OWP06

Reprogramming by Rene Cobb

Joni eagerly fled the class, "American History of People with Differing Abilities" as soon as she could. She was meeting her friends at Franky's and she was anxious to get started. Pushing the code for transport into her new state-of-the-art wrist satellite, Joni drove her wheelchair through the crowded halls of Springfield High School. She was loving the freedom of being a senior but she didn't like thinking this was her last year at SHS. It wasn't that she'd miss her friends, they were all planning to attend Springfield Community College, but she would miss the other students and even the teachers. The end of high school and her approaching 18th birthday caused butterflies in her stomach. She was glad she was meeting Amelia, Russell and Franky. Joni knew she needed to make a decision and who better to help her than her best friends?

Transport was waiting for her yards from the school door. Joni rolled on to the 'Go', an egg-shaped electronic carriage, and using a voice recognition satellite receiver, announced her destination. The Go hummed along away from the high school. Using her wrist satellite, Joni sent a message to Franky so she would know Joni would arrive shortly. Minutes later she was headed into the kitchen of her buddy, Franky. She also had a decision to make but she had already decided to go ahead with it. Joni envied her certainty. "Hey Franky! Knock, knock. I'm here.", Joni announced.

"That was quick! I just got out of the shower and saw your message. You must have zoomed from 7th period. I didn't think you'd get here so soon. Will you put out the snacks while I dry my hair?", Franky asked.

"You just like me because I'm handy, but I'll do it because I'm starving!"

"Be right back. Thanks!", Franky yelled, running to her room. Joni began rummaging through the refrigerated drawers for their favorite snacks: apples with cheese and chocolate chip cookies. She heard noise at the door and turned to see Amelia and Russell tiptoeing, hoping to surprise her. Joni thought they looked so cute in their matching SHS Class of 2065 fiberoptic sweatshirts. Russell, who was tall and thin, and Amelia, who was short and not so thin, had exactly the same haircut and color, a ragged, pixie style in red. They started dating after the entire school set them up in an elaborate ruse because they were both loners who loved music and art and because they had the same exact hair. Now, they are inseparable. Having Asperger's Syndrome (which I learned in class used to be called a disorder in the early part of the 21st century) was not always easy, they said, but Russell and Amerlia seemed perfectly happy and in love just the way they were. We all wondered if they would cut their future children's hair the same way. Last Halloween, Franky and I got matching wigs and went to the party as Russell and Amelia. We have a great picture of all four of us with that lovable haircut. Russell and Amelia had already decided, but they didn't even need to consider it, they knew they wanted to only be them, just the way they were born.

My agonizing choice was to be made no later than my 18th birthday or I would automatically undergo the medical reprogramming of my brain and spine. I can choose to decline but I will never be given the chance again to run, dance or skip on my own two legs; unless I become super rich and could pay for the humongous cost of reprogramming on my own. I doubt that would ever happen to a working class girl with CP even if I will be the first in my family to go to college. I needed to decide and soon!! Franky, Russell and Amelia were going to help me research and today's our start date. Franky must have been reading my mind becasue she walked into the kitchen already directing us to our research stations.

"Russell, get going on the database of CP reprogramming results. Amelia, review the list of local doctors, and Joni and I will work on the list of those in the state that have undergone the reprogramming.", Franky said, using her best wanna-be teacher voice.

Amelia and Russell said simultaneously and saracastically, "Yes, Ms. Franky, ruler of everything."

Soon all of us were working at our satellite research stations. Russell had several graphs on his screen, Amelia was cross-referencing doctors with malpractice suits when Franky yelled, "Check this out Joni! This may be just what we're looking for!" On her 32 inch 3D screen, she had the words 'Why?' printed boldly. "Let me start it again, watch", Franky said eagerly. We watched the screen change to: 'Why not be reprogrammed? It's free; it's risk-free, or IS IT? Check out these stories of reprogramming survivors. Soon you'll be asking yourself, Why?'

