So, I had the morning to work on whatever I wanted to work on and I ended up cleaning the house again. I mean the house needs to be cleaned up after all my writing cite was a mess and I had to clear it out and then I had to take care of the rest of the house and the dog hair needed vacuumed and then there was a load of laundry to get washed and then Chels' room...well, why not straighten it up for her to be nice...she's been busy and has a lot to do....!!!!!!!!!! WHAT AM I DOING!
Then I had a 501 seminar meeting on campus...came home and fixed dinner...then had to run an errand and here I sit! Do I read or do I open up my very colorful article? More to come...
Thursday, September 30, 2010
Tuesday, September 28, 2010
In Class Quickwrite- 9.28.10
How did writing go this week? (quick write) Your schedule? How is writing site working out? How did your conversations about writing go this week? How is the documentation thing going? How much time did you "log in"? What was the quality of that time? etc. etc.
This week was an interesting one. I totally did not focus on keeping track of what, when, how long, where I was working on paper. However, I did find a new working space that I really like. I went to the MSU library, 4th floor stacks. I have always loved this nook for doing research and reading. However, I never really focused on it for writing. So, on Sunday for 3 hours (while Chels was at rehearsal for MSU Youth Wind Symphony) I wrote. Now, it would be a lie to say I wrote for the entire 3 hours, but I did off and on for most of it. The off writing moments were spent with me browsing the stacks for some specific conversations. The great thing is... I found the conversation I was looking for that will help me think about my argument for this article as well as my practicum. The argument is in between 2 books I found. Not literally, but I feel I fall somewhere in between the claims presented by the following 2 books:
1. "Revealing the invisible: Confronting passive racism in teacher education" by Sherry Marx (2006).
2. "Dispositions as habits of mind: Making professional conduct more intelligent" by Erskine Dottin (2010).
So, I would read a little and think about what position I am taking in my article and what it is I am trying to say and to whom. Over the course of the following few days prior to class. I would spend sporadic moments on my paper. I renamed the working draft dealing with my thinking about the argument of my paper as just that. In this draft I color coded text: red=arguments; blue=research ideas beyond the scope of this article; green= questions I need to explore; purple= changes I made that I need to make note of. As of right now... MY PAPER IS PHYSICALLY A MESS :-/ BUT... I think it is beginning to take a shape that is not only student voiced.
This week was an interesting one. I totally did not focus on keeping track of what, when, how long, where I was working on paper. However, I did find a new working space that I really like. I went to the MSU library, 4th floor stacks. I have always loved this nook for doing research and reading. However, I never really focused on it for writing. So, on Sunday for 3 hours (while Chels was at rehearsal for MSU Youth Wind Symphony) I wrote. Now, it would be a lie to say I wrote for the entire 3 hours, but I did off and on for most of it. The off writing moments were spent with me browsing the stacks for some specific conversations. The great thing is... I found the conversation I was looking for that will help me think about my argument for this article as well as my practicum. The argument is in between 2 books I found. Not literally, but I feel I fall somewhere in between the claims presented by the following 2 books:
1. "Revealing the invisible: Confronting passive racism in teacher education" by Sherry Marx (2006).
2. "Dispositions as habits of mind: Making professional conduct more intelligent" by Erskine Dottin (2010).
So, I would read a little and think about what position I am taking in my article and what it is I am trying to say and to whom. Over the course of the following few days prior to class. I would spend sporadic moments on my paper. I renamed the working draft dealing with my thinking about the argument of my paper as just that. In this draft I color coded text: red=arguments; blue=research ideas beyond the scope of this article; green= questions I need to explore; purple= changes I made that I need to make note of. As of right now... MY PAPER IS PHYSICALLY A MESS :-/ BUT... I think it is beginning to take a shape that is not only student voiced.
Tuesday, September 21, 2010
In class Quick Writing
How did writing go this week? (quick write) Your schedule? How is writing site working out? How did your conversations about writing go this week? How is the documentation thing going? How much time did you "log in"? etc. etc.
I can honestly say, not great in some respects and great in other respects. I find that actually writing stuff down in my calendar is difficult when I am engaging in DOING things on my to do list. I have to go back and fill in vs. fill in ahead of time. I guess this means I am more of a reflective person vs. a planner. Makes sense to me and I think it does fit my M.O. I did a lot of writing on other things outside of my abstract as I prepare for my guidance committee meeting and thinking about items for comps as well as my practicum proposal. I have also done some work on my webspiration site...I do a lot of thinking there. I also started a new document titled "Ideas". I've had a lot of ideas pop into my head that are connected to my dissertation questions, but are beyond the scope of my dissertation. These ideas are also very much connected to the theories foundational to the article I am writing for this course, so not I don't view this as a distraction. It is more of a grounding.
