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Markers Transcript
 
00:00:12>> THIS IS "WRITERS TALK."
JENELL PENN IS AN ENGLISH
TEACHER IN COLUMBUS.
HER CLASS PARTICIPATED IN THE
00:00:31WRITERS TALK ESSAY CONTEST
RECENTLY, AND WE ARE JOINED BY
THE WINNERS OF THIS CONTEST WHO
WILL SHARE WITH US SOME OF THEIR
00:00:40RIDING AND THEIR VIEWS ON
WRITING.
WELCOME.
LET'S SET THE SCENE AT METRO.
00:00:47IT IS A DIFFERENT KIND OF HIGH
SCHOOL.
IT HAS A LOT OF DIFFERENT KINDS
OF ACTIVITIES AND FREEDOMS FOR
00:00:54THE STUDENTS.
I EXPECT THIS HAS AN IMPACT ON
THE TEACHING OF WRITING.
YOU HAVE A LOT OF FREEDOM?
00:01:02>> I DO.
METRO IS A STEM SCHOOL.
HOWEVER, THE WAY THAT WE TEACH
WRITING THERE IS KIND OF A
00:01:16CROSS-CURRICULUM.
WE LIKE TO EMPHASIZE SKILLS
VERSUS CONTENT.
WE FOCUS ON MAKING SURE OUR
00:01:24STUDENTS ARE ABLE TO APPLY THE
SKILLS TO ANY TEXT THAT THEY
READ.
WE HAVE A MASTER'S SYSTEM AT
00:01:32METRO.
ONCE THEY HAVE MASTERED THE
SKILLS, THEY MOVE ONTO ANOTHER
COURSE, ANOTHER CENTER FOR
00:01:42LEARNING.
>> SO THEY SHOW THE MASTERY
THROUGH PRACTICE?
DO YOU DO TESTING?
00:01:48>> WE DO A LITTLE BIT OF
EVERYTHING.
WE FOCUS A LOT ON PRODUCT-BASED
LEARNING, PROBLEM-BASED
00:01:57LEARNING, AUTHENTIC AUDIENCES,
AND THE STUDENTS PARTICIPATE IN
SEVERAL CHALLENGES EVERY YEAR
WHERE THEY DESIGN A SOLUTION TO
00:02:06A PROBLEM.
WHETHER IT BE --
>> WHAT IS AN AUTHENTIC
AUDIENCE?
00:02:12>> THIS ASSIGNMENT WHAD AN
AUTHENTIC AUDIENCE.
THEY KNEW REAL WORLD AUDIENCE
MEMBERS WOULD BE READING THEIR
00:02:25WORK.
THEIR WORK IS PUBLISHED OR
PRESENTED TO AN AUTHENTIC
AUDIENCE.
00:02:31>> YOU GET TO HAVE AN AUTHENTIC
AUDIENCE THIS TIME, RIGHT?
TELL ME ABOUT THAT AUTHENTIC
AUDIENCE.
00:02:41WHAT DID YOU IMAGINE WHILE YOU
WERE WRITING THESE SPECIES.
HOW DO -- THESES.
>> I TRY NOT TO THINK ABOUT IT
00:02:53PERSONALLY.
I DO NOT LIKE PEOPLE READING MY
RIDING.
IF IT IS A PERSONAL ESSAY WHERE
00:03:00I PUT A LITTLE BIT OF MYSELF OUT
THERE -- WHEN SOMEONE WAS GOING
TO BE READING THIS AND ON TV, I
TOLD MYSELF I WAS NOT GOING TO
00:03:09THINK ABOUT THAT AND JUST WRITE
MY PAPER.
>> SO NO AUDIENCE REALLY IS WHAT
THEY ARE GETTING.
00:03:17ALL OF THE TRUTH COMES OUT ON
TV.
SO HAVE YOU TAUGHT AT OTHER
PLACES OTHER THAN METRO?
00:03:26TOMMY ABOUT THE DIFFERENCE IN
STRUCTURE BETWEEN -- TELL ME
ABOUT THE DIFFERENCE IN
STRUCTURE.
00:03:33>> TYPICALLY AND OTHER SCHOOLS,
IT IS CHRONOLOGICAL.
