Comments on: Writing and Revision – to Re-see http://tabor330.wordpress.com/2008/08/13/writing-and-revision/ Notes on my teaching practice and my life Mon, 02 Nov 2009 12:34:12 +0000 http://wordpress.com/ hourly 1 By: Putting all the pieces together « Living on the Lip of Insanity http://tabor330.wordpress.com/2008/08/13/writing-and-revision/#comment-78 Putting all the pieces together « Living on the Lip of Insanity Mon, 08 Dec 2008 03:13:38 +0000 http://tabor330.wordpress.com/?p=13#comment-78 [...] connecting big ideas to events or taking a small moment and seeing the universality in it.   (I posted about the process last [...] [...] connecting big ideas to events or taking a small moment and seeing the universality in it.   (I posted about the process last [...]

]]> By: Kate Tabor http://tabor330.wordpress.com/2008/08/13/writing-and-revision/#comment-4 Kate Tabor Fri, 15 Aug 2008 15:28:43 +0000 http://tabor330.wordpress.com/?p=13#comment-4 Good morning, Clay - I lean on Uncle Walt regularly to keep me in mind of my place in the universe. The first two pieces are by students with a real writer in them. The piece about the lion was preceeded by an excoriating narrative about priviledge that made me both laugh and cringe. Here's the interesting thing about the last piece. It was written by a student with enormous native talent; he is, however, not making the analytic connections here that come with abstract thinking - ALTHOUGH I see that abstract thinking in class and whenever the assignment requires symbolic or graphic analysis. The challenge comes when we try to "grade" all four sudents. Using what yardstick? and why? Good morning, Clay -
I lean on Uncle Walt regularly to keep me in mind of my place in the universe.
The first two pieces are by students with a real writer in them. The piece about the lion was preceeded by an excoriating narrative about priviledge that made me both laugh and cringe.

Here’s the interesting thing about the last piece. It was written by a student with enormous native talent; he is, however, not making the analytic connections here that come with abstract thinking – ALTHOUGH I see that abstract thinking in class and whenever the assignment requires symbolic or graphic analysis.

The challenge comes when we try to “grade” all four sudents. Using what yardstick? and why?

]]> By: cburell http://tabor330.wordpress.com/2008/08/13/writing-and-revision/#comment-3 cburell Fri, 15 Aug 2008 00:04:58 +0000 http://tabor330.wordpress.com/?p=13#comment-3 Kate, What a tasty closing shot of Uncle Walt. Nice way to start the morning. I love both of the first two pieces you shared, seriously; those two seem to have a writer in them, don't they? And the inclusion of the "concrete-operational" ones for contrast has the seeds of a discussion on writing right there. I feel your pain re: the squelching some colleagues mistake for teaching, but like your modeling of the mentoring role. When we play constructive audience with our students instead of bosses, we give them room to grow instead of obey. Hope you're well. Kate,

What a tasty closing shot of Uncle Walt. Nice way to start the morning.

I love both of the first two pieces you shared, seriously; those two seem to have a writer in them, don’t they? And the inclusion of the “concrete-operational” ones for contrast has the seeds of a discussion on writing right there.

I feel your pain re: the squelching some colleagues mistake for teaching, but like your modeling of the mentoring role. When we play constructive audience with our students instead of bosses, we give them room to grow instead of obey.

Hope you’re well.

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