Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.9.3/8.9.0.Beta5/980425bjb) with SMTP id UAA11151; Sun, 20 Feb 2000 20:09:09 -0500 (EST) Date: Sun, 20 Feb 2000 20:09:09 -0500 (EST) Message-Id: <20000221010412.27887.qmail@hotmail.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: "ralph silva" <silva_ralph@hotmail.com> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:221] Re: writing X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; format=flowed Status: O Content-Length: 2746 Lines: 50 Here's a writing idea I got from a methods teacher. I adapted this idea after having had some bad experiences with autobiographical student writing. The class reads a short story. The class is then broken up into groups, with each group concentrating on a particular aspect of the story-not things like plot, theme, character, etc.-but things like dialog, reference to color, scenery descriptions, or other interesting particulars of the story that students choose. The groups then each write a collaborative piece about the chosen story aspect. Finally, the pieces are bound together into a new story, sort of a deconstructed amalgamation process-well, you get the idea. Students can view the same story from a different point of view. The reading can just as easily be a newspaper or magazine article. Also, this can be a short or long term exercise, depending on student interest and length of the reading. The advantages of this kind of exercise lie in the group process involved, and the fact that students can creatively write about something interesting, yet not directly related to themselves and their own experiences. RS >From: "ralph silva" <silva_ralph@hotmail.com> >Reply-To: nifl-fobasics@literacy.nifl.gov >To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> >Subject: [NIFL-FOBASICS:218] writing >Date: Mon, 14 Feb 2000 09:54:01 -0500 (EST) > >Greetings FOBers, and welcome to this season's topic, Writing. I found all >the FOB articles to be very interesting, having been myself a basic writing >teacher(before moving over to basic computer instruction). My favorite >article is Mary Russell's piece on the assumptions we make. I have many >times fallen into the trap of assuming that a student knows, for instance, >that "revision" is not the same as "correcting misspellings". In my more >recent practice of computer instruction, I have been flummoxed by students >writing the word "click" when I tell them to "right-click" a screen icon. >Now I say "click right"(seems to work). > Since this is kind of a nuts-and-bolts teaching issue, I would like to >suggest that we use this discussion to trade the tools, techniques, and >best >practices from our everyday basic writing classes and tutorials. What >little >tricks have you found to be useful with basic writing? What resources have >you found in books, journals, on line, that you could share with the group? >What are the most common mistakes made in writing instruction, and how do >we >avoid those mistakes? RS >______________________________________________________ >Get Your Private, Free Email at http://www.hotmail.com > ______________________________________________________ Get Your Private, Free Email at http://www.hotmail.com
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