Writing & Voice: Day Four

 

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The National Day on Writing has arrived!  Here is our technology driven post on voice.

Ultimately, improving student voice takes practice and modeling.  Nothing is better than having them mix their own voices with that of their peers to create a new and distinctive voice.

Have students complete a style analysis of themselves in order identify their style as authors by using the catchy checklist below or come up with your own.

Checkout the example below:

Stylewatch: It’s a Personal Thing

Be specific and detailed in your responses to the questions below. Your answers must be meaningful.  You can’t just say, “I’m not sure—umm—dashes?”

What types of punctuation marks do you favor in your writing?  Why?
What types of sentences define your voice? Long and involved?  Short and concise? What is the purpose of this sentence structure for you?
What level of language do you use in your writing?  Formal/Informal?   What purpose does this serve?
If you had to emulate one author from this year who would it be and why?  WRITE YOUR RESPONE IN THE STYLE OF THAT AUTHOR.  

Discuss as a class what this means about them, their writing style, etc.  Sort students into groups of three based upon varying style characteristics.  You will want to make sure that your small groups have three different types of student “voices.”

Now, the next step depends on what applications you already use in the classroom. You could use Edmodo or Wallwisher and modify the assignment for use in those programs.  I personally like Schoology the best.  Its resemblance to Facebook is a selling point for students and it’s so neat and tidy in organization that it makes it easy to construct separate discussion threads within the program.  This will take some outside of classroom time to set up this exercise.

Create a schoology account for yourself and have your students sign up for their own, as well.  For each class you create the program will create a code.  When students are creating their accounts they will need that “code” in order to sign up for our class.  When you’ve done all of the grunt work you/your students should see this:

You’ll want to click the discussion thread and create a discussion thread group for each group of three.  This means in each class you’ll probably have 10-15 discussion groups.  You will be given the choice for each group to upload directions as well.

The sky’s the limit.  If you teach AP students, use this exercise for voice in their AP analysis.  If you’re teaching the personal essay, give them a topic and then have them construct the response reply by reply by reply.  Of course, you won’t want to do this for the entirety of any essay, so choose an intro paragraph, a body paragraph, a conclusion, anything.

Since Schoology’s format is similar to the Facebook “wall” function, you can students in small groups reply to each other’s writing.   Have them consider that they can’t alter the line coming before theirs, they simply have to “add” to the previous line using their own writing style to inform the creation of this assignment.  When finished, have students type their replies into a new post for that discussion thread.  See the “dummy” example below.

 

Exercises like this focus on having student collaborate, write, examine each other’s voices and construct a final copy.  Less grading for you, better writing experiences for them.

One comment

  1. [...] of the type of memoir or narrative have students complete a style analysis for these authors and/or themselves. Then, task them with writing the opening line(s) to their own story—in 140 characters.  [...]

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