect on that.” “While we’re at it, what

does not having empathy look like?” “How have you seen both sides in your own life? Let’s write about

it…”

A final, real-world product would follow. Perhaps, they are paired with a younger student or resident at

a nursing home to interview and experience. Empathy comes alive in asking students to tell someone

else’s story. We read; we wrote; we spoke; we found textual evidence; we made connections; we lived

ELA.

PBL is inquiry driven…

The key component of a gold standard PBL experience is the driving question, followed closely by an

environment of sustained inquiry. Students engage in a rigorous process of asking questions, finding

PBL’s Powerful Place in the ELA Classroom by Linsey Bové

Page 10 Volume XX, Issue 2, Spring 2019

resources, and applying information. It quite literally creates the need to read and write. This flings open

the door for offering students access to a wide variety of texts, as they will need a plethora of

opportunities to seek and discover in reading and reflect on in writing.

PBL invites authenticity and calls for student voice and choice…

A tenant of PBL is that students make decisions throughout the project on things ranging from what

tools they use, to what product they create. In ELA, this breeds authentic writing. It shifts the tide from

trying to write what the teacher wants to using writing as a tool to reveal their personal and passion-

driven learning. It’s unnecessary to plagiarize a passion project.

The same applies to reading. I believe every English teacher believes that no student truly dislikes

reading; that they just haven’t been handed the right book. How better to inspire young readers than by

immersing them in something they’re passionate about? Issues of social justice, sports, science, space,

etc. – all of these topics come alive when we ask the right question, offer the right challenge, and fill our

classrooms with related literature.

Reading and writing. After all this time? ALWAYS.

Decades ago, people looked into the 21st century and saw flying cars and leather-heavy wardrobes.

While, we are all thankful for the staying power of cotton, it is true that technology surpasses us more

and more every day. PBL does place heavy importance on the development of 21st century skills. In fact,

I have heard it said many times that we, as educators of today, “are preparing students for jobs that

haven’t even been invented yet.” This, in my opinion, has bred many of the misconceptions that have led

teachers to equate PBL and STEM with roots in math and science. However, some of the skills that top

that list include the abilities to communicate and collaborate. Reading and writing have always been and

will always be critical components in developing those skills.

PBL is beautifully similar to the workshop model…

As an Abydos trainer, reading-writing workshop has always been pivotal in my classroom. By

definition, reader-writer workshop calls on us all to enforce the need for scaffolding and teacher

modeling, the power of conferencing, the recursive nature of the writing process, and the importance of

reflection. PBL holds similar roots. The process of discovery and design still hinge upon collaboration,

scaffolding, and teacher modeling. Conferencing throughout the PBL process is key; it calls on students

and teachers to reflect on learning, successes, obstacles, and quality. PBL is naturally recursive in its

process and just as magical in practice.

Final Thoughts:

PBL truly does holds its place in any classroom, but it holds a special, malleable, powerful place in

ELA. I have had the same quote hanging in a place of prominence in my classroom for many years:

“Read like a writer. Write like a reader.” PBL has expanded the terms of that charter to something I

believe encompasses what PBL really calls on students to do:

Read like a writer; write like a reader; plan like an engineer; think like a scientist; be meticulous like a

mathematician; reflect like a historian; live like a learner; change the world.

Linsey Bové is an 8th Grade English Teacher at Grace School.

PBL’s Powerful Place in the ELA Classroom by Linsey Bové

Page 11 Volume XX, Issue 2, Spring 2019

Emotions and conferences are two nouns that don’t naturally coexist.

Emotional conferences are absolutely odd and unimaginable in education.

As a veteran educator, I’m always excited to attend conferences in my field.

After all these years, I still feel like a student when I attend one. I bring to the

forum what I hope to find: the desire to learn new ideas, meet new colleagues

and exchange great ideas . . . but seldom am I seeking, not to mention actually

find, an emotional connection.

Conferences are traditionally coordinated events centered around a

concentrated theme. Some themes are trendy, others cyclical, and yet others

are simply trite.

Raising Student Voice - the theme of this year’s NCTE 2018 Annual conference in Houston - captured every

word in its design. Thought-provoking issues and ways to approach them were “raised”. Student outcomes and

perspectives were front and center in every presentation I attended. And oddly enough, I am the student who

emotionally reconnected with my own voice.

I was surprised to experience such a powerful connection to the theme while attending the session entitled

“Voices from the Bayou, Students Confront Racism, Police Brutality, and a Historic Flood Inside the Classroom

presented by a panel of instructors and students from the community college in my hometown of Baton Rouge,

Louisiana.