OR IS BASED ON A CERTAIN SUBJECT
AREA SO YOU ARE TEACHING WORLD
00:03:44LITERATURE OR FOLLOWING
CENTURIES AND READING ALONG.
WE DO NOT DO IT THAT WAY.
WE STARTED OFF WITH
00:03:54ENVIRONMENTAL SCIENCE, COLLEGE
READING, AND WHAT WAS YOURS?
>> GEOMETRY.
>> THOSE WERE THE ONLY THREE
00:04:02CLASSES THEY HAD FOR EACH
SUBJECT AREA.
IT WOULD NOT WORK.
THAT DOES NOT WORK FOR METRO.
00:04:13INSTEAD, WE FOCUS ON COLLEGE
READING.
THIS ASSIGNMENT WAS FOR COLLEGE
WRITING.
00:04:20SO WE FOCUSED ON WHAT SKILLS
WOULD YOU NEED TO KNOW FOR
COLLEGE WRITING.
CURRENTLY, THEY ARE IN LITERARY
00:04:28ANALYSIS.
>> OK.
ONE OF THE THINGS IS TALKING
ABOUT SETTING UP WHAT THESE
00:04:39ESSAYS WERE BECAUSE THEY CAME
FROM A PARTICULAR PLACE WHICH
COMES OUT OF OHIO STATE.
IT IS A PROJECT THAT ASKED
00:04:49PEOPLE HOW THEY LEARNED HOW TO
READ OR WRITE OR OTHER ASPECTS
OF LITERATURE.
HOME LITERACY, SCHOOL LITERACY,
00:04:58AND THEN LATER LITERACY.
I THINK YOU HAVE ALL CHOSEN HOME
LITERACY.
>> MORE ABOUT SCHOOL.
00:05:07>> SO THE INFORMATION IS
AVAILABLE AT WWW.DALN.OSU.ORG.
HOW DID EACH OF YOU APPROACH
THIS?
00:05:20WE WILL START WITH YOU.
>> I HAD A REALLY INTERESTING
EXPERIENCE WITH READINGS IN
GENERAL.
00:05:29I NEVER REALLY HAD AN
OPPORTUNITY TO REALLY WRITE
ABOUT MY EXPERIENCE SO I TOOK
THE MOST PERSONAL AND DEEPEST
00:05:43FEELINGS I HAD FOR READING AND
WRITING.
THE BEGINNING OF WRITING, I
REALLY WROTE ABOUT THAT.
00:05:52>> HOW ABOUT YOU, ELISABETHS?
>> WHEN I THINK OF LITERACY, I
THINK ABOUT COMMUNICATION AND
READING AND WRITING.
00:06:01BUT WRITING, FOR ME, HAS NOT
BEEN AS IMPORTANT.
READING FOR MAY HAS HAD MORE OF
AN IMPACT ON MY LIFE.
00:06:15SO I WANTED TO FOCUS MORE ON
THAT.
>> WHY DON'T WE GO AHEAD AND
HEAR THESE?
00:06:22THEN WE CAN COME BACK AND TALK
ABOUT THEM.
WHICH ONE WOULD LIKE TO BOLDLY
GO FORTH?
00:06:27RILEY, YOU LOOK LIKE YOU ARE
READY TO GO ON THIS.
>> I AM STUPID.
I CANNOT UNDERSTAND THESE WORDS
00:06:37ON THE PAGE.
WHEN I WAS IN THE FIRST GRADE,
THESE THOUGHTS FILLED MY LIFE.
1:00 IN THE MORNING, 1:00 IN THE
00:06:49AFTERNOON, EACH BOOK WAS LABELED
WITH A NUMBER.
LEVEL ONE BEING THE IDIOTIC
BOOKS.
00:06:56ALMOST EVERYONE ELSE IN THE
CLASS HAD REACHED LEVELS 30 BUT
I WAS STILL STOCKUCK IN THE 10'.
I FELT LIKE AN IDIOT.
00:07:08I STRUGGLED EVERY DAY.
MY MOM WOULD READ TWO HOURS
EVERY NIGHT TO MEET.
THEN I MOVED ON TO SECOND GRADE.
00:07:16SOME OF MY CHILDHOOD MEMORIES --
I RECALL SHE WAS A SHORT AND
STOUT WOMAN.
