iSearch Memo #6

 

Where am I?

I’m at the tail end of my iSearch journey. I’ve wrapped up my interviews and am confident in the support I’ve gotten from my sources. I’m feeling better about my career choice despite the harsh realities that present themselves as I edge closer to the finish line. Throughout the iSearch process, and throughout my entire teacher preparation, I have encountered many different voices in the conversations about teaching and about teaching writing.

                There are those voices that lament the current state of education, that focus on all the obstacles present in the way of reaching students, and that paint a bleak portrait for the future of teaching. Those same voices denounce the Common Core, claiming it restricts creativity, and some say there’s no longer time for creativity because of all the test preparation.

                Contrasted against those are the voices who remain optimistic for the future of my chosen trade. Despite all the naysayers, these positive voices still hold weight in the conversation. They still find successes in pushing for creativity in schools, finding room within the Common Core for fun and engaging instruction, and taking some time away from test prep to teach about what it means to be human.

                There are, of course, many more voices along spectrum, ranging from, “Give up now, it’s utterly hopeless,” to, “I’ll take an extra scoop of sunshine in my coffee, please!” As this semester and this project come to a close, I find myself on the positive side of a moderate middle. The challenges are becoming clearer, but my “teacher toolbox” is now better equipped to tackle the job. When I entered FSEHD, my toolbox only had a few mismatched nuts and bolts from the English Department, an old hammer from high school, and a rusty adjustable wrench that I picked up somewhere along the way. Now my toolbox has a shiny new ratchet set with standard AND metric sockets, courtesy of FSEHD. There are even some fancy unopened power tools in there that I’m not entirely how to use yet, with names like Kraus and Collins and Milano on the packaging.

What do I know now?

                First, and foremost, I know a lot more about Creative Writing and how I can and will implement it within my ELA classroom. I also know more about the history of Creative Writing within in the American high school and how it has evolved since the 1930s. As the practice of teaching young writers how to generate prose has developed, so has the criticism of that practice. As the world changes, writers change; and as the methods and content change, so do the discussions.

                I’ve read a range of articles where the values and implications of Creative Writing are evaluated. Some extoll the virtues of Creative Writing as it has “the ability to connect people, to put us in another’s skin, to teach us what it means to be human” (Mendelman 3). Others denounce Creative Writing as it exists within the high school curriculum, claiming it’s “not the proper fare for gifted students on any level above the junior high school” because it allegedly strays too far from “analysis and evaluation” (Keables 357). There are also those troubled by the notion of the ELA teacher “in the role of ‘First Responder’” as ongoing issues of violence in Creative Writing generate continuous controversy.

                The two most important things I know now are the benefits of incorporating Creative Writing as a means for teaching writing and my “Golden Nugget” find. My research has shown me how Creative Writing isn’t a fun, playtime activity, but a legitimate skill that requires serious effort. There are many different ways to prompt students to write creatively, and many ways to tie that writing into developing other skills. For example, the skills required for assembling a coherent, well-developed and original short story are similar to the skills required for drafting an analytical or informational essay. The parallels between creative and formal academic writing show the merit of teaching Creative Writing.

                What ties all these parallels together is my “Golden Nugget.” In one of the articles I came across in my research, “Creating Possibilities: Embedding Research into Creative Writing,” English teacher Jason Wirtz writes about a hybrid research paper assignment he designed. This concept of bridging the gap between informational and creative writing is my “Golden Nugget.” I think it’s an excellent idea, and I’m already trying to come up with ways to use it in my classroom one day.

What surprises me? What frustrates me?

                In my teacher interviews, I was most surprised (and also frustrated) by how influenced their classrooms are by PARCC testing. The teachers I interviewed commented on how creativity is the first thing that gets cut when students aren’t passing the PARCC exam. The focus on analytical and informational texts, plus the high-stakes accountability, forces teachers to “teach to the test.” There’s definitely a palpable air of animosity towards this latest iteration of standardized testing.

                What’s more is how new this testing is. PARCC only started being implemented in schools this year, so teachers and students need to adapt quickly to meet the demands of this latest change. Ms. Roye, one of my interviewees, used the metaphor of a swinging pendulum to describe how districts change their focus so often that as soon as you catch up on the new initiative, they swing in a different direction. What was most surprising about the new PARCC exams is how much time is spent on just learning HOW to take the computerized test. North Kingstown students, for example, take three days to learn how to use the computer, wasting a chunk of already limited time.

