It Pays to Attend NCTE's Annual Convention

On the elevator ride to Kylene Beers’s presidential address on my last day of Convention in Philadelphia, I was joined by someone whose apparel told me he was in town for the other big event of the weekend—the Philadelphia Marathon. Noticing my tell-tale signs of convention attendee, he confirmed that I was one of those English teachers here for the meeting. “There are so many of you here! Is this a national thing?” he inquired. I told him a bit about NCTE, and as he started to exit on his floor, he said to me, “I can’t believe all of you are giving up your weekend for this. I hope your schools are paying you well for the extra time!” The doors closed before I could tell him that not only were none of us being paid to be there, but many of us were in fact paying part or all of our way to attend. This runner’s fundamental misunderstanding of what convention is all about prompted me to reflect on some of my most valuable moments of the experience:

• Hearing author Junot Diaz’s talk at the Opening Session A good friend and colleague introduced me to Diaz’s collection Drown after I admitted that I didn’t really like short stories that much. I became an instant fan of his fiction and enjoyed his recent novel The Brief Wondrous Life of Oscar Wao as well. What a pleasure it was to hear him reaffirm the notion of reading as a fundamentally compassionate act in the midst of a culture that prizes hierarchy and competition. It was also encouraging to hear him share the importance of framing learning as a process of discovery, not merely approval. (My blandly sanitized recap doesn’t really do the talk justice, believe me).
• Seeing a teacher demonstrate a reading workshop conference with high school students I’ve been inching toward the workshop model with my struggling readers, but with so few secondary examples out there—in print or otherwise—I’ve been too timid to make the leap. Having the chance to see a very skilled teacher demonstrate her response process with four students from her class (with a page from Diaz’s Oscar Wao, no less) was just the confidence-building model I needed.
• Learning with teachers at Bruce Penniman’s session I finished Building the English Classroom: Foundations, Support, Success on the way to Philadelphia, so I was pleased to see that the author, Bruce Penniman, was presenting on one of the topics he writes about so well in that book: differentiation within a heterogeneous classroom. In the session, Bruce came across just as he does in the book—wise but down-to-earth, experienced but still energized and enthusiastic about the very difficult work of teaching English.
• Meeting a “stranger” on the train In a bizarre stroke of luck, seated next to me on a train ride was another convention attendee, a former librarian who had just spoken at the Secondary Section Get-together. After a few minutes of small talk, she shared with me that she was Nancy Pearl, author of the Book Lust series! I’ve certainly never had a more richly rewarding conversation with a new acquaintance, as we spent the ride swapping dozens of book recommendations. In fact, you might look for a few of mine in her forthcoming book on works about or set in specific memorable locales.

As I look back on this list—and all my memories of the convention—I’m struck at the mix. Some of the highlights were precisely what drew me there in the first place; others were completely serendipitous moments. But they all share the common threads of connection, conversation, and collaboration—the kind you can only get at a big “meeting of the minds” such as annual convention. Never mind that some of my bills for this one might not even be paid yet…I’m looking forward to Orlando in 2010. Until then, be sure to share some of your highlights from Philadelphia here or in the Annual Convention Ning.

The Secret to Teaching Literature

In her Welcome to the 2009 NCTE Annual Convention, Carol Jago explains that the convention theme “‘Once and Future Classics: Reading Between the Lines,’ is designed to inspire courageous conversations about traditional and contemporary literature and foster lively discussions of how we teach as well as what we teach.”

Literature gives us so much to talk about, but eventually, we end up discussing how to teach the subject in ways that engage students while challenging them to think critically about what they read. The secret isn’t knowing how to identify every image or literary element. It’s not about finding some absolute set of classic texts. It’s not memorizing facts about the authors. It’s not telling students what makes a work great or even that a work is great.

For me, the secret is in my own attitude and reaction to the texts. If my choices and reactions show an enthusiastic and broad appreciation for literature, students are more likely to engage in deeper conversations about the texts.

The solution isn’t simply to gush over what we read. It’s far more complicated and nuanced. It has to do with how I think about literature itself and how my choices foster an open, supportive literacy community. Here are my secrets:

1. Remember that any text can be a classic. There’s no useful reason to limit the definition of literature to certain genres, canonical texts, or popular choices. Literature can be anything from a graphic novel to a haiku, from the latest Gossip Girls novel to medieval madrigals. It doesn’t have to be a particular format. It doesn’t have to be in English. It can be fiction or nonfiction. Any text can be a “once and future classic” in the classroom. When all texts are welcome, the options multiply exponentially and readers are more likely to find a text they can engage with and enjoy.
    
