GeorgeannaWestmoreland



My name is GeorgeAnna Westmoreland, I am a part of the Secondary Education English program at Clemson University. I am from the small town of Clover, South Carolina. My mother has always been apart of the education program, and is now going on her tenth year of being a principal at one of the elementary schools in Clover, and my dad works for a business out of Georgia. I have one sister whom currently lives with me and is a freshman this year at Tri- County Technical College. I enjoy many leisurely activities including sports, singing, and just being with friends. I have extremely high goals when it comes to my future of being a teacher as well as high confidence in my ability to change each one of my future students lives. I am looking forward to a great and successful junior year at Clemson and expanding my knowledge on how to become a great teacher.

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http://edsec324.wikispaces.com/georgeannawestmoreland
GeorgeAnna Westmoreland 9/1 Just by opening the first page I was already inspired by Jeff and Dan’s story. By Dan telling Jeff he was his favorite teacher not because he recalled all the material he was taught throughout his class but the impact Jeff made on Dan just by caring and never giving up on Dan. I believe that this story is what teaching any subject should be about. I also loved how the book illustrated how excited each teacher was when talking about their lesson plans and how they wanted to incorporate the story __To Kill a Mockingbird__ into each students lives. They wanted each person in the classroom to find an Atticus and relate them back to the story. I think this is a great technique because by making relations with real life and the book would only help each student with comprehension. My favorite quote throughout the book so far was said by Debra, “Wisdom, spoke my favorite quotation so far throughout the book. That is knowing yourself and knowing the world and knowing your relationship to the world and how you want to be in it. It is knowing what is and what could be different and being willing to work toward transformative change. Wisdom is seeing patterns where others see chaos…” This quotation caught my attention because it is so empowering. This is a quotation that I will continue to look back upon and keep with me throughout my career of teaching. I think this attitude towards wisdom is so important and something that so many of my teachers throughout high school did not possess. || =‍ED SEC 324=
 * Can literacy be taught for love and wisdom? Why or why not?

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GeorgeAnna Westmoreland 9/8

//What is English? Please share in your own words how the field of high school English has evolved over the years. What were the major conferences and/or leaders who have influenced the field. What is it today? Do you think we should change the title of our discipline to Personal Studies? Why or why not? What would you like to see the field of English become in the years ahead?//

The title of the first part of the book uses a very appropriate adjective, nebulous in asking oneself the question what is English? Nebulous remains appropriate because of the wide spectrum in which teaching English could be. This question remains prominent among teachers from the primary level as well as the secondary and college level, with an array of opinions. In my opinion there is not one set definition to what English is as far as being taught in the classroom. English can be defined as a language; a language that for many years in the United States has been known as the primary language, but this is quickly changing. The United States is now beginning to transform into a multicultural country in which the language of English is becoming not as important to know, now schools are venturing more towards teaching secondary languages such as Spanish, Chinese, and French. English can also be defined by literature. Literature that teaches not only what one can imagine but broaden one’s knowledge by telling history.

The first time we see someone trying to define what English should mean to so many is at the //Teaching of English in England.// At this conference one spoke out that English should be “the greatest benefit which could ever be conferred upon any citizen of a great state, and that the common right to it, the common discipline and enjoyment of it, the common possession of the tastes and associations connected with it, would form a new element of national unity, linking together the mental life of all classes by experiences which have hitherto been the privilege of a limited section” (22). In the year 1921 learning English was a privilege, it is my regret that now learning English is more of a chore, it is a subject that to the public holds little importance.

The idea behind the Dartmouth Seminar in 1966 was interesting to me. The idea that so many things are changing and cultures are expanding lead to the idea of “each individual takes what he can from the shared store of experience and builds it into a world of his own” (25). As a future teacher I believe this idea is important. With classrooms only becoming more diverse it is important that their be realization that each student is so different, some may relate to material some may not but each as to take what they can from what is being taught. Years later at the English Coalition Conference this individual concept as well as the repetitive question what is English was asked again.

As a future teacher I can not, as well as do not, want to pin point what I think English is. I believe the beauty of English is that it does have a broad spectrum of ideas each student can learn from. In learning English you can pull from experiences, use your imagination, or learn the facts presented through history. I believe it is important that the language aspect remains being taught but the literature and multicultural aspects remain prominent. English should be a subject that each student takes in their own perspective but understands the different views of others.