This weeks activities made me realize how uncomfortable I feel talking about my work. I think this has a lot to do with the fact that it is only during my MSU hours that I actually get to talk about my work. This is not a topic that is really discussed in my home, or personal life, I think that might be problematic for me. But, that is another blog entirely. With that in mind, I have started to create talking spaces for myself.
This week, I was able to sit down with Kevin J. and talk about my ideas and how I am thinking about the teaching philosophy statement and socio-cultural perspectives, issues of power and privilege. He challenges my thinking and as a white male he said he knows that the argument is not lost on him as he is very much grounded in the ally movement and historical contexts of critical race issues, but he gets tired of being viewed as the target. So, we have to think beyond this. It made me look at my writing differently, including my abstract. I wonder about my language. I use rather direct language at times and wonder if it is not institutionalized language actually. What do I mean by power and privilege, whiteness... can I use these terms? Will they turn off my reader? Should I care and in what way should I care? How do I scaffold this?
I can honestly say, not great in some respects and great in other respects. I find that actually writing stuff down in my calendar is difficult when I am engaging in DOING things on my to do list. I have to go back and fill in vs. fill in ahead of time. I guess this means I am more of a reflective person vs. a planner. Makes sense to me and I think it does fit my M.O. I did a lot of writing on other things outside of my abstract as I prepare for my guidance committee meeting and thinking about items for comps as well as my practicum proposal. I have also done some work on my webspiration site...I do a lot of thinking there. I also started a new document titled "Ideas". I've had a lot of ideas pop into my head that are connected to my dissertation questions, but are beyond the scope of my dissertation. These ideas are also very much connected to the theories foundational to the article I am writing for this course, so not I don't view this as a distraction. It is more of a grounding.
This weeks activities made me realize how uncomfortable I feel talking about my work. I think this has a lot to do with the fact that it is only during my MSU hours that I actually get to talk about my work. This is not a topic that is really discussed in my home, or personal life, I think that might be problematic for me. But, that is another blog entirely. With that in mind, I have started to create talking spaces for myself.
This week, I was able to sit down with Kevin J. and talk about my ideas and how I am thinking about the teaching philosophy statement and socio-cultural perspectives, issues of power and privilege. He challenges my thinking and as a white male he said he knows that the argument is not lost on him as he is very much grounded in the ally movement and historical contexts of critical race issues, but he gets tired of being viewed as the target. So, we have to think beyond this. It made me look at my writing differently, including my abstract. I wonder about my language. I use rather direct language at times and wonder if it is not institutionalized language actually. What do I mean by power and privilege, whiteness... can I use these terms? Will they turn off my reader? Should I care and in what way should I care? How do I scaffold this?
Playing Catch-Up after a Trying Week!
Belcher Exercises:
My Article is About...
I have a hard time articulating my own ideas. I feel very self-conscious talking about my own work perhaps because I still feel like my writing is not good enough and I am still learning the language of my profession and area of expertise. I also have memory issues, especially with names! This is a real issue for me and does have some physical reasons behind it. I have a hard time not getting on my soap box also.
What I Learned by Reading My Model Article...
My idea is really not that far fetched. As a matter of fact the tone and idea is rather complimentary to the journal mission and several of the articles I read. The one I chose was an article about pedagogy and also connected to theories of a famous theorist. It was not based on actual experimental research but is a theoretical piece. I can do this! What I will need to do my article is really chunk it out and organize the arguments in much more detail/clarity. I will need to find a more critical voice/language.
My Article is About...
teachers and their identities. Specifically, thinking about how hegemonic ideologies influences those identities and how teachers are making meaning of this. Bruner, Cole, Geertz, Johnson all talk about the cultural implications of meaning making and the myths teachers bring with them in to their own pedagogical learning experiences. I know that in TE programs we require a teaching philosophy statement of our interns, campuses require this of teachers also. So, I question identity and philosophy and this document as a way to make more transparent these cultural myths. This is important because teachers are expected to be agents of change in the classroom. This cannot happen in an equitable way in an space overtly or covertly dominated by power and oppression.
I have a hard time articulating my own ideas. I feel very self-conscious talking about my own work perhaps because I still feel like my writing is not good enough and I am still learning the language of my profession and area of expertise. I also have memory issues, especially with names! This is a real issue for me and does have some physical reasons behind it. I have a hard time not getting on my soap box also.