I REMEMBER THINKING THAT SHE
00:07:27HAD A STRICT RESEMBLANCE TO
LITERATURE.
KIDS WARNED ME ABOUT HER.
THEY TOLD ME SHE WAS EVIL.
00:07:35I HOPE TO NOT GET NOTICED FOR AN
ENTIRE YEAR.
I WISH TO FOR MY OLD TEACHER.
IT TURNED OUT SHE HELPED ME MORE
00:07:44THAN AN THE OTHER TEACHER HAD
BEFORE.
SHE NOTICED SOMETHING THAT
NEITHER MY KINDERGARTEN NOR
00:07:51FIRST GRADE TEACHER DID.
I STRUGGLED TERRIBLY WITH
READING.
IT WAS BECOMING EVER-EVIDENT.
00:07:57MY HOPE WAS STARTING TO FALTER.
MY TEACHER NOTICED HOW HARD IT
WAS FOR ME TO READ.
SHE GOT ME TESTED BY THE SCHOOL
00:08:07PSYCHOLOGIST.
I DO NOT KNOW HOW SHE DID IT.
LUCKILY, SHE DID.
IT TURNS OUT, I HAD A MEMORY
00:08:15CHALLENGE.
THERE WAS A REASON WHY THOSE
BOOKS MADE NO SENSE AND THERE
WAS A REASON WHY I CANNOT
00:08:22REMEMBER WHAT I COULD READ.
MY MOM WORKED WITH ME ON READING
EVERY DAY AFTER SCHOOL FOR A
HALF HOUR.
00:08:34MY TEACHER HELPED ME WITH
READING EVERY DAY AT SCHOOL.
I WAS SMART ENOUGH TO UNDERSTAND
"HARRY POTTER" BOOKS BUT COULD
00:08:48NOT READ THEM.
THE FIRST BOOK I EVER READ
DURING THE SECOND GRADE WAS
ABOUT KING ARTHUR AND THE
00:08:56KNIGHTS OF THE ROUND TABLE.
I REMEMBERED READING THROUGH
THOSE PAGES IS EAGERLY.
THIS COULD BE WHAT LED TO MY
00:09:09INTEREST IN FINAL FANTASY
STORIES.
MY THIRD AND FOURTH GRADE
TEACHER TAUGHT ME TO LOVE BOOKS.
00:09:17SHE GAVE ME DOZENS AND DOZENS OF
BOOKS TO READ.
FANTASY, SCIENCE FICTION, AND
HISTORICAL FICTION.
00:09:29SHE READ EVERY DAY ALOUD IN
CLASS.
MY TEACHER TAUGHT ME HOW TO
READ AND MY FOURTH GRADE TEACHER
00:09:36TAUGHT ME HOW TO LOVE TO READ.
BOOKS CONSUMED MY LIFE.
THE PAGES UNDER MY FINGERS, THE
SLIGHTLY MUSTY SMELL OF OLD
00:09:47BOOKS, AND THE SWEET TASTE THAT
LINGERS IN YOUR MOUTH AFTER YOU
HAVE READ A PARTICULARLY GOOD
BOOK.
00:09:54MY MOM CALLS IT AN ADDICTION BUT
A GOOD ONE.
I WOULD RATHER DO THAT THAN
ANYTHING ELSE.
00:10:00I HAVE GONE FROM A GIRL WHO ONLY
FANTASIZE ABOUT READING BOOKS TO
TAKING HOME OVER A DOZEN BOOKS
HOME FROM THE LIBRARY.
00:10:10I CLEARED OUT THE SHELVES FOR
THEM.
MY YOUNG DREAM HAS BECOME A
REALITY.
00:10:22READING HAS NOW BECOME MY LIFE.
>> VERY NICE.
SO, MRS. TAPS, FRIGHTENING BUT
REDEEMING IN THE END.
00:10:32TELL ME ABOUT YOUR PROCESS FOR
WRITING.
YOU FOCUSED ON ONE PARTICULAR
TIME AND USED IT AS A STEPPING
00:10:43STONE.
WAS IT DIFFICULT TO WRITE ABOUT?
>> IT WAS NOT THAT HARD TO WRITE
ABOUT IT.
00:10:50IT WAS STICKY IN THE BEGINNING
BECAUSE IT IS A SENSITIVE TOPIC
FOR ME TALKING ABOUT NOT BEING
ABLE TO READ FOR A VERY LONG
00:10:58TIME.