"I want to hear their stories", Joni said excitedly. "Let's call them up on the satellites---access the screen where it says 'survivors' stories'". Franky looked puzzled as she studied her 3D screen. She knew Joni was anxious to talk to survivors but she was frustrated at every attempt to access the data.

"What's up with this?", Franky pouted. She had never had problems accessing information on her satellite, or anyone else's for that matter. Information technology had gotten so good in the last 25 years that computer and satellite repair workers were basically extinct. Only a few die-hard geeks, called Silicon Heads (from a famous valley in the early days of computers) were still repairing satellites. Luckily, Amelia's grandfather was a Silicon Head. He had worked for companies called Untel and Macrosoft before they went bankrupt in 2047. Franky turned to Amelia and said seriously, "Call your grandfather. We need him. I think someone has deliberately denied us, and perhaps others, access to reprogramming survivors' stories."

NWP/OWP Support Needed

Senator Gordon Smith
United States Senate
404 Russell Bldg
Washington D.C. 20510

Attn: Steve Wymer  Legislative Assistant

To Whom it May Concern:

I am writing in support of continuing funding of the National Writing Project. Started at the University of California at Berkeley 22 years ago, the project has grown to every state, some with multiple sites. The project was established as a means for teachers to gain writing skills of their own and to improve the teaching and learning of writing in their classrooms.

The model of the project can be described as a writer's workshop, a cooperative and sharing learning environment with presentations, extensive writing exercises and educational strategies (e.g., technology). Participants at the Summer Institute study the recursive mode of writing, a process of writing that includes pre-writing activities, drafting,  peer editing and publishing. One presentation to the group is required of each workshop attendee. This gives each a chance to practice teaching and learn new strategies for effective writing instruction from colleagues. Book reviews on writing and written language instruction, a web review, and four papers are assigned and posted on an NWP/OWP (Oregon Writer's Project) blog.The use of technology in the teaching of writing is emphasized and provides workshop participants an opportunity to stay current with the changing face of technology in schools.

I attended the OWP Summer Institute in 2001 and returned summer, 2006. I am a special education teacher at Springfield High School in Springfield, Oregon. The OWP has provided me with materials, skills, resources and colleagues to work with toward the common goal of improving our teaching of writing and improving our students' skills in written language. The benefit of taking the workshop twice has been multi-fold. I have been exposed to 40 models of  the effective teaching of writing from educators of all specialties, content areas and grade levels. Though I am currently working in a high school, the advantages of knowing what others teach in lower grades provides a great deal of useful information regarding the learning background of my students. The elementary and intermediate teachers benefit from knowing what high school teachers expect, and teach, regarding writing skills. I have also benefited from my second OWP in that my own writing skills have improved. With all the intensive writing exercises completed,  I have gained fluency and confidence. Without NWP/OWP, I would not have had the opportunity to gain skills and valuable knowledge and skills.

The importance of continuing education for teachers is crucial. Not only do states and school districts require professional development, the nature of teaching, and its' tools, continue to change. Use of technology has grown dramatically and continues to change yearly. When I first started teaching in the late 1980s, e-mail was not yet in use in my employing school district. Students, in some cases, know more about the use of technology than teachers. OWP/NWP provides the perfect opportunity for teachers to gain skills and knowledge to best teach their students. The teaching of writing can be taught effectively using technology. Particularly spell check, blogs, internet resources and computer word processing skills are used by students. The OWP/NWP Summer Institute offers a forum for teachers to develop, expand and share technological skills with each other.The importance of being an adequate writer in our world cannot be overemphasized. The NWP provides services like no other program. Continuing the Project will benefit students and teachers for years to come.

Sincerely,

Rene J. Cobb
Springfield High School
875 N. 7th Street
Springfield, OR 97477

(541) 744-4788

Web Review by Rene Cobb: National Writing Project: http://www.writingproject.org

National Writing Project Website Review by Rene Cobb

The National Writing Project's (NWP) website (http://www.writingproject.org) is a treasure trove of valuable information, resources and opportunities for professional growth in writing and the teaching of writing. A complement to those that have participated in the Writing Project's Summer Institute, the website is also useful to those not yet exposed to NWP. 