What I Learned by Reading My Model Article...
My idea is really not that far fetched. As a matter of fact the tone and idea is rather complimentary to the journal mission and several of the articles I read. The one I chose was an article about pedagogy and also connected to theories of a famous theorist. It was not based on actual experimental research but is a theoretical piece. I can do this! What I will need to do my article is really chunk it out and organize the arguments in much more detail/clarity. I will need to find a more critical voice/language.
Saturday, September 18, 2010
Dear Blog forgive me,
It isn't that I have forgotten about you or have not been writing. I just have not been writing in this space. However, it actually has been a very productive week in regards to inspiration. I have chosen my path for the piece I will choose for "Writing for Publication". Originally, I thought the piece was one I wrote for TE 982 Policy, but it was actually the one I wrote for CEP 915. However, I am still going to cross it with some of the ideas from my AERA proposal. This should be beneficial for not just the article, but also for my practicum (possibly part of my dissertation). I think this is all good.
I have some great conversations this week that have spurred some good writing. I have also been reconnecting with my webspiration, which is a space I do a lot of my thinking for my writing and project planning. Today I will be working on an abstract on the piece mentioned above as well as working on a practicum proposal and lit review. I do also have some reading to do. I guess I should probably sit down and plan out my weekend a bit better.
It isn't that I have forgotten about you or have not been writing. I just have not been writing in this space. However, it actually has been a very productive week in regards to inspiration. I have chosen my path for the piece I will choose for "Writing for Publication". Originally, I thought the piece was one I wrote for TE 982 Policy, but it was actually the one I wrote for CEP 915. However, I am still going to cross it with some of the ideas from my AERA proposal. This should be beneficial for not just the article, but also for my practicum (possibly part of my dissertation). I think this is all good.
I have some great conversations this week that have spurred some good writing. I have also been reconnecting with my webspiration, which is a space I do a lot of my thinking for my writing and project planning. Today I will be working on an abstract on the piece mentioned above as well as working on a practicum proposal and lit review. I do also have some reading to do. I guess I should probably sit down and plan out my weekend a bit better.
Tuesday, September 14, 2010
9-14-10 Obstacles
First, I had a wonderful birthday and I did pretty much take the day off. It was beautiful outside and I enjoyed my family and just letting my brain sort of check in, and out. I think it is important to have days where you allow your brain to process. For me that might mean watching a favorite movie or just sitting listening to music. I also like to color. YES... color as in Crayola and coloring book. Perhaps for me this is part of my writing process? I find that when I say I am going to commit to some kind of regular journaling, I don't. I am trying to let this one sort of happen. So, far I've been somewhat consistent and I have noticed that I think about, almost long for, the minutes I take to sit and engage with this blog. I know it is important and it is perhaps a pathway to my goal of publishing this year. I am really taking to heart Belcher's ideas and suggestions. I will take the steps, modifying on a few, and move in a fashion she suggests.
With that.... Overturning Writing Obstacles (pp. 39...)
I am going to list my writing obstacles and rate their interference level (high, medium, low)
1. Medium...I have a hard time finding balance between all that I do: teaching/prep, mentoring/field instruction, homework in other classes (9 credits)
2. HIGH...My house is small and I have no quiet. TV is always on, being a wife/mom I feel pulled to take care of things aside from writing first. So, I wait until evening to write and I'm not motivated then if I've had a busy day.
3. HIGH...I am easily distracted/annoyed by the television and other family going-ons
4. LOW... I am not sure my ideas are good enough to develop: This goes along with #7 in Belcher "I have to read just one more book/article". This also ties in w/Belcher's # 25 "I'm not smart enough to do this kind of work"
5. HIGH...When at my computer I am distracted with the internet (email, FB, blogs, Angel): Belcher # 26
6. LOW...I have a hard time focusing for long lengths of time. I need to move, shuffle things around, vacuum etc.
Solutions:
It would appear that distractions are my biggest obstacle. I need to have a family meeting perhaps and have a quiet time in the house. I could use my office more, but I really don't like being in the basement of the house. However, maybe I should stop being so picky also.
NO INTERNET ZONE... TURN THINGS OFF!
Give myself permission to NOT answer everyone right away (email, phone, text, yells from the other room...)
* Chunk "touch-base" time w/family (time to catch up on day, go over evening agenda etc.)
With that.... Overturning Writing Obstacles (pp. 39...)