ONCE I STARTED GETTING ON IT, IT
GUSHED OUT AND BECAME MUCH
EASIER TO DO IN THE END.
00:11:07>> HOW DID YOU APPROACH WORKING
WITH THIS YOUNG STUDENT AND
SAYING THAT TEACHERS WERE EVIL
IN THE BEGINNING BUT WERE
00:11:15WILLING TO WORK WITH THAT?
>> IF ANYTHING, RILEY IS A VERY
BUBBLY AND CREATIVE SIDE OF HER.
IT WAS NOT VERY HARD TO BRING IT
00:11:27OUT OF HER.
ONE THING WE WANTED TO FOCUS ON
WAS BRINGING THE STORY TO LIFE.
I TRIED TO TEACH MY STUDENTS
00:11:36THAT ESPECIALLY WITH A
NARRATIVE.
IN THE AUDIENCE WANTS TO BE
THERE WITH YOU.
00:11:43-- THE AUDIENCE WANTS TO BE
THERE WITH YOU AND EXPERIENCE IT
WITH YOU.
I THINK HER TALKING ABOUT THE
00:11:51SMELL OF THE BOOKS AND TALKING
ABOUT HOW ALL THE PAGES AND FEEL
AND EVEN LETTING THEM INTO HER
MIND, THOSE SORTS OF THINGS,
00:12:02AUDIENCES CAN RELATE TO.
WE WANT TO PUSH AND MAKE SURE
THEY IDENTIFIED WHAT THEY WERE
FEELING AND THINKING AT THE TIME
00:12:10AND WHAT THEY WERE SEEING,
SMELLING, ALL OF THAT.
>> WHAT WAS YOUR RESPONSE TO
THAT?
00:12:15WERE YOU ABLE TO NEGOTIATE IT
PRETTY EASILY?
>> SHE CAN MAKE YOU WRITE ABOUT
ANYTHING.
00:12:29I REMEMBER THE FIRST OPENING.
NOT THIS ONE.
I WAS NOT HAPPY WITH IT.
IT WAS ALL I HAD.
00:12:37SHE CAME TO ME AND SAID IT
REALLY DELVE INTO AND GIVE ALL
OF THE MOTIONS.
-- EMOTIONS.
00:12:49THIS WAS MY SECOND COPY.
ALL OF THE SENSES LIKE TO THINK
ABOUT WITH BOOKS.
ALL OF MY EMOTIONS THAT I HAVE
00:13:00ABOUT BOOKS.
I TRIED TO ARTICULATE THEM AS
MUCH AS POSSIBLE.
>> I HAVE THIS PREMONITION YOU
00:13:10WILL ALSO TALK ABOUT "HARRY
POTTER."
>> SO, I TITLED IT "MY TRUE
LOVE."
00:13:20I REMEMBER THE FIRST TIME I WAS
IN LOVE.
IT HAPPENED IN THE SECOND GRADE
AT.
00:13:26ALL ABOUT ME, LEARNING
MATERIALS.
IT WAS NOT A BOY.
IT WAS A BOOK.
00:13:38IT AMAZES ME THAT I CAN STILL
REMEMBER THE STORY LINE
ESPECIALLY CONSIDERING I READ IN
SEVEN YEARS AGO.
00:13:45TO THIS DAY, I VALUE THIS BOOK
AS THE ONE THAT STARTED MY
THIRST FOR READING.
I READ EACH NIGHT UNTIL I COULD
00:13:55NOT KEEP MY EYES OPEN.
BOOKS WERE ALWAYS SUGGESTED TO
ME TO READ.
I LOVED READING EACH ONE.
00:14:02EVERY NIGHT AFTER GETTING READY
TO GO TO SLEEP, I WOULD GET IN
MY BED AND READ THE LATEST BOOK
THAT SALLY RECOMMENDED.
00:14:10THEY SHOWED ME SO MUCH OF THE
WORLD I HAD NEVER KNOWN.
IT BECAME THE BIGGEST INFLUENCE
IN MY LIFE.
00:14:20A FEW YEARS LATER IN THE FIFTH
GRADE, I DISCOVERED THE WORLD OF
"HARRY POTTER."