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GeorgeAnna Westmoreland 9/15

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‍//What is meant by the evocative dimension of a literary transaction? Explain what this is and give examples. Then, begin to imagine at least two ways that you could encourage the evocative dimension within your future English classes. Do you see any evidence within the field that the evocative dimensions is being encouraged within literary transactions and instruction? Please share.// =====

Evocative, a necessary word that holds such power when it comes to teaching English in the classroom. A technique in which draws upon one’s everyday life to relate to the material each student it learning. If this technique is not engaged upon in the classroom, new material will seem meaningless to each student. One’s brain rejects random facts so the importance of connecting the new material with something the student will understand is crucial. “These activities activate what students already care about and know… While reading we evoke students’ sense of life, engaging them in creative activities that plunge them into immediate story worlds and immense them in characters’ lives and situations” (77,78). I immediately though of this kind of teaching while spending some time in the classroom this week. The teacher I was observing was teaching Beowulf to a classroom full of seniors. These students who would otherwise have a hard time paying attention to an Anglo-Saxon text, were drawn to the text by the teachers comparisons to the characters in Beowulf, to people her students would recognize today. She immediately asked the students to characterize Grendel, the villain throughout the story. She immediately placed similarities between Grendel and Osama Bin Laden, a villain of today’s time. Each student recognized this similarity and was quickly more engaged in the story. Even in a diverse classroom setting, like the one that I was observing, each student knew exactly whom Bin Laden was to make the conjointment between the two.

An important teaching technique used in the Evocative Dimension of teaching is “frontloading.” The example provided on page 79 with Jeff teaching the dramatic story of Romeo and Juliet is a perfect example of getting the students engaged in what would have been a story each student probably knew the generic version of and did not have much interest in learning more. By telling each student to go home and find a song that dealt with relationship and love was brilliant, now each student can explain why they chose their song and relate it to characteristics throughout the story. “First and foremost, the students are engaging with text… They are relating to texts and to each other, sometimes learning surprising things about one another” (79).

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GeorgeAnna Westmoreland 9/22

Do you agree with the Harold Brodkey quote at the beginning of Chapter 5? Here is is again so that you can copy and paste it into your own wiki page: <span style="font-family: Georgia,serif; font-size: 15px;">-"Reading is an intimate act, perhaps more intimate than any other human act, I say this because of the prolonged (or intense) exposure of one mind to another." (Brodkey) <span style="font-family: Georgia,serif; font-size: 15px;">As you think about this quote, please reflect on how the Connective Dimension of the Aesthetic, Transactional Response relates to it if at all. Please share at least two ways that you might encourage your future students to connect to the implied authors of texts. Are you seeing examples of ways that English teachers help students connect to authors? Please share.

<span style="font-family: Georgia,serif; font-size: 15px;">I agree with Harold Brodkey’s statement about reading becoming an intimate act between the author and the reader. I think that the act of reading is a very intimate act it is a time in which the author spills out what he has to say on a sheet of paper and allows the reader to engage and connect with his feelings. A piece of paper is a place for discovery, and imagination, maybe the most comfortable place where an author can share his or her thoughts. By reading this one is able to be apart of this discovery. Reading is an intense exposure from one mind to another because of these things. The reader has just as an important role as the author, by being let in on this discovery it is up to the reader to decide what to do with it. This intimate experience can draw forth our emotional responses to these works of literature as well as open our mind to new insights.

<span style="font-family: Georgia,serif; font-size: 15px;">When connecting with the author it is important to recognize the reflexive dimensions as well as recognizing that there is an author “ an intelligence behind the text” (92). I found it extremely interesting as well you can do this process with boys and what the book called “forthcoming trash studies.” I feel like it is harder for high school boys to connect with the author and their reading but if they know they can do this even with things such as their video game or horror novels, to be able to connect with each character and form relationships it will be easier for them to learn how to make connections with characters throughout stories taught in the classroom setting.

<span style="font-family: Georgia,serif; font-size: 15px;">Another part of this text I found quite interesting was when Jeff was looking at the relationships his daughters now at the college level had formed with their favorite authors and the trust they had in J.K. Rowling’s writings. They had connected with J.K. Rowling so much throughout her novels that they both admitted she had earned their trust. They knew in her upcoming novel she would not let them down. “This relationship with authors involves loyalty, trust, friendship, and something that we have to call mutual care and love… There is a great mystery at the heart of our most enduring relationships- whether with a lover, with a child or a student, or with a notion of God— a desire to know a person fully” (95). This is a process I did not come to know until I got to college but as a teacher if I could get my students to form a relationship with the author the text they would be learning would be so much more meaningful.