I am going to list my writing obstacles and rate their interference level (high, medium, low)
1. Medium...I have a hard time finding balance between all that I do: teaching/prep, mentoring/field instruction, homework in other classes (9 credits)
2. HIGH...My house is small and I have no quiet. TV is always on, being a wife/mom I feel pulled to take care of things aside from writing first. So, I wait until evening to write and I'm not motivated then if I've had a busy day.
3. HIGH...I am easily distracted/annoyed by the television and other family going-ons
4. LOW... I am not sure my ideas are good enough to develop: This goes along with #7 in Belcher "I have to read just one more book/article". This also ties in w/Belcher's # 25 "I'm not smart enough to do this kind of work"
5. HIGH...When at my computer I am distracted with the internet (email, FB, blogs, Angel): Belcher # 26
6. LOW...I have a hard time focusing for long lengths of time. I need to move, shuffle things around, vacuum etc.
Solutions:
It would appear that distractions are my biggest obstacle. I need to have a family meeting perhaps and have a quiet time in the house. I could use my office more, but I really don't like being in the basement of the house. However, maybe I should stop being so picky also.
NO INTERNET ZONE... TURN THINGS OFF!
Give myself permission to NOT answer everyone right away (email, phone, text, yells from the other room...)
* Chunk "touch-base" time w/family (time to catch up on day, go over evening agenda etc.)
Saturday, September 11, 2010
Down Day
I had a really busy day yesterday and found it difficult to write. I know this is an excuse and all I can say is that I am working on it :-) Aside from being able to study with a friend for TE 932 the evening was stressful. I find that as an academic novice writer/researcher, it is the balance of personal and professional that can be exceptionally difficult.
On the up side:
I had a few great conversations and while this is not direct writing it is part of my writing process. I was able to articulate some of my ideas for articles I would like to write and ideas I have, but struggle to know how to put into some form of academic project. These ideas are teacher education and ethnographic research options. It seems that so often TE research involving interns/pre-service teachers deals with the same format of study: follow one or 2 interns and write a narrative based on interviews, observations, and survey (maybe). This all fine and dandy, but I want to do something different...maybe. I am just not sure what. I wonder if using poetry as a form of reflection would something to consider. By using the poetic process and the idea of truly focusing on experience, word usage, emotion and form would make for a deeper/different lens on teacher identity? Also, using the TPS as a way to engage teachers in thinking about themselves as teachers of writing...what is their philosophy of writing instruction and does it hold in actual instructional practices? How do pre-service teachers articulate their beliefs of writing and writing instruction? Are these beliefs in conflict with standardized curriculum frameworks?
I have questions... I am just not sure how to design a "project". I think that will be my next goal...I need to frame a project proposal for my practicum.
On the up side:
I had a few great conversations and while this is not direct writing it is part of my writing process. I was able to articulate some of my ideas for articles I would like to write and ideas I have, but struggle to know how to put into some form of academic project. These ideas are teacher education and ethnographic research options. It seems that so often TE research involving interns/pre-service teachers deals with the same format of study: follow one or 2 interns and write a narrative based on interviews, observations, and survey (maybe). This all fine and dandy, but I want to do something different...maybe. I am just not sure what. I wonder if using poetry as a form of reflection would something to consider. By using the poetic process and the idea of truly focusing on experience, word usage, emotion and form would make for a deeper/different lens on teacher identity? Also, using the TPS as a way to engage teachers in thinking about themselves as teachers of writing...what is their philosophy of writing instruction and does it hold in actual instructional practices? How do pre-service teachers articulate their beliefs of writing and writing instruction? Are these beliefs in conflict with standardized curriculum frameworks?
I have questions... I am just not sure how to design a "project". I think that will be my next goal...I need to frame a project proposal for my practicum.
Thursday, September 9, 2010
K2Z+L
This is the name of the writing group I belong to. I am the Z. Today we had a very productive day and I can't thank these brilliant women enough in the way they challenge and encourage my thinking about my writing. I was able to choose the text I will use for this activity. They were also very instrumental in helping me think about possible journals to consider publication with. I have spent the last hour researching options and have 3 great possibilities:
1. Harvard Educational Review
2. Critical Education (On-line peer reviewed Journal)
3. Review of Educational, Pedagogy, and Cultural Studies
1. Harvard Educational Review
2. Critical Education (On-line peer reviewed Journal)
3. Review of Educational, Pedagogy, and Cultural Studies
Because I do not want to spend hours and hours researching, I have found many articles and authors whose voice I connect with. My writing is much more conceptual and theoretical in style. Through reading several of the articles found in these journals I see my publication will be more of an essay. I feel like a real novice in all of this and think the 3 choices for journal options seems ambitious. However, I will look forward to any feedback I am able to get back.