   
2. Recognize that the word text is not limited to print artifacts. As bookstores eagerly push ereaders like Kindle and Nook, we cannot deny that the age of paper-only literature is no more. Literature includes many media, from print to digital, and from films to video games. Classroom discussion can make connections to these many kinds of artifacts. We don’t even have to have computers and projectors in the classroom. Literary elements like plot and setting stretch from one medium to another. 21st century definitions of literacy respect these connections, and I prefer to welcome the full range of literature to the classroom.
    
   
3. Find and build connections to and among texts. Simply reading one word after another or viewing one image after another is never enough. Literature isn’t important because of what it is. It’s important because of our reactions and interactions with it. Welcoming connections openly and supportively can make all the difference in teaching literature effectively. Students may identify with a feeling or experience. They may reject a presentation of reality or a decision a character makes. They may find that events in wildly different texts have more in common than they expected. These connections are what makes literature engaging and alive.

Acknowledging the Role of Professional Development in Literacy Education Reform

I teach a reading course for 9th grade students who have been identified as needing additional support as they transition to the literacy demands of high school. Last week, students were learning about photosynthesis by participating in variety of reading activities involving picture books, websites, and excerpts from textbooks and trade nonfiction. At one point during the period, a student asked, “Why are we doing this in here? If this is a reading class, shouldn’t we be reading novels and writing summaries?”

Well, we do read novels and we do build comprehension skills such as summarizing in that class. But the student’s question couldn’t be more relevant in light of the recent introduction of the LEARN (Literacy Education for All, Results for the Nation) Act to the US Senate. Too many adolescent learners think of English as the class in which they read. Too many teachers and administrators think of English as the class in which reading is taught. Logically, then, novels are taught, read, and written about; content area texts are “taught around.”

I am hopeful that the proposed LEARN Act lives up to its acronymic promise by helping us all better understand that, even for (especially for!) adolescents, school has to be about both learning to read and write and learning through reading and writing. This isn’t to say that every teacher has to become a literacy specialist, but it does suggest that everyone involved in the education of America’s students needs to be aware of the powerful ways that reading and writing can be used to learn content, with improved proficiency in reading and writing achieved in the process.

This shift in understanding doesn’t come easily, though. That’s why it’s so exciting to see that one of the three prongs of the proposed LEARN Act specifically mentions funding for professional development for teachers. Teachers are used to mandates that, even if philosophically agreeable, are doomed to fail because they focus only on the what of educational reform. The how of school reform involves time and money, so we’re often on our own to develop solutions.

I know I’ve profited immensely from engaging in ongoing, job-embedded professional development such as NCTE’s Pathways for Advancing Adolescent Literacy and web seminars like On Teaching Content: Building a Schoolwide Culture, all of which support the goals of LEARN. So even though this legislation is still in its very early stages of the process, I still have to be encouraged by a proposal that includes teachers as part of the “All” in LEARN and acknowledges us as active learners in the reform process.

What’s the Best Plagiarism Detector?

My favorite plagiarism story from the last month is the Time article “How Plagiarism Software Found a New Shakespeare Play.” The story explains how plagiarism-detection software was used to look for similarities between known Shakespearean plays and a work suspected to by the Bard. They found enough similarities to convince the author of the study that we should add The Reign of Edward III to the Shakespearean canon.

The Shakespearean study used the free software Pl@giarism, one of many checkers you can find online. Nick Carbone, Director of New Media for Bedford/St. Martin’s, recently posted a list of plagiarism detectors to several discussion lists. Nick, who has done a number of workshops on avoiding plagiarism, found the following programs, which he’s allowed me to share with you :

• Turnitin.com, probably the best-known but also the most expensive
• WriteCheck, a citation checker for students
• Essay Rater, another citation checker
• Turnitin Safely, a plagiarism checker, citation manager, and a paraphrase helper
• The Plagiarism Checker, a tool for comparing student work to Google search results
• PlagiarismChecker.com, another tool to compare papers to search engine results
• Duplichecker, another tool to compare to search engine results
• PlagiarismDetect.com, a plagiarism checker for full papers
• Plagiarism Scanner, another plagiarism checker
• Plagiarism PC, yet another plagiarism checker

I‘m tempted to run The Reign of Edward III through some of these other tools to see if they concur with the original study, but that’s really the only way I’d use them.

Russ Hunt, from St. Thomas University in New Brunswick, Canada, explains the basic challenge I see in such plagiarism detectors in a comment on a 2007 blog entry I wrote about plagiarism:

[W]e need to get rid of the “turn in” part of “turnitin.” What happens to student writing should be that it gets read, and matters: what happens in fact, way too much of the time, is that it gets “turned in.” I always think of the image of sod.

