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Thinking Out Loud on Paper: The Student Daybook as a Tool to Foster Learning Illustrated Edition
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About the Author
Lil Brannon is the author or coauthor of several Heinemann and Boynton/Cook titles, including Composing Public Space (2010) Thinking Out Loud on Paper (2008), Critical Teaching and the Idea of Literacy (1993), Rhetorical Traditions and the Teaching of Writing (1984), and Writers Writing (1982). She has also published essays in CCC, College English, Journal of Basic Writing, and Freshman English News, among others. Lil is Professor of English and Associate Dean of the College of Arts and Sciences at UNC Charlotte, where she directs the UNC Charlotte Writing Project. She has taught middle and high school English and courses in composition at UNC Charlotte.
Sally Griffin is a coauthor of the Heinemann title Thinking Out Loud on Paper (2008). She teaches high school English at Forestview High School in Gastonia, North Carolina. She is Technology Liaison for the UNC Charlotte Writing Project. Sally teaches English methods and writing project courses at UNC Charlotte.
Karen Haag is a coauthor of the Heinemann title Thinking Out Loud on Paper (2008). She works with the UNC Charlotte Writing Project site where she oversees the Teacher Research and Presenters Collaborative and coteaches the Summer Institute. She has been a literacy coach, teacher, and researcher in North Carolina since 1974.
Tony Iannone is a coauthor of the Heinemann title Thinking Out Loud on Paper (2008). He teaches fourth grade at Nathaniel Alexander Elementary School in Charlotte, North Carolina. He coteaches the Summer Institute and Technology Week for the UNC Charlotte Writing Project, helping writing teachers use technology.
Cindy Urbanski is a coauthor of the Heinemann title Thinking Out Loud on Paper (2008). She is Associate Director of the UNC Charlotte Writing Project, where she coordinates the site's outreach to schools. She has taught middle and high school and is author of Using the Workshop Approach in the High School Classroom (2005).
Shana Woodward is a coauthor of the Heinemann title Thinking Out Loud on Paper (2008). She is Assistant Professor of English Education at Gardner-Webb University. Shana is former Assistant Director of the UNC Charlotte Writing project; she now coordinates its rural network for teachers in western North Carolina.
- Item Weight : 9.9 ounces
- Grade level : 4 - 12
- Paperback : 160 pages
- ISBN-10 : 0325012296
- ISBN-13 : 978-0325012292
- Dimensions : 7.4 x 0.31 x 9.3 inches
- Publisher : Heinemann; Illustrated edition (January 10, 2008)
- Language: : English
- Reading level : 9 - 18 years
- Best Sellers Rank: #2,091,651 in Books (See Top 100 in Books)
- Customer Reviews:
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The book is co-authored by five members of the UNC Charlotte Writing Project. As such, each author has contributed his or her experiences with using daybooks personally and in the classroom. The result is an easy-to-read guide on how to implement daybooks. Chapters include how to organize, sustain, and assess the books; as well as the advantages and disadvantages of going digital.
From the introductory chapter, the authors explain their thinking. "Daybooks have helped us foster ways of learning that allow students the space and freedom to be silly and messy, to be thinkers and writers just for the sake of thinking and writing, to be miners of their thoughts even if just to dig out a golden line from something that they read....The daybook breaks down the typical disconnect that occurs in schools: disconnects between theory and practice, between one grade and the next, between one subject and another, and between the way people really learn and how we often feel obligated to make our students learn in very specific and predetermined ways." (p.1, 2)
This book takes the simple, ordinary composition book and elevates it to a position of central importance in the classroom. More than a journal, it not only is a way for students to record random thoughts which they might use in a poem, essay or story; but is also a place to store favorite quotes ("golden lines"), new vocabulary words (which they pick and share with their peers), questions for book discussions, revision strategies, focused quickwrites, maps of complex texts, metawriting musings, as well as "ordinary" writing assignments.
One invaluable aspect of the daybook is how students reflect upon patterns and themes they discover in their own writing. As Karen Haag, one of the authors writes, "A key component of daybooks is self-assessment. By having their thinking in one central place, students can refer back to their ideas through the year. Writers look back over the pages and see progress...I ask my students to reflect on what is happening in their daybooks and document what they see. Students build this reflectiveness over time through daily, weekly, and quarterly assessments. These assessments become as important for growth as the work itself." (p.85)
Using the daybook concept, teachers are creating creative and inquisitive writers. As a result, these students go into standardized testing with confidence and smiles. "Becoming a writer and feeling the joy of writing is how we spend 99 percent of our time. Only 1 percent of our time is spent on the test--and in that time, we are showing them that they already know everything they need to know." (p. 46)
To sum it up: "Daybooks make visible students' thinking and learning." (p.61)
Now, why didn't I think of that?
Thinking Out Loud on Paper: The Student Daybook as a Tool to Foster Learning