QUESTION: HOW CAN I GET MY FRESHMAN IN MY WRITING INTENSIVE COURSES TO CARE ABOUT THEIR WRITING? THEY HAVE AN ATTITUDE OF COMPLACENCY AND BOREDOM DESPITE ALL THE MULTI-MEDIA I USE. ANY IDEAS?

[ingrid pruss]

I love teaching and work very hard at it. I change class activities every 15 minutes, use video clips, mini-lectures, group work, youtube videos,  online articles, class projects, etc. to add interest to my courses.  I have students relate everything they learn to today; however, I find most of my freshman do not care about writing or reading. Often they do not read the twenty pages per week I assign and come to class unprepared.  They are not ashamed that they have not read and believe they should get B's just for showing up.  Furthermore, they could care less about the writing process, find it a pain in the ___, and look for any and every shortcut they can find.  I have a handful in each class that are not like this, but the majority write their papers and do not want to proofread them, have no desire to learn to express themselves better and refuse to see writing as part of their image. I just can't make my students care about writing.   I really would love to hear some strategies to make today's freshman in college care about reading and writing, strategies to remove their complacent attitude and to motivate them to work.  Thanks.

[Peg Regan]

Dear Ingrid: I have taught freshman writing for 30 years. You need to begin with the understanding that reading and writing is not an important activity today for many kids. So creating interesting strategies is necessary.

One of the strategies I have used for 9th grade writing is to take them through the whole writing process together - brainstorming sessions (20 points), concept mapping (20 points), zero draft (10 points), first draft (20 points), peer evaluation (10 points), final draft (20 points). You can shift the points around depending upon how much time and emphasis you place on each section. If you devote some part of each class over these six stages, you can have more fun with the process while students get immediate feedback in points.

In terms of reading, I once had a lecturer at Columbia Teachers College say to me that it was more important that students know how interesting a work is through discussion and activities rather than insist that they read it literally word-for-word. In the age of skim reading, our students have a hard time just sitting and reading. Make the follow-up discussions open-ended and opinion based so that kids can participate even they missed the assignment. If the the questions are probative and engaging, some students will open the book and begin to read right in front of you!!!! They have no shame. Offer time in class of Sustained Silent Reading as well. Given the nature of their outside-of-school lives, quiet reading time is worth a great deal in the classroom.

If I can clarify any of these for you, I'd be happy to. Also, there is a great teacher on Martha's Vineyard who has mastered freshmen English. I can contact her to contact you.

Good Luck,

Peg Regan

[Joyce Wong]

Hi Peg,

Can you explain how to concept map? Do you use the Apple Inspiration software?

[ingrid pruss]

Thanks so much, Peg. I appreciate all you offer. I have done the brainstorming. I guess I should not get so annoyed at them as I do. It's college and I give them 10 pages to read per week, and I feel it's asking so little of them, so I get very annoyed/angry if they don't read those few pages. I do not understand why they put in no effort. I believe the discussions are interesting, and I relate the text to life today, but students cannot answer basic plot questions about the story, and they try to fool me and pretend they've read, which annoys me even more. I want to motivate them to do the work instead of trying to work around them not working.

I do like what you have to say about providing some reading time in class though. I will try that soon. Thanks again.

[sharon thiese]

Hi,

You might ask the students to write a response to the text that includes the following components: commenting on the text and include a related quotation, making a connection to their life and wht is happening in the world. Have them share their assignments witha partner first; they are more comfortable starting here.

Sharon

[Mary Clarke]

Thanks for the honesty.
I think you'll find some answers, and it may come down to always doing your best.

[Ms Wisdom]

Ah, motivating teenagers--even the old teenagers! You will certainly have found the keys to the kingdom when you find this magic formula!