As long as student writing serves the sole purpose of being a medium by which students are evaluated (it's “turned in” so we can do that), students aren’t going to see it as real. We can “encourage” students to “choose topics that matter to them” all we want, but they have to matter to a reader too. And you don't “turn things in” to a reader. You turn them in to “the teacher as examiner.”

In other words, all the plagiarism detectors listed above focus on some finished product that students have “turned in.” They care only about a final copy and read the texts like a spell checker, with little passion for what the author has tried to say. As Hunt suggests, students’ work is not read, so much as examined. So if none of those tools do what we need, what is the best option?

The best plagiarism detector

• looks at students’ work in progress. It doesn’t wait till the end to scream, “GOTCHA!” It looks at writing throughout the composing process and shows writers that a reader is genuinely interested in their take on the topics.
   
  
• makes sure that writers are never working frantically, at the last minute. It guards against situations where students plagiarize in the anxiety of last-minute writing. It values not just that final draft that gets “turned in” but every draft—from jotted notes to sloppy copy to published submissions.
   
  
• gives writers information about using sources in the context of the composing process. It teaches the difference between summary and quotation and how to check citations in the context of the work in progress. Ideally, when a writer begins working with outside sources, the best detection system would be able to step in and look at what the writer is doing and give feedback to help resolve any issues before the final draft is “turned in.”

In short, the best plagiarism detector pays attention to what writers are doing early on and throughout the composing process and fosters an authentic exchange between readers and writers.

And that’s why you are actually the best plagiarism detector. A writing teacher who engages students as an authentic reader and works with them throughout the process can detect more plagiarism than any software algorithm ever will. And more importantly, a writer teacher can not only detect plagiarism but also can talk to writers about how to fix any issues before that final draft is “turned in.”

4 Ways to Inspire a Love of Writing

Tuesday, October 20, 2009 is the first National Day on Writing and the unveiling of the current submissions in the National Gallery of Writing. It’s the day that NCTE asks us “to draw attention to the remarkable variety of writing we engage in, and to help writers from all walks of life recognize how important writing is to their lives.”

The celebration of writing across the United States this week will draw the attention of students, teachers, and the rest of the world, but how do we sustain this focus on writing? Here are some simple things that you can do to foster a love of writing in children, teens, and adults:

1. Focus on personal connections.
   Writers need readers. They need someone to connect to what they write. A nod of agreement. A smile. A tear. The slightest gesture can go a long way in telling a writer you understand what she is saying. Once writers begin connecting with people, they realize the true power of writing.
   
   When you read someone else’s text, connect on a personal level. Make comments that relate your reactions as a reader directly to the writer’s work. You can use sentences like "Your description here reminded me of [some experience you’ve had or something you have seen]” or “I understand how you felt in this section because I had the same thing happen to me.” Don’t be afraid to share your own stories in order to build these connections. The heady buzz that comes when writers connect with readers is what hooks people on writing.
    
   
2. Help writers see choices.
   Writers like to make their own choices. The more control writers have, the more engaged they are in writing. Choice makes writers active participants in the writing that they do. Help writers see the choices they have by connecting writing to the issues and topics that they care about.
   
   Ask writers to tell you what interests them, what stirs their emotions, or what they can’t do without. For a book talk or movie review, ask what characters they liked or disliked, what parts they identified with, or whether they’d put the piece on their list of “must haves.” For a persuasive slide show or debate presentation, ask them how they feel about the topic or how it affects them personally. Use their responses to help them decide what to write about and to encourage them to get started. When writing is a choice, people become excited and interested in the process.
    
   
3. Recognize all writing as important.
   Every day, people everywhere are writing massive amounts of text. There are to-do lists, short notes left on the refrigerator, email messages to friends, blog entries, status updates on Twitter and Facebook, and more. Too often, people think the only writing that counts is printed on clean sheets of paper. Counter this belief. Remind people that all writing matters.
   
   Say something when writers update frequently on Twitter, post blog entries, and send out links to their latest web pages. Recognizing writing is as simple as commenting that you read it. Try saying something like “Wow, you were busy. You wrote a lot today” or “That email message you wrote really got me thinking.” Or better yet, don’t say it—reply in writing!
    
   
4. Call people writers.
   I’ve said it before, but it bears repeating. The simplest and most effective thing you can do to encourage people to love writing is to call them writers. From the beginning, recognize children, teens, and adults as writers. Not "student writers," and certainly not just "students." They are writers, no matter how much they write or how polished their writing may be.
   
   You are a writer when you believe that you are—and once people believe they are writers, they are on the path to a life-long love of writing.

