Determined not to ignore this unhealthy situation, Waff urged students to face the problem head-on, asking them to write about gender-based problems in their journals. She then introduced literature that considered relationships between the sexes, focusing on themes of romance, love, and marriage. Students wrote in response to works as diverse as de Maupassant's "The Necklace" and Dean Myers's Motown and DiDi.
In the beginning there was a great dissonance between male and female responses. According to Waff, "Girls focused on feelings; boys focused on sex, money, and the fleeting nature of romantic attachment." But as the students continued to write about and discuss their honest feelings, they began to notice that they had similar ideas on many issues. "By confronting these gender-based problems directly," says Waff, "the effect was to improve the lives of individual students and the social well-being of the wider school community."
WAFF, DIANE. 1995. "Romance in the Classroom: Inviting Discourse on Gender and Power." The Quarterly (17) 2.
4. Help student writers draw rich chunks of writing from endless sprawl.
Jan Matsuoka, a teacher-consultant with the Bay Area Writing Project (California), describes a revision conference she held with a third grade English language learner named Sandee, who had written about a recent trip to Los Angeles.
"I told her I wanted her story to have more focus," writes Matsuoka. "I could tell she was confused so I made rough sketches representing the events of her trip. I made a small frame out of a piece of paper and placed it down on one of her drawings-a sketch she had made of a visit with her grandmother."
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