This is going to sound completely ridiculous, but how much discussion do you do about the value of writing and reading? And I do mean discussion, not presentation. Do they see any connections between who they are, their self-expression, their hopes, dreams and goals and reading and writing? Have they ever read something that made a difference to or for them? Are they interested in forming meaningful relationships? Communication, right? What is reading and writing for? They need to decide; when they do, then you have some sense of where to go with them. Do they know that you believe they are talented, original and have something important to say and that you won't settle for less than their best work? I'm not sure what shortcuts they're finding, but some aren't all that bad (easybib.com comes to mind!); I guess we all have to choose our battles. I have a feeling they're sensing your frustration and digging in their heels, too.

When you say "writing-intensive," does that mean that you have any kind of choice as to what kind of writing they do? Is it all expository? What choice do they have? Can they write about what matters to them? I might connect reading and writing to thinking well, brain function, etc. Also, as a matter of practicality, I might also include sharing, reflecting on and discussing their writing as part of the evaluation process.

And if I'm reading your discussion correctly, it's college freshmen you're teaching, right?

[ingrid pruss]

Yes, college freshman, Ms. Wisdom. They like texting and don't see much need for learning any skills of standard written English if they are not English majors. They have been successful enough without these skills, and none of their teachers seem to mind (or so they say) that they don't have these skills. They dislike reading except to learn how to use their phones and computers, which they learn by instinct. Few are interested in even knowing about their own background and heritage. I asked them to interview their family members or friends' family members in response to Alice Walker's "Everyday Use" and to write about living their heritage vs. exhibiting their heritage or studying about it, and they had no interest in finding out about their own nationality, race, or religion. I am completely dumbfounded these days. I feel like waving a white flag, but I love teaching, so I keep going. Thank you, Ms. Wisdom; you sound like a great teacher.

[Ms Wisdom]

Don't forget--you get to be 100% responsible for your classroom and how it goes. If you can take on, like a game, not like it's true, that you determine not only your experience but everyone else's, it may give you some freedom to play and experiment. Perception is reality!

Check this out...

http://www.youtube.com/watch?v=Weq_sHxghcg

(Sorry, Ryan, I can't figure out how to embed stuff...)

[ingrid pruss]

Thanks Ms. Wisdom; The youtube gave me lots to think about in terms of what I can do to change the way things are going. I need to renew my energy, strength, and attitude and go in there on Friday like a new person. I'll let you know how it goes!!!

[Ali]

Hello, I know I usually don't post much (I actually think this is my second post period :P ) .. but I just wanted to comment that I think one of the most crucial answers the student needs to receive in any class (I'm thinking back 8 years now when I was a freshman) is the answer to the question: "Why is this important to me?"

the enthusiasm which the teacher feels towards the material they're teaching (as beautiful as that is to have), it can many times be hard to actualize the fact that the students don't feel the same way (as you can tell), I've had this happen numerous times as well :P

one of the things I remember vividly about Goble (the frankenstein creator of this ning group :P) when I took him for English in 10th grade, is that he always managed to find what we loved to do outside of class, and bring that into the classroom.. a perfect example is that back then I enjoyed wrestling quite much, so Ryan having the entire class do projects about different aspects of the 50's, allowed a group of us to do a skit and research about wrestling in the 50's. This ended up being in the Detroit News.

I work as a religious educator sometimes, and the same problem comes up with students not interested in learning about their religious identity. and the problem returns to the fact that they don't feel its their case.

so I guess what I'm trying to say is, if you can find what those specific students like or enjoy outside of class, and relate the topic in class to their topics, they will feel its their case and might even go the extra mile ;)

hope this helps, cheers

[sharon thiese]

Hi,

i really like this idea of including something they love to do and connect it to reading and writing.
It sounds lie a challenge, so i'd ve to hear more about this idea.
Sharon

[ingrid pruss]

I really love this idea. Thanks. Can anyone clue me into what college freshman are into these days??? I teach at a second tier state school? I know my students care about their looks and that they go out to the clubs every Thursday night (in groups). They all have ipods, and they all text. I don't know much more. Can someone tell me anything more about what freshman enjoy outside of class? I did use superbowl ads in my teaching? I also used Michael Jackson's death and his "This is It" Video. I'd love to hear more.