ALMOST EVERY NIGHT I WOULD
00:14:27DESCRIBE THE LATEST "HARRY
POTTER" ADVENTURE.
I WOULD MANAGE TO RELATE
EVERYTHING TO THE INCREDIBLE
00:14:36WRITINGS OF THE AUTHOR.
EACH TIME I TOUCHED THE BOOK, I
FELT MY HEART JUMP A LITTLE BIT.
IT WAS THE SAME KIND OF FEELING
00:14:48THAT WAS DESCRIBED IN ALL THE
ROMANCE BOOKS.
I WAS IN LOVE WITH THESE BOOKS.
THEY BROUGHT ME TO A DIFFERENT
00:14:55WORLD, A WORLD I COULD GO TO
WHEN THINGS GOT BAD WHEN THEY
NEEDED TO ESCAPE.
SOON, I WAS WRITING "DEAR
00:15:06HARRY" IN MY JOURNAL.
I KNOW HE WAS A FICTIONAL
CHARACTER, BUT THERE IS STILL A
PART OF ME THAT WANTED TO
00:15:18BELIEVE THAT SOMEWHERE IN THE
WORLD THERE WAS A HOGWARTS.
I WILL LOOK BACK AND LOOK AT MY
PREVIOUS ENTRY HOPING TO FIND
00:15:27THAT HE HAD WRITTEN SOMETHING
BACK BANK CONSCIOUSLY, I KNEW
THERE WAS NO WAY THAT TERRY WAS
GOING TO WRITE BACK.
00:15:34-- I WOULD LOOK BACK AT MY
PREVIOUS ENTRY HOPING TO FIND
THAT HE HAD WRITTEN SOMETHING
BACK.
00:15:44CONSCIOUSLY, I KNEW THERE WAS NO
WAY THAT HARRY WAS GOING TO
WRITE BACK.
I WAS CONVINCED THAT WHEN I GREW
00:15:52UP I WOULD BECOME AN AUTHOR.
WHEN I WOULD GET HOME FROM
SCHOOL, I WOULD WRITE SHORT
STORIES AND HOPE THEY WERE AS
00:16:01GOOD AS "HARRY POTTER."
THEY WERE NEVER AS GOOD BUT I
WOULD CONTINUE TO WRITE BECAUSE
PRACTICE MAKES PERFECT.
00:16:10AFTER WRITING FOR A WHILE AND
CONSTANTLY BEING FRUSTRATED, I
DECIDED RIGHT THING WAS NOT THE
CAREER FOR ME.
00:16:18I NO LONGER WANTED TO BE AN
AUTHOR.
EACH STORY LED TO A STRONGER
COMPOSITION AND BETTER LITERACY.
00:16:27TELLING THE DIFFERENCE BETWEEN A
GOOD STORY AND A GREAT ONE.
FOR ME, HARRY POTTER ENTERED ME
INTO DIFFERENT REALMS OF READING
00:16:36AND WRITING.
FOR ME, THEY WERE LEARNING
TOOLS.
THEY ENABLED ME TO BROADEN MY
00:16:42OUTLOOK ON READING AND WRITING.
AFTER READING THESE BOOKS, I WAS
INSPIRED IN MY PATH TO LITERACY
ESPECIALLY READING.
00:16:55AN ELEMENTARY SCHOOL, WHEN I
DISCOVERED HARRY POTTER, I FOUND
AN ENTIRELY NEW KIND OF BOOK AND
LOVED IT.
00:17:02IF I COULD, I WOULD THINK HARRY
POTTER BOOKS FOR PROVIDING ME
WITH ONE OF THE MOST IMPORTANT
SKILLS.
00:17:10LITERACY.
>> VERY GOOD.
HOW DID YOU APPROACH THIS?
WHERE DID YOU START?
00:17:16>> FO ME, WHEN I READ A BOOK, I
LIKE THE PERSONAL CONNECTION
THAT YOU CAN GET WITH
CHARACTERS.
00:17:26EVEN THE WRITER, YOU KNOW THEIR
THOUGHT PROCESS AND HOW THEY
WERE DEVELOPING THESE
CHARACTERS.
00:17:32>> OK.
SO YOU SAT DOWN AND SAID FOR MY
LITERACY IT HAS TO BE "HARRY
POTTER."