NWP publishes many resources which are available for free and mostly on-line. The Voice is a traditional newsletter while E-Voice is a bi-monthly e-mail newsletter that includes updates, links (e.g., student publishing ideas, SAT/ACT testing)  and announcements. A professional journal, The Quarterly, is provided. NWP also publishes annual reports, technical reports and papers from the National Center for the Study of Writing and Literacy. Viewers can read through an extensive list of relevant publications including many works written by former participants of the NWP Summer Institute programs across the nation.The E-Anthology is a web publication of writings and conversations from Summer Institute participants thereby providing a forum for colleagues, publishing opportunities and a written response group. NWPi (i=interactive) is an on-line community with discussion groups and on-line conferences and forums. It is free and open to all.

Four NWP special focus networks are in operation. The focus networks include English Language Learners, Rural Sites, Teacher Inquiry Communities and Urban Sites. Related are National Programs and Initiatives such as the National Writing Initiative, New Teacher Initiative, Teacher Exchange and the Technology Liasons Network.There truly is something for everyone on this site!

One of my favorite aspects of the site is its responsiveness to what is currently happening in the world and how to interface that in classrooms. For example, there are many resources included regarding 9/11. Suggestions for lesson plans, classroom resources, multimedia features and ways to support all students during times of crisis, especially Muslim and Arab-American students who experienced greater levels of bias following 9/11, are provided. A power point program is accessible to show elementary students helping them understand what happened on 9/11. Information is easily obtained from this site. In times of crisis, a teacher could find useful tools to help students understand and deal with tragedy.

I recommend this website for teachers of all grade levels, specialties and content areas. Classroom supports and professional growth can be accessed and improvements achieved by educators. It is a flexible, thorough and helpful resource.

Book Review by Rene Cobb: In the Middle by Nancy Atwell (1987)

Book Review by Rene Cobb

Nancy Atwell's, In the Middle: Writing, Reading and Learning with Adolescents (1987) resonates with the makings of effective writing instruction. Both learning writing and adolescence are challenging; Atwell wisely focuses on these areas.

Atwell presents the information she has reaped from her years as a successful public school teacher. She provides the viewpoint and classroom examples to motivate teachers and students that great writing from all students can be taught, learned and delivered. Literacy is a new (yet old) buzzword today and Atwell is still part of the literacy solution.

Responsiveness to her students is a hallmark of Atwell's teaching. Like Ross M. Burkhardt (see previous book review) who strives to make writing real to students, Atwell values relevancy in engaging students to write. Sharing written work with other students encourages the immersion strategies recommended by Atwell. She also supports adoption of the writing habits of published authors (e.g., daily writing, writers choosing their own topics, individual pacing). A literate and a literary classroom community is developed and nurtured in these ways.

Atwell's book is full of student writing samples with discussion about each student's learning profile. Examples of specific problems with students are included with strategies and solutions to improve that student's written language weaknesses. It is very helpful to study these scenarios. Writers, teachers (special education and general education) and students alike can benefit from studying this book.

Writing for Real: Strategies for Engaging Adolescent Writers by Ross M. Burkhardt. Book Review by Rene Cobb

Writing for Real: Strategies for Engaging Adolescent Writers is written by a former National Writing Project Summer Institute (NWP) participant, Ross M. Burkhardt. A long time public middle school teacher, Burkhardt approaches teaching from a student-centered perspective. He strives to make writing 'real' to students by shaping outcomes embedded in the real world. Student writing samples include letters, newspaper articles and essay contests. Burkhardt creates relevance to writing in his classroom and, with this book, he shares his assertions about writing, innovative teaching strategies and students' culminating writing activities.