<span style="font-family: Georgia,serif; font-size: 15px;">Throughout my observations in the classroom I see my teacher trying to make these relationships between her students and the text throughout Beowulf. Beowulf is a story about an epic hero, before reading the text the students had to write down what made them a hero, ultimately connecting them to the characters in the book. The “Hotseat” technique used in the book is definitely a technique I am excited to try when I reach the classroom. By using drama it would make the students not only come out of their shell but also interact with one another and make the classroom setting fun.

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GeorgeAnna Westmoreland 9/29

<span style="font-family: Georgia,serif; font-size: 15px; line-height: 18px;">//After you have read and reflected on "The Reflective Dimension" of the literary transaction, please share how you would encourage the entire literary transactional approach (guiding students through the evocative, connective and reflective dimensions of the literary meaning-making process) for the book Posted! No Trespassing! that you were given in class. How could you begin to develop a unit that would help students connect their personal experiences to the text? How would you help them make connections with the author, the zoology professor at Dartmouth, Professor Griggs? Then, how would you help them use the wisdom they have accrued to transform their worlds? How will you help them "live more artfully and meaningfully in the real world?" Elaborate as fully as you desire. I'm eager to read what you have imagined! Also, don't forget to share ways that your cooperating teacher or other teachers are encouraging the reflective dimension in their literary studies.//

<span style="font-family: Georgia,serif; font-size: 14px;">To begin a unit on ‘Nature’ I would first have my students watch a quick video entitled //Appalachian Mountain Photo Highlights// on You Tube ([]). The video is about 10 minutes long, but it provides great shots of what some of my students may think of when thinking of the word nature and it is in the location of the plot of //Posted! No Trespassing!// I would let the class watch the video for only a few minutes before I asked them to use the images from the videos as well as each one of their own ideas about nature and to jot down a couple of sentences followed by three pictures on their idea of nature. To allow the class to interact I would then place the students into small groups to compare each other’s ideas on nature.

<span style="font-family: Georgia,serif; font-size: 14px;">I would then ask each group to draw a conclusion on what the word nature means as a whole. I would ask each group to draw three images on one half of a piece of construction paper. I would take each work of art and tape it to the front of the room to go back and discuss after reading //Posted! No Trespassing!// To make sure the students were following along as I read the book I would ask them to take note of images and words Leland Griggs used that stuck out to them, as well as differences and similarities between Leland Griggs idea of Nature and their own. After finishing the reading I would allow each group to retrieve their paper and illustrate on the other half what they thought the authors ideas on nature were. By doing so this will provide the students with connections from their own ideas to the authors.

<span style="font-family: Georgia,serif; font-size: 14px;">After connecting with their groups and the ideas of the author I would ask each student to go back to their own desk and take 20 minutes to write their own nature story. The students would now be able to take everything they have learned about nature through the video, their own view, their groups view, and the author’s view and make it their own.

<span style="font-family: Georgia,serif; font-size: 14px;">Through personal thoughts, connections with the author, and a creative writing I feel certain this lesson would be compelling and effective. The students who are not so interested in “English” would find pleasure by taking part in the illustrations, group work, and sharing of personal experiences. My lesson plan provides a creative way to get each student not only comprehending the short story but relating and making connections.

<span style="font-family: Georgia,serif; font-size: 14px;">I was not able to go my classroom this week but as my class was finishing up Beowulf my cooperating teacher has done a great job of incorporating these techniques throughout Beowulf. She has not been able to provide connections with the students and the author because of the time period the story was written in, but she makes sure and provides connections between her students and the characters.

=<span style="font-family: Georgia,serif; font-size: 14px;">ED SEC 324 = http://edsec324.wikispaces.com/georgeannawestmoreland <span style="font-family: Georgia,serif; font-size: 14px;">GeorgeAnna Westmoreland- 10/6

I<span style="font-family: Georgia,serif;">n the chapter on Aesthetic Education, what were the qualities of the four teachers who were striving to teach for love and wisdom that you most admired and would like to embody? Please explain.