Wednesday, September 8, 2010
Task 1: pages 1-10 Belcher
Wed. 9-10 1:21pm- 1:41 (20 min)
My Feelings about My Experience of Writing:
* Apprehensive: I am not an expert, so who would want to hear my thoughts
* Lost: I don't know that I have enough to write about. I don't have any personal research at this point. All I have are ideas, opinions, and research I have read as well as other things I have read from other people.
*Excited: While I don't have my own research I do feel that I can connect ideas. I believe I have a welcoming author voice. But, I do worry it is not very academic.
*Illiterate: I don't have the vocabulary I feel an academic writer should have. I have a hard time remember things too, so I have to look things up a lot. I'm a slow writer.
I get angry with myself for procrastinating this leaves me feeling inadequate.
I feel I write better when I let my "narrative" voice write vs. my "ivory tower" voice write.
*Giddy/Thrilled/Proud/Accomplished when I hear someone say they were touched/moved/inspired to think after reading something I wrote.
Common Elements in My Negative Feeling about Writing:
I think my negative anxieties stem from my lack of self-confidence. I was not an excellent or intellectual student when I was younger. Although, I think I was actually an intellectual youth. I just never transferred that into my academics. I never saw myself as an academic or validated to have an opinion about big issues. The issues I talk about are abstract and conceptual/theoretical. Many people in my personal life live in the factual/black& white mode of engaging. I am not one to remember dates and specifics. My brain has a difficult time with that. I also do think about what others will think of me and I like to be accepted. I am social.
Lessons to Be Learned from My Positive Experiences of Writing:
So if my writing manages to move and inspire people there must be something there. I am learning a new genre not the entire skill of writing. I am actually a good writer. I just need to work on allowing myself to NOT be a perfectionist.
My Feelings about My Experience of Writing:
* Apprehensive: I am not an expert, so who would want to hear my thoughts
* Lost: I don't know that I have enough to write about. I don't have any personal research at this point. All I have are ideas, opinions, and research I have read as well as other things I have read from other people.
*Excited: While I don't have my own research I do feel that I can connect ideas. I believe I have a welcoming author voice. But, I do worry it is not very academic.
*Illiterate: I don't have the vocabulary I feel an academic writer should have. I have a hard time remember things too, so I have to look things up a lot. I'm a slow writer.
I get angry with myself for procrastinating this leaves me feeling inadequate.
I feel I write better when I let my "narrative" voice write vs. my "ivory tower" voice write.
*Giddy/Thrilled/Proud/Accomplished when I hear someone say they were touched/moved/inspired to think after reading something I wrote.
Common Elements in My Negative Feeling about Writing:
I think my negative anxieties stem from my lack of self-confidence. I was not an excellent or intellectual student when I was younger. Although, I think I was actually an intellectual youth. I just never transferred that into my academics. I never saw myself as an academic or validated to have an opinion about big issues. The issues I talk about are abstract and conceptual/theoretical. Many people in my personal life live in the factual/black& white mode of engaging. I am not one to remember dates and specifics. My brain has a difficult time with that. I also do think about what others will think of me and I like to be accepted. I am social.
Lessons to Be Learned from My Positive Experiences of Writing:
So if my writing manages to move and inspire people there must be something there. I am learning a new genre not the entire skill of writing. I am actually a good writer. I just need to work on allowing myself to NOT be a perfectionist.
Tuesday, September 7, 2010
Day 1-Sept. 7, 2010
This blog is for my TE 982 course: Writing for Publication. We are using the book titled Writing Your Journal Article in 12 Weeks: A Guide to Academic Publishing Success by Belcher. I have not read the chapter for week 1 yet, but am getting ready to do so.
As was mentioned in class today, writing is a deeply personal endeavor. It is also a very social one. I am removing myself from my comfort zone (not that I have been all that comfortable there as of late) to this more public space where my academic writing journey can be viewed and critiqued. Be kind, be truthful, and go in peace! Z.
Belcher, W. (2009). Writing your journal article in 12 weeks: A guide to academic publishing success. Thousand Oaks, CA: Sage. ISBN: 978-1-4129-5701-4
As was mentioned in class today, writing is a deeply personal endeavor. It is also a very social one. I am removing myself from my comfort zone (not that I have been all that comfortable there as of late) to this more public space where my academic writing journey can be viewed and critiqued. Be kind, be truthful, and go in peace! Z.
Belcher, W. (2009). Writing your journal article in 12 weeks: A guide to academic publishing success. Thousand Oaks, CA: Sage. ISBN: 978-1-4129-5701-4
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