Burkhardt begins with ten assertions about writing, nine of which are adopted from the NWP. Examples include: 'Every student writes at his or her ability level', 'Writers are inspired by models, especially those created by peers' and 'Writers consider audience, purpose, and topic when they compose.'  Developing his own assertion, Burkhardt adds, 'Volume + Variety = Fluency'. The theme, writing for publication, continues throughout his book and is apparent by his frequent inclusion of his own students' writing. Too bad we all can't motivate our students by offering to publish their writing in a published book such as this! The importance of a real connection to writing cannot be overstated in Burkhardt's vision. He addresses 'distinctions'  from which he builds behavioral expectations around classroom learning values such as appreciation, commitment, respect and individuality.

Burkhardt offers chapters covering free-verse poetry, anthologies and writing groups, journals, letters and more. Many examples are provided for each. Especially interesting was the section on 'The Dude Poet Society', a group his 8th grade male students formed one year. Culminating writing activities are described in later chapters. Activities' descriptions included are the poetry booklet, the Parent Writing Conference and the individual magazine. Sample worksheets are provided in the appendix.

This book is well written, thoughtful and full of relevant classroom writing activities. Secondary teachers may find more specifics useful, but elementary teachers can adapt the assertions and strategies, developed by NWP and Burkhardt, with positive outcomes in their classrooms. Any student will benefit from the opportunity to write for everyday purposes such as letters, diaries or pleasure.

'Write as an Expert: Explicit Teaching of Genres' by Liz Simon

Liz Simon's book, Write as an Expert: Explicit Teaching of Genres succeeds in offering chapters that outline the teaching of ten writing genres including: poetry, persuasion, report and fiction. Geared primarily to elementary classrooms, this book can be helpful teaching older students with lower skills.

Each chapter begins with the assumption that explicit teaching will best lead to desirable learner outcomes. Explicit teaching refers to best practice methods and activities, specific and consistent teaching language and student profiles of learning outcomes reached. Specifically, the chapter on the genre of fiction includes a 'Fiction Program Plan' which lists common text and language structures as well as conventions used in writing fiction, varied sentences and the use of quotation marks. The chapter includes worksheet examples for character description, plot mapping and proofreading for writing fiction.

While this text is a bit formulaic and thereby somewhat repetetive, the author does accomplish her goal--frameworks developed to teach the critical features of ten writing genres. Also included are two topics discussed that provide a rarer look at writing. The first is writing in the math content area and, the second, a response format for writers called a 'literature circle' with defined student roles. All in all this book is a useful resource for beginning writers, teachers and older students who have struggled with writing.

Priscilla by Rene Cobb

She goes by Priscilla Rhinehart. Though not her given name, it is the name she has earned from friends who love, and hate her eccentricities which define her charming, delightful, annoying and absurd-loving ways. A true character she is! Her ways can teach us much. Having known dozens of people well and hundreds of people enough, Priscilla stands out like a rare crocus in the snow.

A professional woman of retirement age, she now spends her days doing what she wants without guilt. Her sense of time, and the expected punctuality of the professional world never meshed. Instead, she always worked according to her time. I would get calls from her weekly announcing that she would show at 9 am. This would be followed up by another phone call at 9 am telling me that she would be in at 10:30 am, followed by another call, ad nauseum. Her tardiness became a joke. Now, retirement offers Priscilla a chance to excel at that which she has practiced for so long, living each day on her time schedule (and to hell with everyone else). From her example, I recommend that all people set their own time schedule while still employed, so their transition to retirement will be as trouble free as Priscilla's!

"Germs are everywhere", Priscilla announced one day after I first met her. I agreed with her absent-mindedly, not realizing how this statement foreshadowed a crucial component of Priscilla's personality. She continued, "So are crumbs, ashes, insects (alive and dead), dried skin, dust, mold, hair (human and pet), pollen, dirt, foul odors and mucous."  Wow, I thought, this woman really knows her allergens!!  I opened a bag of chips and she stared uneasily at me. With the finesse of a sleight of hand expert, she laid a baby wipe and a paper towel at my fingertips.  I finished eating and, under Priscilla's watchful eye, threw away everything -- the bag, the baby wipe and the paper towel. Priscilla then opened her desk drawer, brought out an individually wrapped antiseptic wipe and carefully cleaned off the spot from which I had been eating!