<span style="font-family: Georgia,serif;">I want to begin my post with the last paragraph of the Chapter 7, //Teachers Matter, More Than Anything.// The paragraph summarizes the difficulties each teacher presented in this chapter is presented with but faces each challenge with courage. In the next few years when I become a teacher I will want to be one that possesses the qualities of being courageous and “ expressing a wide-awake hope in the future and have a vision and procedure for actualizing that hope” (172). The teachers that are presented for their many talents in Chapter 7 I look up to.

<span style="font-family: Georgia,serif;">I will begin with Sarah Veigel. Sarah is a teacher that is not afraid to experiment. She devotes much of her time in experimenting and making sure that her method of teaching is best suitable for each and every one of her students. “ If you don’t wipe out once in a while, you ain’t skiing hard enough… If you aren’t experimenting, you must think you’ve achieved the pinnacle- and, sweetie, that’s just delusional” (162). Her methods of teaching tell her students not to be afraid to fail, a set back that many high school students worry about. I admire that she is always full of energy and passion and that she calls her toughest kids “sweetie.” She explains that you have to love your students for whom they are right now. I admire that Sarah makes sure that her students are celebrated for being themselves.

<span style="font-family: Georgia,serif;">Andrew is identified as the “Curricular Artist” a term that I would love to be able to call myself one day. Andrew thinks that “good teaching is about having a vision and a thorough plan for its implementation; it’s about almost surreptitiously creating a community of possibility within the classroom” (164). I admire this idea of possibility. Through being a curricular artist Andrew implements flexibility, knowing where his students are and what he wants to do with them, using sequencing, learning from his students, and most importantly willingness to change. I love that he says “ I often get my best teaching ideas from my students so I am always inviting them to help plan what we will do to learn” (164).

<span style="font-family: Georgia,serif;">I admire Debra, the “Democratic Philospher Teacher”, because she not only teaches to her students but sincerely cares about each of their lives and connecting the material with their everyday lives. “Debra is sensitized to the life of students ‘as evolving beings struggling to become their best possible selves’” (167). She takes her favorite novels such as //The Great Gatsby// and //The Scarlett Letter// and makes personal connections not only with her students but as seen a personal connection with her student teacher. Debra in an extremely interpersonal teacher, I love her idea of composing a autobiographies allowing each student to express who they are and what they believe in.

<span style="font-family: Georgia,serif;">Last but definitely not least Rachel as the “All-Round Transactional Teacher.” What I admire most about Rachel is her will to keep improving. “You are only as good as your last bad lesson” (168). Rachel knows that “good- enough” teaching involves taking risks and falling down. When one of her students falls down she reinforces to them that “tomorrow is a new day” (168). I love the idea that Rachel allowed her student to spend a few extra days working on his paper, where as most teachers would not think about extending the deadline, Rachel’s thoughts were “there are possibilities here to work on… it is our job to help each other be and do better” (169).

<span style="font-family: Georgia,serif;">The ideas and philosophies of these teachers are inspiring to say the least. I will take each one of their methods of teaching and use it to sculpt my methods as a future “Good Enough Teacher, Curricular Artist, Philosopher Teacher, and All-Round Transactional Teacher.”

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<span style="font-family: Georgia,serif;">GeorgeAnna Westmoreland 10/13
<span style="font-family: Georgia,serif;">In the chapter on Aesthetic Democracy, the opening quote is this, "I've never been in a classroom that was a real community before. Is this your situation? Why or why not? What would it take for the "third space" to come into being, a space "in which the students took in one another's life"? Be as detailed as you can be at this point in your career. How do we help students move the third space from the inward to the outward world? Explain (if you dare).

<span style="font-family: Georgia,serif;">To the first quote of Chapter 8 “I’ve never been in a classroom that was a real community before,” I am sorry. For this student never being able to experience the classroom setting as a “third place” I am ashamed. Although I did not have many of these experiences the few that I did, I will never forget. I went to a good sized diverse high school where not everyone knew each other. Class rooms were full and cliques were joined throughout the classroom. One of the main reasons that I am becoming a high school teacher is because of my English classroom and teacher that I had for three consecutive years. This teacher brought our classroom environment into a “third place.” It was a home at school and classmates were like family despite the differences we all possessed. When reading this Chapter activities and methods used to bring the classroom into a “third place” were those one of my biggest role models used. This “aesthetic loosening of the boundary between self and world allows us to make deep connections among selves in the world” (175). It is so important to have this classroom setting to make these deeper connections, fostering creative interactions.