00:17:41IT IS INTERESTING BECAUSE -- I
AM OF THE GENERATION THAT I
HEARD ABOUT THEM WHEN THEY CAME
OUT.
00:17:48OF THE LAST ONE CAME OUT
PROBABLY WHEN YOU WERE IN JUNIOR
HIGH OR SOMETHING LIKE THAT?
IT WAS MORE OF A PIECE.
00:17:59YOU WERE NOT EXPECTING THEM
EVERY YEAR.
YOU TOOK IT IN AS THE SAME SORT
OF LITERACY THINK.
00:18:11YOU WERE ABLE TO WALK WITH THEM.
THE BOOKS GET A LOT DARKER AS
YOU GET OLDER.
THE FACT THAT BOTH OF YOU ARE
00:18:19TALKING ABOUT THAT IS REALLY
INTERESTING TO ME.
WHAT WAS YOUR ADVICE TO HER?
>> WITH ELIZABETH, IF ANYTHING,
00:18:32WHAT I ENJOYED THE MOST WAS THE
SECTION WHEN SHE STARTED TALKING
ABOUT WRITING TO "DEAR HARRY."
IF ANYTHING, WE WORKED ON TRYING
00:18:45TO CREATE THAT MOMENT, MAKE THAT
MOMENT MORE REAL FOR THE
AUDIENCE AS WELL.
WITH ALL OF MY STUDENTS,
00:18:59SOMETIMES, I WOULD SAY SOMETIMES
AS TEACHERS WE WANT TO SAY
WRITE IT THIS WAY OR THAT WAY.
ALL LIKE TO GIVE THEM THE
00:19:10FREEDOM SO IT BECOMES -- I LIKE
TO GIVE THEM THE FREEDOM SO IT
BECOMES THEIR OWN.
EVEN IF IT MEANS BRINGING UP
00:19:21"DEARR HARRY" OR USING WORDS
LIKE "IDIOTIC."
I LIKE THEIR HONESTY AND
ENCOURAGE THEM TO BE HONEST
00:19:35BECAUSE I THINK THAT IS THE BEST
WRITING.
>> OK.
WHAT DO YOU REMEMBER FROM YOUR
00:19:43TEACHER TALKING TO YOU AND WHAT
YOU WENT BACK AND WORKED ON?
>>
>> POSTED A FIRST SECTION OF MY
00:19:55RIDING.
I WAS NOT FOCUSED ON "HARRY
POTTER."
IT WAS AN IMPORTANT PART.
00:20:03>> WHEN YOU ARE SO MUCH OLDER,
IT IS VERY EMBARRASSING, ALL OF
THOSE YEARS AGO.
[LAUGHTER]
00:20:09>> YES.
>> AS YOU LOOK BACK ON THIS KIND
OF WRITING, YOU GET THE IDEA
THAT YOU DO NOT WANT TO BE A
00:20:20WRITER.
STEADILY.
TELL ME ABOUT THAT MOMENT.
IT WAS STRIKING.
00:20:26YOU HAVE THIS MOMENT WHERE YOU
SAY YOU'RE NOT GOING TO BE A
WRITER AS A SHORT STORY WRITER,
DOES THAT MEAN NO OTHER GENRE?
00:20:37>> IT DOES NOT LIKE I HAVE
TOTALLY VANISHED BECOMING A
WRITER, IT IS JUST THAT THERE
ARE OTHER THINGS I WOULD LIKE TO
00:20:44DO.
>> AND WHEN YOU ARE AT METRO YOU
CAN EXPLORE THOSE THINGS?
>> EXACTLY.
00:20:51>> DO YOU LATCH ONTO A
PARTICULAR TRACK?
HOW DOES THAT WORK?
>> OUR STUDENTS ARE GONE WITH
00:21:04HIGH SCHOOL CREDITS IN TWO
YEARS.
THEY SPEND THE SECOND HALF OF
HIGH SCHOOL TAKING CLASSES AT
00:21:13OHIO STATE UNIVERSITY, WORKING
AT LEARNING CENTERS, DOING
RESEARCH, AND EARNING CREDITS
FOR FUTURE COLLEGE
00:21:23OPPORTUNITIES.
