10 December 17

Dear Dr. Hartman,

This has been one of the most challenging classes I have ever taken. I
appreciate the opportunity of discovery the reading and writing afforded. I came into
the course thinking good writing was innate. That translated into the way I
approached the teaching of writing with my students. After struggling with some
students for so long, I would pass on to the next type of writing with deep sighs on
both our parts, wondering if I would ever see growth. I still believe some people are
gifted authors. But I now believe students can learn how to write well. It is up to me
to continue to explore ways to enhance their growth. One aspect of growth for
writers is understanding their process. It was important for me in this class and it is
important for my students too.

An area I found myself responding to well was the feedback given by cohorts
and you. I wanted more specific dos and donts but the responses didnt lead to
that. The comments made me try to see my writing as the reader, not the writer. In
reviewing older pieces, I pulled up my graduate admissions documents. I am surprised
you all did not turn me away after reading those pieces. I cant say I know exactly
what I am doing, but I do think I see some growth. Saying that writing is complex is
an understatement (kind of reminds me of people).

I struggle with academic discourse and have not mastered its use. Part of the
tension lies in having spent my life helping students make sense of text. I am a
bottom line kind of girl. When I read several of the essays, I wanted them to be
bottom lined into easily understandable text. I spent a lot of time digging for
meaning and coming up short. I made copious notes trying to connect information to
what I see in my classroom or discovered in my own beliefs as a writer. I realized,
for some situations, I was teaching writing using the same methodologies used in
teaching me over forty years ago. Granted the majority of my lessons are research
based, there were a few pedagogies hanging on from the Eighties still rooted in my
instruction.

I enjoyed the exposure to multi-modal work and started exposing my students

to some of the same. After incorporating Jeff Andersons Mentor Sentence ideas, I
made Padlets for each class and had them post their favorite creations. My examples
included video, audio, image, and text, and I encouraged them to experiment with
each of them. I wish you could see their work! In a way, the Padlet posts have been
brain breaks for them because the work was already done in their interactive
notebooks. This gave them time to explore the Padlet aspects.

 Reflections were another change I made in my classroom. At first, they were

shallow; the students gave me a list of things they did. Now they are putting the
whys and hows into what they are writing and really thinking about their struggles as
a writer. I also rewrote several of my rubrics after the feedback from my WAD and
additional Calkins readings. I have not had a chance to use the Peter Elbow responses
yet. That is in my plans for January. We wrote our argument piece in class (their
choice of topic based on reading) and because of required testing have not had a
chance to peer respond. Usually, I would move on--I like to end the year with no
loose ends. My colleague and I decided it was okay to let the piece get cold and
revisit it in January. We are going to work with the Elbow responses and use their
personal text to teach thesis statements and supporting evidence to prepare for their
upcoming research paper. Of course, new information from the state about the
writing assessment may redirect those plans.

The inquiry process was a stretch. I have always questioned certain areas, but
to take the data and look for what it was really saying made me realize I was
assuming several things as the norm that were not so. For example, I assumed
students hated writing. Not exactly. They had very specific reasons of their dislikes
and how that could be changed for them. Not all of it was brain power; some of it
was, as I had guessed, the physical manipulation of the pencil. Others didnt like the
typing; a few didnt like the quietness; some detested any type of noise. Complex
indeed. Their ideas of writing were as equally varied, but few came out and said they
actually hated it. They did agree it was hard. I concur.

I am armed with ideas and new Calkins books to marinate on over the break. I
am going to get this figured out for these three classes, knowing I will refigure for a
new crew next year. And, thats okay and part of growth as I respond to my
students needs and evaluate my theories accordingly. This course has encouraged my
professional growth in that area. Collaboration has new meaning for me. Weve always
come up with cool ideas, but now I dont mind asking, Lets check best practices for
...before we finalize this. Then we can put our creative tweak on it, or better yet,
let the kids have the freedom to tweak it!

Thank you, Dr. Hartman, for hanging with me. Im sure you shook your head
many nights and thought, God love her heart. I appreciate the encouragement and
the opportunity to grow and learn. Most importantly, I appreciate chances to improve
my instruction to prepare students for a world of speaking, thinking, reading,
thinking, and writing.

Appreciatively,
Denise Sawyer