Date: Fri 27-Sep-1996

Publication: Bee

Author: DOTTIE

Quick Words:

schools-writing-workshop

Full Text:

Writing Workshop: The Educators Go To School

B Y D OROTHY E VANS

At 5 pm, Wednesday, September 13, when most Newtown children were home

enjoying a break before dinner, the hard work was just beginning for system

administrators, principals and board of education members.

The school officials, who were assuming the role of students during a

faculty-led K-12 Writing Initiative Workshop, had gathered in the Queen Street

administration building conference room to experience a writing class as it

might be taught in Newtown classrooms.

Pens poised over yellow legal pads, the 25 educators awaited instructions.

"Think like a student" and "Write along with us," said workshop leader and

Newtown High English teacher, John Firenze, as he handed out their assignment

sheets.

Mr Firenze promised they would learn something new about the writing process

that day, because, in just two hours, they'd have a chance to try several

different modes of written expression.

"Forget everything you've ever known and hang with us," said Jeanetta Miller,

another faculty presenter for the workshop.

The educators were asked to compose a wish list and a bumper sticker, write an

acrostic poem, a persuasive letter and a saturation piece and conclude with a

written "closing reflection."

"To understand the impact that personal reflection has on different styles of

writing," group members were going to experience that kind of reflection

themselves right then and there, the assignment sheet stated.

Writing Initiative committee members have been working for two years, thanks

to a state grant that has just been renewed, to assess the level of writing in

Newtown schools and brainstorm ways to improve upon it.

There have been several field trial groups made up of 45 teachers in the

school system, which have taken a similar writing workshop, Mr Firenze said.

"We need to train the whole district to write better. This is a great way to

start," said Carmen Jensen, chairman of the Newtown High English department.

As Mr Firenze directed the group to begin its first assignment, he asked them

to "flex their writing muscles" with a "saturation report." The saturation

report was described as a five-minute description of the immediate environment

- in this case, the room in which the educators worked. They should use their

five senses to paint the picture with words and their sentences need not be

complete.

The following paragraph is an example of a saturation piece a group member

might have written.

Beige and brown are the colors I see. I hear the rustle of papers and the

scratch of pens. Otherwise, it's very quiet except for the buzz-humming of the

fluorescent lights. It's sort of peaceful and everyone looks pretty focused.

Maybe it's the desks arranged in circles. More friendly and informal. There

are orange and black M&Ms in white plastic dishes on some of the desks. I

don't taste anything, but I'm starting to notice it smells stuffy in here.

After finishing their saturation reports, the educators were told they could

put their work in an envelope and keep it to preserve anonymity.

"That was a help. Knowing you would write only for yourself meant you didn't

feel competitive," Newtown High Principal Bill Manfredonia said, following the

workshop.

"I especially enjoyed learning about the different writing forms, and

realizing how much fun it can be," he added.

When the saturation assignment was finished, Mr Firenze complimented the

educators on their level of concentration.

"That was very good. My students today were doing this and you were working as

well as they were," he joked.

Bob Kuklis, assistant superintendent and principal of Middle Gate School said

he "got into the piece" but admitted he "felt distracted" by the M&Ms when he

was writing about taste.

Board of Education member Peggy Ulrich-Nims sitting next to Mr Kuklis, agreed.

The wish list assignment was one of the most popular. Appreciative comments

from the educators were centered around the following sample, which was

included in their writing packet.

Longer periods; Dustless chalk; Better air; More windows; More computers in

writing lab; Senior common room; Little theater; Memo instead of intercom; No

bells; Senior project; Students/teachers help clean school; January break;

Carpets; Plants; Creative scheduling; Students are learners all year long.