Make today and every day a day on writing. For more tips on encouraging people to write, check out these great resources:

• Tips for Parents: Helping Your Teenager to Write Better
• Tips for Students: So You Want to Be a Better Writer?
• Search Results: Writing Tips from NCTE and ReadWriteThink

The National Day on Writing: A Community Effort

When I met with my principal this fall to discuss how our school might participate in the National Day on Writing, we knew right away that we wanted to convey a belief in the value of writing to communicate about things that are important to us. We decided to create a local gallery within the National Gallery that would celebrate our school community and invite participation from as broad a spectrum as possible—students, alumni, families, teachers and staff, and retirees.

We announced our gallery to teachers at a monthly staff meeting, which began with everyone making a list of all the writing they had done over the course of the day. This activity, designed to make us all aware of the Day’s goal of illustrating “how integral writing has become to daily life in the 21st century,” triggered a number of lively conversations. Most interesting, perhaps, was the teacher who noted that though we all may write more than we might have a generation ago—is the writing any better?

Shortly thereafter, our school librarian shared information about our gallery with our Parent Teacher Student Association, and our alumni association contacts got the word out to as many graduates as possible. As it happened, one of the weeks leading up to the Day on Writing was Homecoming Week, when school spirit is high and people are already paying attention to information coming from the school. I was both pleased and amused to have the chance to write announcement copy that suggested that contributing a piece of original writing could be an expression of school spirit!

Now, a week out from the National Day on Writing, we are excited about the prospect of our small but growing gallery “going live” with all of the other local and partner galleries on October 20. We’ll use the momentum from that day to continue to invite members of our school community to contribute throughout the year.

Share the story behind your gallery by posting a comment here. Be sure to include a link so we can all check back next week to see the writing that members of your writing community decided to share with the world. If you are not currently affiliated with a local gallery, take a moment to browse the existing galleries. Chances are, you will find a place to share your writing as part of this national event.

Is My Writing Good Enough?

I've tried to decide what to write about for hours now. I've looked at every possible news story. I've read through articles from the most recent Council Chronicle. I've checked out my favorite blogs. I've searched the notes in all my journals.

I hate this kind of writer's block. I have pages of ideas, but I can't come up with something that seems important enough for NCTE's National Gallery of Writing. Nothing really feels right. Nothing feels good enough.

I know people suffer from writer's block every day. It's just that I'm an English teacher. I'm not supposed to have this problem. I know all about the writing process. I know that writing is hard work. I've tried brainstorming, rewriting and deleting—but I can't get unstuck. My writing just doesn't seem good enough.

Some little part of me expects a wonderful topic to spring forth. There must be a perfect idea out there somewhere, and I’ve searched and brainstormed for hours to find it.

Just as I was ready to give up, I remembered Gardiner Davis’s “Use the period. And other writing lessons,” a recent column from Crosscut, a Seattle news site. Davis explains that our quest for perfection is really the result of technology, more than anything else.

Now don’t jump to conclusions. It’s not that computers cause these problems. Davis points to technologies from the earliest days of writing. In the days of cuneiform, when writing required careful carving on clay tablets, there were grave consequences for error. There was no chance for correction. Only the option to start over. Davis describes the ultimate effect:

So fear enters the process. And as the element of fear gets linked with writing we create writer's block. That’s when the obsession with correctness comes in.

Davis goes on to discuss how this obsession with correctness resulted in essays covered in red ink and students and adults who hate writing.

Admittedly, I do not hate writing. I do hate being stuck. But why am I stuck? Davis’s article concludes that purpose and audience are really the key to the best writing. He says some negative things about the essays we English teachers assign, but his final point is well-taken:

When your boss asks you to write a letter, memo, or report, your first question should be, “What is the purpose of this document?” The second, “What do we want to happen because we sent this message?” And the last should be, “How much do we know about the reader?”

Without first clearly answering those questions, putting ink on paper is a total waste of everyone’s time.

Isn’t it absurd when a writing teacher forgets these things? I’ve been so busy worrying about finding the perfect topic that I forgot the most basic things about writing:

• Forget about correctness. You can revise later.
• Focus on what readers want (or need) to hear or know.
• Decide what readers should do or think after reading.
• Just start writing.

So if you’re like me and still haven’t figured out what to post in the National Gallery of Writing, it’s time. Stop looking for the perfect document. Stop trying to decide the perfect topic to ask students to write about for their submissions.

Think about what you want people who visit a gallery to see—perhaps details on how technology has affected your life, resources that show how you teach students, or even how you work as a writer. Decide what you want people who visit the gallery to conclude about how writing happens today for you and the students you teach.

And above all, don't worry about perfection. Just start writing.