As our professional lives developed as colleagues (with impeccable hygiene, I might add), so did our friendship. We met for drinks, movies, lunch, shopping and parties. One day, she mentioned that though she would like to, she could not invite me to her condo because there was too much stuff piled in her rooms. "With what?", I asked. Her answer, though lengthy, could be summed up as everything. Everything meant old files, books, collections of ornaments, boxes of greeting cards, clothes, musical recordings, candles, office supplies and much more.

Announcing that she was to have a garage sale came as no surprise to Priscilla's friends; we all just wondered had taken her so long. After four years of getting to know her and her idiosyncracies regarding germs and hoarding, we knew this was a big step in her life. A garage sale with the intent of getting rid of those boxes in her condo and the expensive storage units (that she eventually confessed to having for the rest of her everything) was a mighty ambitious goal. Priscilla prepared for this challenging personal odyssey by hiring an organized helper, watching "Clean Sweep" on HGTV, making garage sale signs and marking prices.

Though she scheduled, cancelled, and rescheduled the garage sale several times, the day finally arrived for Priscilla's very own clean sweep. I showed up with cash in pocket and a friend from work. Priscilla's garage was piled high and overflowing with a wide range of her things. Air purifiers of every type, toys, strawberry pots and art supplies were displayed and marked with color-coded price tags. I chose my purchases one by one and laid them behind the counter where Priscilla sat resolutely with no intention of moving. Each item I brought to the counter elicited a comment from her: "That's a good deal.", "Grab the filters for them.", "I got that in Seattle.", "Everything is half off.", and finally, "I didn't mean to sell that."

Looking up unbelievingly, I said, ”What do you mean you didn't mean to sell that? It has a price tag on it!"

"Well, I changed my mind", she said sheepishly.

I said, "Whatever", and put my next item, a box of oil pastels, in front of her.

She looked at the box, then up at me, then down at the box, finally saying, "Those aren't half off."

Now I was truly annoyed. "Why not?", I demanded.

"I just didn't mean those, but if you pay full price, you can have them."

"I'll skip them--I'll take this and the stuff behind you on the counter", I stated sternly. Priscilla wrote every item on a list with prices. I noticed some cards missing so I asked her where they were. Not surprisingly, she answered, "I didn't mean to sell those."  Finally, I had everything bagged, paid for and  was headed to my car. I had some great things, including a basket perfect for a friend's gifts. As I turned to say goodbye to Priscilla, she stopped me and offered to buy back the basket for more money than I paid her. Needless to say, I ran as fast as I could to my car, jumped in with the basket and locked the doors!

While Priscilla knows how to throw a surreal garage sale, obsess about germs and follow no time clock but her own, she is a generous, loyal and supportive friend. Never boring, Priscilla adds an edge of humorous absurdity to my life. Gifted, yet humble, adventurous and playful, I adore her eccentricities as part of her fun-loving, wacky and unique character. We should all be so lucky to have a friend like her. And, maybe someday, if she means to, she'll sell me those oil pastels.

Nonfiction Writing: From the Inside Out by Laura Robb

Written by a public school teacher, Laura Robb, "Nonfiction Writing: From the Inside Out"  is a well organized, in-depth guide to teaching nonfiction writing in the classroom. Robb's inspiration includes leading authors' own words gleaned from conversations. This unique perspective grounds Robb's book in the practical world of writing and lends a realism to this informative and functional text.

Organization of "Nonfiction Writing: From the Inside Out" follows closely the steps commonly referred to as the writing process (e.g., pre-writing, publish). Each chapter contains 'In Their Own Words', answers from nonfiction writers to questions posed by Robb. Some questions include: 'How do you use text features and structures in your books?', 'How do you get your ideas for essays?', 'What advice do you have for students on revising writing?' and 'Why keep a diary?'. Chapters also include management tips, mini-lessons, genre guidelines and models, teaching points, evaluation suggestions and student examples.

