"I've found that when I require a written response on a Post-it instead of merely allowing students to respond verbally, the responders take their duties more seriously and, with practice, the quality of their remarks improves."
One student wrote:
While I was reading your piece, I felt like I was riding a roller coaster. It started out kinda slow, but you could tell there was something exciting coming up. But then it moved real fast and stopped all of a sudden. I almost needed to read it again the way you ride a roller coaster over again because it goes too fast.
Says O'Shaughnessy, "This response is certainly more useful to the writer than the usual 'I think you could, like, add some more details, you know?' that I often overheard in response meetings."
O'SHAUGHNESSY, KATHLEEN. 2001. "Everything I Know About Teaching Language Arts, I Learned at the Office Supply Store." The Quarterly (23) 2.
18. Make writing reflection tangible.
Anna Collins Trest, director of the South Mississippi Writing Project, finds she can lead upper elementary school students to better understand the concept of "reflection" if she anchors the discussion in the concrete and helps students establish categories for their reflective responses.
She decided to use mirrors to teach the reflective process. Each student had one. As the students gazed at their own reflections, she asked this question: "What can you think about while looking in the mirror at your own reflection?" As they answered, she categorized each response:
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