SO, THEY DO HAVE DIFFERENT
PLACES THEY CAN GO TO FORCE TO
INSTEAD STUDY BIOLOGY, BUT THEN
00:21:35YOU HAVE STUDENTS TAKING THE
MOSIAC ROUTE, FOCUSED MORE ON
ART AND LITERATURE.
WE ALSO HAVE STUDENTS THAT
00:21:44TICKETS TECHNOLOGY ROUTE.
-- THAT TAKE BETS TECHNOLOGY
ROUTE.
THEY TRY THEIR HAND SAID
00:21:52MILLIONS OF THINGS.
>> ARE YOU AT THIS STAGE WHERE
YOU HAVE CHOSEN THAT GET?
IT IS REALLY INTERESTING TO
00:22:03HEAR THAT A STEM SCHOOL DOES THE
MOSIAC WELL.
AS SOMEONE WHO IS IN WRITING AND
READING, IT IS ALWAYS AN
00:22:13INTERESTING THING WHEN YOU LOOK
AT STEMS AND NEED NOT SEEK
ENGLISH.
YOU SAY WHAT HAPPENED TO
00:22:21ENGLISH?
THAT GIVES YOU THE OPPORTUNITY
WITH A MOSAIC THAT PEOPLE COULD
PURSUE IT WITHIN THE STEM.
00:22:28THERE MUST BE A FROM OUR JOKE
THERE THAT I AM NOT COMING UP
WITH.
-- FLOUR JOKE THERE I MIGHT NOT
00:22:36BE COMING UP WITH.
WHAT IS IT LIKE TO TALK ABOUT
OTHER STUDENTS AT YOUR SCHOOL
ABOUT WRITING?
00:22:43DID YOU TALK ABOUT DIFFERENT
KINDS OF LITERACY AND THE WAYS
YOU APPROACHED THE ESSAY AS YOU
WERE WRITING?
00:22:49>> THE PEOPLE I HANG OUT WITH
GENERALLY, PRETTY MUCH ALL OF
THEM ARE WRITERS.
ONE OF MY BEST FRIENDS RIGHTS
00:23:02CONSTANTLY.
WE TALKED CONSTANTLY ABOUT WHAT
WE ARE WRITING.
WE ARE ALWAYS BOUNCING OFF
00:23:07IDEAS.
I TALK ABOUT HOW I AM WRITING,
AND ANY IDEAS THEY HAVE APPEARED
>> 1 GENRES TO YOU -- HAVE.
00:23:17>> WHAT IS GENRE'S DO YOU WRITE
IN?
WHAT IS THE FRIEND WRITING?
>> SHE WRITES FANTASY.
00:23:27I WRITE FANTASY, SCIENCE
FICTION, AND POETRY AS WELL.
WE HAVE SIMILAR TASTE IN BOOKS
AND WRITING TOGETHER.
00:23:38>> HOW ABOUT YOU?
>> MY FRIENDS AND I DISCUSSED
IT, AND MY CLOSEST FRIEND HAS A
LOT OF TROUBLE STARTING OUT
00:23:50WRITING AND READING AND
TRUTHFULLY I DID NOT HAVE THAT
MUCH TROUBLE.
WE TALKED A LOT ABOUT OUR
00:23:58DIFFERENCES, AND WE BOUNCE IDEAS
OFF OF WHAT WE COULD WRITE
ABOUT AND THAT STORY IS BETTER.
>> OK.
00:24:06TELL ME ABOUT OF MY RIDING.
YOU'RE A DIFFERENT GENERATION.
-- A ONLINE RATING.
YOU'RE A DIFFERENT GENERATION.
00:24:14WHEN YOU GO TO FACEBOOK, CHAT
ROOMS, DO YOU CONSIDER THAT
RATING?
-- WRITING?
00:24:27DO YOU VIEW THAT AS A FORM OF
COMMUNICATION, OR WHAT IS THAT?
>> NO.
>> I THINK IT IS A FORM OF
00:24:36COMMUNICATION, BUT NOT WRITING.
MOSTLY WITH THE STATUS UPDATES,
THEY ARE JUST LITTLE BLURBS.
IT IS NOT REALLY A PIECE OF
00:24:45WRITING.
IT MIGHT JUST BE SOMETHING
HUMOROUS THAT YOU ARE FEELING.