What ideas and/or questions are still lingering?

~ Are we always going to have to cope with the demands of high-stakes accountability testing?

~How long before the next educational act is passed and they line up new hoops to jump through?

~How can I find the balance between covering content and making my class engaging and fun?

What conclusions can I make as a researcher at this point?

                Most of my conclusions are laid-out in my answer to what I know now. Still, the most significant conclusions drawn are the connections between Creative Writing and teaching writing.

What complexities do I need to live with for now?

~ One of my interviewees had a family emergency during our planned interview time, and we were unable to reschedule. I would have liked to get an additional perspective, but I’ll have to do with my current sources.

~ The political environment I’m entering into will likely be as complex and convoluted as it is now, and there’s nothing I can do at this time to change it.

~There will always be tests to prepare students for and district curriculums and initiatives to build my lessons around.

Memo #5

     In completing the latest round of interviewing and examining more secondary sources, I am left with a few areas that I would like to explore. I would like to learn more about how teachers from disciplines can use creative writing to develop students’ understanding of their subjects, how standardized testing impacts the teaching of creative writing, and how literary analysis can be tied to developing creative (and formal) writing skills.

     When I interviewed a creative writing teacher at NKHS, I was surprised to hear about how other teachers were using creative writing within their subjects. For example, a history teacher has his students write poems as part of their lessons. The science department sometimes teaches via “Creature Casts.” Using the dramatic voice developed through creative writing, students create informational works via mixed media. I still want to know more about how teachers in other disciplines are using creative writing, and am left with some questions: In what other ways can teachers incorporate mixed media and creative writing assignments in such a way that fosters the development of students’ writing skills? How can inter-departmental initiatives incorporate creative writing into coursework for students? Are there meetings where these things are discussed? I’m hoping for more opportunities to step outside the English Department at NK next week to meet with other teachers. So far, this has been the most welcoming school I have observed or taught at throughout my teacher ed prep, so I don’t foresee this being a problem.

     Probably the biggest and most frequent gripe I’ve heard from teachers is about standardized testing. Whether it’s the PARCC or the NECAP, they all express concerns over how much test prep dominates their days. When I asked an ELA teacher how frequently she uses creative writing prompts, her answer was “Never.” She said that because of the focus on students doing well on the PARCC exams, she cut out creative writing. There’s nothing on the PARCC that tests creative writing; the test is concerned with literary analysis and students’ ability to draw evidence from the text to support their claims. I get the sense that if it’s not going to be on the PARCC, then there’s no point in covering it in class. This got me thinking about why these tests are so important. I understand that material on them is deemed “essential” for those entering college or the career marketplace, but is this all high school is for? Getting kids ready to take a test?

     

     The issue of standardized testing might be outside the scope of the I-Search project, but it nevertheless got me thinking about the institution of the test. It didn’t take much research to find out about the leading producers of most of the standardized tests: Pearson, McGraw-Hill, and Educational Testing Service (ETS). These corporations are part of the billion(s) dollar industry of standardized tests, and throw up a red flag for me. If these guys are developing the test questions, and teachers are teaching to the test, then aren’t the corporations controlling our classrooms? It seems like the shape of education is more in the hands of the corporations than in the hands of the citizenry. Again, this issue strays from my I-Search focus on creative writing, but is an issue worth paying attention to for anyone in the field of education. There is a wealth of information on this issue, and I plan on incorporating what I find into my I-Search so long as it pertains to the scope of my topic.

     Finally, I wish to learn more about how literary analysis can be tied to developing creative writing skills. I think learning more about this will not only help prepare me for my future as a teacher of writing, but also for the larger role as an ELA teacher. I came across a text in ERIC, titled Those Who Do, Can: Teachers Writing, Writers Teaching, where I first came across this issue. It’s a full-sized text with an abundance of great ideas to implement within the classroom, and also a good source to draw from for my I-Search. I plan on delving further into the text, but what stuck with me so far is this from Michael Steinberg:

                         [I]f we want young readers and writers to see literature as a dynamic, human 

                         medium and as a catalyst for self-exploration and discovery, we need to 

                         provide them with more opportunities to compose in the diverse forms 

                         which reflect their own inner and outer worlds.” (155-156)

     I’m looking forward to wrapping up my interviews and research and starting to form a more cohesive picture of the role of creative writing within the teaching of writing. Thanks for reading, I know it was a lot, and I appreciate those who took the time to get all the way down to this point!