<span style="font-family: Georgia,serif;">The four techniques on making this kind of classroom happen; dialogue about texts, making things together, taking actions together, and celebrating one another are all a significant part. The classroom that I am observing this semester has somewhat of a “third place” environment. It seems as if the students are comfortable with each other and their teacher but I have yet to observe deeper connections made with the material being learned and their teacher.

**<span style="font-family: Georgia,serif;">__TEXT SELECTIONS__ **
<span style="font-family: 'Georgia','serif'; font-size: 16px;">American Constitution- 14th and 19th Amendments <span style="font-family: 'Georgia','serif'; font-size: 16px;">Martin Luther King Jr. – “I Have a Dream” <span style="font-family: 'Georgia','serif'; font-size: 16px;">Article on the “Trail of Tears” <span style="font-family: 'Georgia','serif'; font-size: 16px;">Benjamin Franklin- “Savages of North America” <span style="font-family: 'Georgia','serif'; font-size: 16px;">Flannery O'Conner - "The Artificial Nigger" <span style="font-family: 'Georgia','serif'; font-size: 16px;">Mark Twain- //To the Person Sitting in the Darkness// <span style="font-family: 'Georgia','serif'; font-size: 16px;">Thomas Paine- //Common Sense// <span style="font-family: 'Georgia','serif'; font-size: 16px;">Court case: George Stinney Jr. <span style="font-family: 'Georgia','serif'; font-size: 16px;">Gene Luen Yang- //American Born Chinese// <span style="font-family: 'Georgia','serif'; font-size: 16px;">James Baldwin- //Giovanni’s Room// <span style="font-family: 'Georgia','serif'; font-size: 16px;">(MAYBE) Film: //Freedom Writers//

<span style="font-family: 'Georgia','serif'; font-size: 16px;">//Group members: GeorgeAnna Westmoreland, Brandon Watt, Travis Farnham, and Kristin Sutton//

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http://edsec324.wikispaces.com/georgeannawestmoreland <span style="font-family: Georgia,serif; font-size: 120%;">GeorgeAnna Westmoreland 10/27

<span style="font-family: Georgia,serif; font-size: 120%;">How do the teachers cited within the chapter "What Can English Become?" try to help students relate to and love authors? How will you help students do this within the context of your proposed unit?

<span style="font-family: Georgia,serif; font-size: 120%;">In the last Chapter //What Can “English” Become?// We can take a look at final conclusions on “teaching literacy for love and wisdom” not only through the author’s perspectives but different teachers that believe in this type of teaching. “Imagine what the world would be like if the central effort of schools around the world was to awaken students to the light of their own and one another’s life” (212).

<span style="font-family: Georgia,serif; font-size: 120%;">Each teacher’s perspective is inspiring, starting with Sarah. Sarah wants to focus on the needs of each and every one of her students no matter how much time it takes. Her main goal is to foster hope and possibility in each of her student’s lives. She strives to showcase each piece of literature being taught as a way of communication between the author and the reader. By using think alouds and the idea of the “hotseat” where each student has to pretend to be the author she helps each one of her students love not only the literature but love the author as well.

<span style="font-family: Georgia,serif; font-size: 120%;">Rachel strives to make sure every day is energetic and meaningful to her students. She is a motivational teacher who believes that everyone has the same opportunity to learn as well as that is what each student deserves. When teaching her students to love authors she explains to them that they are authors as well, making sure each child realizes that authors are not only the people that write long novels but all kinds of literature as well as multimedia. Her enthusiasm she brings to her classroom every day plays a part in celebrating each text she presents.

<span style="font-family: Georgia,serif; font-size: 120%;">Andrew strives toward teaching his students perseverance. “I try to celebrate where they are and how far they have come and where they are going next instead of applying some arbitrary set of standards that might not motivate them or help them grow” (219). I admire this kind of teaching, as well as I do not think this kind of teaching happens enough. To get his students to connect and love the author Andrew allows his students to take part in a drama like setting. By doing this it allows each student’s voice to be heard.