IT IS STILL A FORM OF
00:24:52COMMUNICATION THAT I DO NOT
CONSIDER IT WRITING.
>> I THINK BLOGS CAN BE
CONSIDERED WRITING.
00:25:04THEY'RE ALMOST LIKE A PERSONAL
JOURNAL.
I KNOW SEVERAL WHO KEEP ONLINE
BLOGS.
00:25:12>> BECAUSE YOU GUYS COULD PUT
THESE ON A BLOG.
>> THEY HAVE THEM.
>> OBVIOUSLY, YOU ARE A FAN OF
00:25:28ONLINE WRITING?
>> YES.
>> THEY ARE VERY INVESTED.
>> I KNOW.
00:25:37IT IS AN AREA TO REALLY LEARN
MORE ABOUT.
THIS YEAR ME AND MY TEACHING
PARTNER DECIDED TO TRY SOMETHING
00:25:49DIFFERENT, SO WE HAVE THE
STUDENTS POSTING A PEACE,
WHETHER IT BE POETRY, A STORY, A
PIECE OF ART THEY CREATED --
00:26:01DIGITAL ART, OR SOMETHING THEY
HAVE DONE BY HAND.
THEY ARE RESPONDING TO EACH
OTHER.
00:26:06>> SO, THERE ARE MULTIPLE
RESPONSES, WHICH ENTERS
INTERESTING QUESTIONS ABOUT HOW
YOU WOULD RESPOND TO SOMEONE'S
00:26:16WRITING PUBLICLY.
>> THERE ARE PUBLIC AND HAVE HAD
SOME PUBLIC RESPONSE.
>> I FEEL LIKE WE NEED TO ASK
00:26:24ABOUT THAT.
DO YOU GO OVER WHAT IS A GOOD
RESPONSE OR NOT A GOOD RESPONSE?
>> YES.
00:26:34I ALSO LET THE STUDENTS NOW THIS
IS A PUBLIC ARENA.
THIS IS THE INTERNET, SO YOUR
AUTHENTIC AUDIENCE THIS TIME IS
00:26:44EVERYONE, ANYONE.
BE PREPARED FOR CRITIQUES AND
YOUR WRITING FROM PEOPLE WHO MAY
NOT BE THERE AT THE SCHOOL.
00:26:52>> HOW HAS THAT GONE OVER WHEN
THEY ARE SENT AN ANONYMOUS
CRITIQUE?
IS THAT SOMETHING YOU DISCUSSED
00:27:00IN CLASS AND SAY THIS WHEN YOU
COULD DISREGARD?
>> YES, WE HAVE TALKED ABOUT
THAT.
00:27:06>> THERE HAVE BEEN SOME STRANGE
ONES, AND SOME PRETTY HELPFUL
ONES AS WELL.
>> SO, IS THAT GOING TO BE
00:27:16SOMETHING YOU WILL CONTINUE IN
THE FUTURE -- BRINGING OTHER
PEOPLE IN?
I AM ASSUMING YOU DO THAT
00:27:22ANONYMOUSLY.
>> YES.
THEY HAVE A TEAM NAMED.
THEY WORK AS A TEAM.
00:27:29>> IF IT DOES NOT SEEM -- AND
TEAM EDWARD?
>> DID NO -- NO.
>> HOW ABOUT THE TEACHER.
00:27:42WHAT KIND OF WRITING HAVE YOU
BEEN DOING?
>> HARD-CORE FICTION.
>> SO, YOU WRITE FICTION AS
00:27:50WELL?
>> HAVE YOU SHARED THAT WITH
YOUR STUDENTS?
>> NO.
00:27:57I SHARED SOME STUFF WITH THEM,
THEY JUST DID NOT KNOW.
OK.
THAT IS EXCELLENT.
00:28:04YOU GUYS ARE GOING TO GO TO OHIO
STATE OR OTHER PLACES?
YES.
I GUESS THAT IS AN OPEN-ENDED
00:28:11QUESTION.
WELL, IT IS IMPERATIVE THE S
THESE THINGS.
ANYWAY, THANK YOU VERY MUCH FOR
00:28:20BEING WITH US, THE JENELL PENN,
RILEY PATRICK, AND ELISABETH
SPECTOR.
KEEP WRITING.
Note : Transcripts are compiled from uncorrected captions