Research Memo #4

As of today, I have not gotten to interview any teachers. It's looking like Wednesday will be the day when all the stars and schedules line up, and I'll be able to get a move on. Still, I've had the opportunity to revise my interview questions and observe a few ELA classes at North Kingstown HS:

I spent several hours last week observing the 9th and 12th grade British Literature classes of my cooperating teacher. So far this experience has differed greatly from what I was exposed to at Mount Pleasant HS and Central Falls HS, specifically in terms of demographics and student proficiency. The NECAP results alone show a significant gap between North Kingstown and the Providence and Central Falls school districts: NK results for 11th Grade Reading/Writing were 93/76% for 2013-14, compared to Providence's 61/48% and CF's 53/35% (source: InfoWorks). After having spent the majority of my teacher prep. observations in inner-city schools, I was blown away by what I have experienced in NK, specifically in the 12th grade Honors Brit Lit. The students were reading fairly challenging, unabridged material, and having insightful discussions about the text. I'm not saying that this wasn't being done in Providence or Central Falls; I observed some great classes there, but it certainly wasn't being done to the same extent as in NK. I'm looking forward to continue my observations, and will begin asking my revised questions (posted below).

REVISED I-Search Interview Questions:

1) What are your thoughts on incorporating creative writing within the ELA classroom? Do you feel it's worthwhile to assign creative writing prompts? Why/why not?

2) How do you think creative writing can make students better writers? Better thinkers?

3) What do you think about teaching creative writing processes (e.g. dialogue, exposition, figurative language, diction, pacing, etc.) as a means for enhancing students' formal writing skills?

4) How do you think creative writing prompts could be utilized outside of the ELA classroom? Are any of your peers from other disciplines using them?

5) In the past several years we have witnessed a troubling amount of violence and abuse in our schools. In many cases, violent episodes were foreshadowed in students' writing, especially in their creative writing. Such warning signs exist also for emotional disturbance, abuse, depression, and more. If a student's writing contains a warning sign, what is the teacher's responsibility in addressing the issue? What resources are available at your school to help troubled students? Are we doing enough to help these students? Have you had any of these experiences in your classroom?

6) How frequently (if at all) do you assign creative writing prompts? What would one of these prompts look like?

Memo #3

Admittedly, I failed to give this week’s I-Search Memo the attention and time it deserved. I’m writing it before class today and therefore don’t expect anyone to have time to comment on my post. I enjoyed reading everyone else’s posts, and will try harder to keep pace with the rest of the group going forwards.

My primary sources for the I-Search project will be current and former high school teachers. Through my practicum placement, I have access to several current English teachers who will hopefully be able to provide useful answers to some of the questions I have posted below. I also plan on asking a former high school teacher, who is currently a college professor, about how creative writing is used in teaching writing OUTSIDE of the English classroom. I don’t think creative writing (or any form of writing) should be limited to just the ELA class, and I’m interested in how other subjects can employ creative writing as a means of strengthening students’ writing skills. I will be spending much of next week interviewing, though I probably won’t have much to report back on until later in the week.

I plan on asking the following questions in my teacher interviews:

1)      How does creative writing make students better writers?

2)      What do you think the role of creative writing in the classroom should be?

3)      How frequently do you assign creative writing prompts? What would one of these prompts look like?

4)      How does teaching students the elements of the creative writing process (e.g. dialogue, exposition, etc.) make them better writers?

5)      How could creative writing prompts be utilized outside of the ELA classroom? Would this help students to become better writers?

6)      What do you think about the psychological implications that can be found in many of the writings of today’s high school students? (e.g. How warning signs of potential violence, emotional disturbance, depression, etc. can present themselves in students’ writing.) What is the responsibility of the teacher in addressing these issues if they arise in responses to creative writing prompts?