<span style="font-family: Georgia,serif; font-size: 120%;">Our unit helps each of our students connect and love the authors first by connecting and loving each other’s identity. Through hope, passion, and change each student will come face to face and make connections with what the author is trying to communicate. Through text that involves analysis each student will not only learn to love the author but ignite a hope in a better tomorrow. = =

For Unit Project and methods used go to Travis Farnham's wiki
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http://edsec324.wikispaces.com/georgeannawestmoreland <span style="font-family: Georgia,serif; font-size: 110%;">GeorgeAnna Westmoreland 11/2/2011

<span style="font-family: 'Georgia','serif'; font-size: 16px;">How could you use the Dynamics of Writing structured process approach to teach for love and wisdom? Please explain in rich detail. Also, explain how you might use this approach in your forthcoming unit? Begin to brainstorm. Finally, are you seeing bits and pieces of the structured process approach to writing within your field experience? Please explain.

<span style="font-family: 'Georgia','serif'; font-size: 16px;">Teaching writing to high school students can be a difficult task. Teaching writing is not the only difficult task but writing for the students can be overwhelming as well. As a high school student, when presented with the obligation to write a three page paper my peers and I immediately began to complain and withdraw from the class period because it was a process we were not good at. //Approaches to Teaching Writing// does a great job of not only teaching the writing process but keeping in mind teaching for love and wisdom. //Scenario 1: Stressing the Classic From// is a great place to begin. Teaching students organization and the importance of organized five paragraph essay is a great place to start with students who feel overwhelmed in the process. Strategy one is not only a great training tool but it also exemplifies that practice makes perfect. We see the idea of “practice makes perfect” again in //Scenario 2// Murray Daniel’s teaching method is to encourage her students to write as much as they can. I admire that she holds conferences with each of her students reviewing their work and helping them discover new possibilities and ideas. I think //Scenario 4: Studying the Sentence,// is one of the most useful techniques not only towards writing but in everyday life. “Thad writes a complicated sentence on the board and asks a student at random, to describe each element in the sentence in grammatical terms, the part of speech, its function in the sentence, the mood of the verb, the case of the pronoun, and the reason for the punctuation” (6). Grammar is a concept that is rarely taught but a skill that remains important in everyday life. By calling on a student at random Thad holds each student responsible for studying and being accountable for knowing their material. Each scenario presents a unique way of teaching the skill of writing to high school students as well as using love and wisdom. As a part of my field experience I have not been able to observe much writing. When finishing up Beowulf the students were made to do many grammar activities to help their writing skills. The students in my class have not had a major writing assignment. In our group unit we have many writing assignments planned involving Martin Luther King’s speech “I have a dream”, creative writing activities, research writing activities dealing with the Civil Rights movement, etc.

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=<span style="font-family: 'Georgia','serif'; font-size: 16px;">EDSEC 324 = http://edsec324.wikispaces.com/georgeannawestmoreland <span style="font-family: Georgia,serif; font-size: medium; line-height: 24px;">GeorgeAnna Westmoreland 11/10

<span style="font-family: Georgia,serif; font-size: 110%;"> As a future English teacher, when teaching the process of writing to high school students I find it most important to give each student a freedom and a sense of accomplishment. While teaching 11th grade College Prep students I find it important to have an open learning environment. During the high school experience the majority of students were disinterested in writing structured essays in this day and time. Student’s ability to write will improve the more they do it no matter the form or structure it is done in, if done well. I want to accomplish a sense of “craft pride” throughout my classroom where each student can select formats and topics at their own choosing. I would be an advocate of multi-genre, open voice writings that draws in local concerns, writings that begin with activities in order to improve comprehension on reading material being discussed in class, as well as take full advantaged of technology today! For much of my students published work I would make it accessible to other readers whom might take the time and evaluate it so each student could get the opinion of those outside of school to better their piece. By being posted on a website each student would be able to have pride in their work thus work harder in producing their piece of writing. Although, before getting to this final piece of creative writing my teaching would be more controlled. I find it important to have control in teaching skills such as grammar and sentence structure. These are both two things that are so important not only in writing, but in everyday life. I am not an advocate of peer review. Pairing up a student that cares about his or her work with someone who does not would not be beneficial to the student trying to receive and A, therefore getting a peer to look over one’s work would be optional. I believe that oral discourse is very important in this process. I would find it very important to hold meetings with each student about their writing as well as give plentiful feedback towards each piece to strengthen the student’s ability. I want to foster an environment where my students are able to write honestly and freely. <span style="font-family: Georgia,serif;">