Re: DSM: RE: Writing


Mitter-Burkes (aamb@mediaone.net)
Fri, 20 Oct 2000 21:39:09 -0400


Julianne,

I think it's difficult to generalize, and more and more, I think it's
pointless. So your question leads me to ask, if there was a pattern, and if
we could discern it, what would you do with it?

-Alan Mitter-Burke

on 10/20/00 2:46 AM, Joe Jackson at shoeless@jazztbone.com wrote:

> Hi.
>
> I think that's a hard question to answer.
>
> I think that students at Sudbury schools that get into writing tend to learn
> it by speaking and by reading, as opposed to the sytematic way it is taught
> in school (intro, main point 1, main point 2, conclusion and the like).
>
> I haven't seen very many formal writing classes at Fairhaven (much as I have
> not seen many "speaking" classes). We do have a reading class however.
>
> Having said that, I don't think writing is emphasized to the same extent it
> is in conventional school when it's left up to the students. College prep
> schools universally push the hell out of writing because they are, well,
> college prep.
>
> I think Sudbury students tend to read more than conventional schoolers, and
> they generally read way more sophisticated stuff. I think they write less,
> but I would hesitate to say they don't write as well in general. Perhaps
> not technically as well, but perhaps are better storytellers, are better at
> the creative side?
>
> A very hard question indeed.
>
> -Joe Jackson
> ************************
> please note my new email address:
> shoeless@jazztbone.com
> http://www.jazztbone.com
> ************************
> Kids rule at Fairhaven School
> http://www.fairhavenschool.com
>
>> Hi, my name is Julianne Madrid. I'm not exactly sure
>> who is reading or responding to this list, but I was
>> hoping someone might shed some light on something for
>> me. I've read a lot about the SVS model and I'm
>> curious about how writing develops for students in
>> this environment. I ask because I majored in English
>> in college and am about to embark on public high
>> school teaching in English. I know for me writing is
>> definitely a discipline that, although extraordinarily
>> useful, did not always appear to me as such in the
>> immediate. It was of great value to me to have a
>> listener (teacher) who caused me (or perhaps better
>> stated, expected me) to write with deeper thought and
>> fluency. Does this emerge out of students' interests
>> in writing at SVS? Or does clear writing emerge out
>> of clear thinking and passion about a topic? Is what
>> makes writing so difficult for some maybe the fact
>> that we sometimes do it in the abstract about topics
>> of little interest to the writer? Any thoughts?
>>
>



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