I expected to hear some words spoken with a Creole/Cajun twang to soothe my homesick heartstrings. Instead, I

left the session in tears.

A panel of students read aloud their personal narrative experiences of surviving the historic floods of 2016, being

shot at a high school football game, finding themselves on the hit list of a high school classmate, and relocating

because their home was built on a toxic landfill. Their English instructor wanted a more authentic text for them to

read to inspire their writing. Unable to find such, he decided to have his students create the classroom text,

”Voices from the Bayou” , a collection of their personal narratives.

Real stories of real scenarios and places that I’ve seen and lived . . . voices in their most authentic form . . . from

the pen and then ultimately the very lips of students. I saw myself on those streets and in those classrooms . . . I

saw myself outside of myself moved to tears with connection to issues “raised by students’ voices”. I was inspired

by the initiative the teacher took to invite his students to actively contribute to their instruction.

Christopher Emdin and Chimamanda Ngozi Adichie, two of the conference keynote speakers, used their voices in

demonstrative ways to illustrate from their experiences the power English educators have to inspire thought,

identity and action like no other subject in the core curriculum.

These three sessions alone revived emotional memories of my fresh-faced self as a student-teacher and the

excitement of planning my first set of lessons for my very own roster of students. Hearing the voices of others

reinvigorated my own voice - the one that must seek out, listen to and act on what is true, authentic and necessary

in these perilous days of copycat curriculum moves.

At this conference, I remembered that emotion resides in English education and inspires generations of varied

voices that are so necessary to keep language instruction alive.

Thanks for the wake up call NCTE 2018.

Demetria Thomas is an ELA Instructional Coach at Garland McMeans Junior High School in Katy ISD.

NCTE 2018 Reflections by Demetria Thomas

Page 12 Volume XX, Issue 2, Spring 2019

At the 2018 National Council of Teachers of English Conference, I attended a session entitled “Increasing

Engagement through Choice of Genre,” featuring Matt Glover, Emily Callahan, Ralph Fletcher, Thomas Newkirk,

and Kate Norem. The panel argued that it is important to increase student choice of genre in writing.

I’m a firm believer in genre study. John O’ Flahavan’s Consume, Critique, Produce (2012) and Katie Wood

Ray’s Immersion, Close Study, and Writing Under the Influence (2006) suggest that reading in the genre forms a

vision for writing in the genre. The first time you wrote a resume, what did you do? You read some examples to

figure out the genre characteristics.

But everything need not be a genre study. Glover, Callahan, Fletcher, Newkirk, and Norem stated that choice of

genre can increase student engagement in writing. I thought back to my own writing as a child. From the ages of

twelve to fourteen, I immersed myself in the genre of superhero comics. I created my own superheroes,

Powerman Jr. and Shade, and spent countless hours writing and drawing comics, often when my teachers wanted

me to do other work. If I had been offered the opportunity to write in the genre of superhero comics in class, my

engagement would have increased.

Further, choosing a genre is what writers do. Ralph Fletcher shared an experience where he travelled to an

elephant preserve. The visit became a seed for a writing project and he debated what genre might be best to make

meaning. Finally, a literary nonfiction picture book emerged. Writers often find ideas they want to write about

but put a lot of thought into which genre would be best to explore the work.

The panel argued that we offer a lot of choice (hopefully) of writing topics and independent reading selections,

but not enough attention has been paid to choice of genre in writing. Students have passions about genres in their

lives outside of school, whether it is dystopian fiction, rap battles, or gaming storylines. Indeed, they often have

done a lot of consuming and critiquing of their favorite genres on their own. What if, as the panel suggested, we

tapped this enthusiasm for genre? When I has a kid, I wanted to write superhero comics…and the joy of the work

helped make me a writer.

We need not abandon genre study, as this work is essential to what writers do. But offering times when students

have choice of genre cannot help but increase engagement and build identities of writers.

References

Glover, M., Callahan, E., Fletcher, R., Newkirk, T., & Norem, K. (2018). Increasing engagement through choice

of genre. Notes presented at The 2018 National Council of Teachers of English Convention, Houston, TX.

O’Flahavan, J. F., Grabowsky, S., & McCraw, S. B. (2012). Exploring the importance of critiquing for raising

self-determining readers and writers across the grades. Notes presented at The 2012 Annual Convention of the

International Reading Association, Chicago, IL.

Ray, K. W. (2006). Study driven: A framework for planning units of study in writer’s workshop. Portsmouth,

NH: Heinemann.

Stephen Winton, Ed.D. is Elementary Language Arts Curriculum Manager at Houston ISD.

Choice of Genre in Writing by Stephen Winton, Ed.D.

Page 13 Volume XX, Issue 2, Spring 2019