Post Seminar Writing: Composing, Revising and Editing--Paideia Style Post Seminar Writing: Composing, Revising and Editing--Paideia Style Bob Alexander National Paideia Faculty Nash-Rocky Mount Schools

Session Goals Explore brief content on Post-Seminar Writing Discuss a short text via a micro-seminar Review components of Post-Seminar writing and the writing process. Practice and investigate drafting, revising, and editing a Post-Seminar writing assignment

Part VII: Seminar Cycle

The Paideia Seminar Cycle T he seminar can be viewed as a 5 stage cycle: 1.Pre-seminar content 2.Pre-seminar process 3.Formal seminar dialogue 4.Post seminar process 5.Post seminar content

PSA’s Paideia Service Announcements

PSA #1 Post-Seminar writing starts in Pre-Seminar Content (ideas and values)

Post-Seminar Content Content is the extension and application of the seminar text and dialogue ideas, concepts and values into the lives and course work of the participants. Directions to writing and creating Coaching students as they apply ideas and values

PSA #2 There is always close reading, writing, speaking, listening, and language exploration happening in a Paideia classroom. The Seminar is a marquee event—with it’s own inherent cycle and a well-defined and connected writing assignment. The Post-Seminar writing assignment should be designed after text selection.

PSA #3 Consider designing a traditional writing assignment and a Web 2.0 assignment OR Find a way to blend the best of both worlds together.

Example: After reading The Man Who Interrupts by Bill Nye, write a formal letter to an "imaginary" friend who has an irritating habit that drives you crazy. In your letter, cite or refer to an example from the text, use an appropriate and identifiable tone, and use at least 1 metaphor to create imagery representing how extremely irritated you are by the annoying habit. Also, offer a suggestion(s) for correcting the behavior. Web 2.0 Extension: (W9-10.6) Using a Web 2.0 tool, create a Public Service Announcement urging people to be mindful of interrupting conversations.

Paideia Modes of Instruction DIDACTIC COACHING Development of Intellectual Skills60-70% Seminar Increased Understanding of Ideas and Values 15-20% The Acquisition of Knowledge10-15% Post Seminar writing starts Here

Journal Writing Thus far, what would you consider to be the “golden” moment in your life? Why?

The Micro-Seminar Just like a seminar, but smaller….

Pre-Micro-Seminar Content

Ideas and Values Our Conceptual lens.  An idea is a thought; mental conception; mental image, notion.  A value is that which is desirable or worthy esteem for its own sake; thing or quality having intrinsic worth. For Our text today: Evolution, Being, Nature, Time

Nature’s first green is gold, Her hardest hue to hold. Her early leaf’s a flower; But only so an hour. Then leaf subsides to leaf. So Eden sank to grief, So dawn goes down to day. Nothing gold can stay. Nothing Gold Can Stay by Robert FrostRobert Frost

Transition to Writing

Assignment: LDC Task 14 (Informational or Explanatory/Descriptive) Can we stay gold? After reading the poem Nothing Gold Can Stay by Robert Frost, Write an essay in which you describe something in your life that you never thought would change, but in fact did change? Was it a change for the better or for the worse? Why? Use at least 1 example from the text to support your discussion.

Today’s Micro-Writing Brainstorm/Connect to journal Draft an outline of your essay to clarify thinking Write a draft of the introduction of your essay with a thesis Share with a peer(s) for feedback: –Based on the outline, does the writer seem to be addressing the prompt? –Does the introduction create foundational support for the essay? –Does the thesis clearly define the focus of this essay? Suggest revisions or other feedback.

Closing Closing Questions Comments Feedback Evaluation

Contact Information Bob Alexander National Paideia Faculty Secondary Schools ELA Ed Specialist Nash-Rocky Mount Schools