Part B -- Teen Writing Today

Our class discussion was enlightening. Changing ways of communication are happening so quickly, that even my youthful class members have noticed changes since they were in school. Class members agreed with some of the concerns I and my contemporaries have about the superficiality encouraged by instantaneous access to information, and instantaneous communications with peers. While electronic communication can be wholly connecting, it has created places where students can start rumors, "trash" or bully each other, causing hurt and leading to conflicts. Conflicts fester on line or via text messaging--school staff and parents may not be aware until a crisis erupts. I would think it would be easier to hurt people on line--communication takes place without facial gestures or vocal inflection to clarify meaning.

I find I don't look forward to the writing workshop portion of our class. Sharing is not fun--I'm insecure about my writing as it is not "deep" or "creative." My reaction has surprised me, and has gotten me thinking about the the pros and cons of sharing written work with the class. JD has two "special" 9th grade English classes--both small, co-taught by English and Special Education teachers. The Transition class is a group of at-risk students who stay together for core classes, taught by a "team." Transitions student do more authentic writing, more narrative and personal reflective writing. They are expected to share their writing with each other--in fact the first quarter is really all about community building around language. On the other hand, the class I co-teach is comprised of mostly Special Education and advanced ESL students and focuses more on building skills around writing about literature in preparation for success in 10th, 11th, and 12th grade. We have done journals and personal reflections, but we do not have our students share their work with partners or with the entire class. We're afraid that apprehension around sharing their work with others will add a layer of stress that might make writing more distasteful. Lately, I've been thinking that we are missing an opportunity in not offering/encouraging sharing student's writing. Now I don't know--having to share what you've composed can lower your confidence as well as raise it! I'm going to be thinking about this as the course progresses.

I have mentioned Jessica Singer's article Preparing Students for Life After High School to a couple Senior English teachers at JD. The experience of conducting an interview, connecting with someone in a career of interest, and writing a meaningful reflection would be a valuable literary and personal opportunity for seniors. According to PEW student, they should buy into it because they would be choosing the person and area of interest and plans after high school should be useful relevant to their immediate futures.

Barb