This is an important book for any writing teacher. Full of practical, thoughtful and comprehensible information, Robb's book can be used throughout the school year. She combines the theory and practice of nonfiction writing in such a way that her book could provide much of what is needed for an effective nonfiction writing teacher.

Book Review by Rene Cobb

Mom and Dad

"How did my mom sound?", I asked warily, walking into my office in the high school counseling center.

"She's going to call you right back.", the school psychologist answered. "She sounded fragile."

I grimaced because I knew he studied fragility and I often feel my mother's emotions. My mom had called from the hospital. It was three days after my father's knee replacement surgery. The surgery had gone very well, just as planned.The relief I felt when the surgery was completed was now giving way to uncertainty and confusion. My office phone rang and I answered. My mom was crying but trying not to let me know. My father, had, in the previous eighteen months, two other surgeries. One to replace his aortic valve, and the second to replace his degenerated hip joint. Both surgical procedures had gone well. But, for this latest surgery, my dad had worried about it, mentioning that he had a bad feeling about it. However, the doctor gave his go-ahead, saying my 77 year old father was a good candidate for knee replacment surgery.

"Your dad has pnuemonia and his doctor thinks you should come home right away", my mom said gently. My stomach churned. My heart skipped a beat. My eyes watered. I felt panicked and shaken, frightened and chilled. I knew those words meant my dad could die soon. What if I could not get there in time? I darted from the high school, running to my car. A colleague followed me, "Are you OK?", he asked.

"No", I replied, "my dad is very ill. I'm headed down south to him. He's in the Intensive Care Unit."

"Drive carefully", he directed. I'm glad he did because when he said that, I had no concept of my own safety and mortality. I had many miles and hours to go to reach my mom and dad. My co-worker was right to warn me and I promised to drive safely. I became focused in the car, driving cautiously with thoughts of my mom and dad.

Nine hours later, after phone calls, flying, and grabbing a shuttle at LAX, I arrrived at my father's hospital bedside, the same hospital in which I was born 48 years earlier. A smaller, paler and completely passive man lay motionless with tubes connected to fluid-filled bags and beeping machines. He was on a respirator, not breathing on his own, a plastic hose down his throat. Terrified , I wept. How could a perfect surgery go so wrong? In shock and exhausted, I slept on a couch in the ICU waiting room. At five am, my brother called for me and the ICU nurse woke me up. My brother was driving to pick me up and take me to my mother's.The sun was rising as I waited outside the hospital. Soon, my brother and I were driving south on the 101 freeway. Arriving at my mom's, we hugged and cried, glad to be together and no longer apart.

Possibility of my father's imminent death taught me how differently people can act and be perceived than our everyday view of them. Never in my wildest dreams did I think I would see my mom mad at a Catholic priest who decided at midnight on Christmas Eve to warn my mother about my father's dire condition. My mom's face froze and she diverted her eyes. Not a person who angers easily or is prone to public displays of anger, my mom was furious. She icily stared off to the side and failed to respond to the priest.To see my mom angry is a novelty of its' own but irritated at a priest, now, that was unimaginable. I saw my mother's strength as she assisted my father in every conceivable way. I saw my dad's weakness in every moment of his unconsciousness.

Eventually, my father was diagnosed with ICU psychosis, a condition that patients get from many days in a sterile, active environment that never distinguishes between day and night. I glimpsed my father as he rode his hospital bed like a bucking horse shouting, "Ride 'em Cowboy!!" I saw him cry watching a movie about football and racism. When he was better and breathing on his own, I heard him tell stories of relatives and his life long ago. I spent time taking care of his needs as he did mine when I was young. We spoke encouragingly to him. He must have heard because he stated, "I'm a tough 'ole buzzard." I patiently answered his on-going direction over and over again, "Rene, go to 1609 Euclid Avenue, go to the garage, open the fridge and get me one of those non-alcoholic beers."

"I can't do that Dad."

"Why not?", he asked suspiciously.

"The doctor said you couldn't have that", I answered quietly.

My father looked at me unbelievingly. Using a sarcastic voice, he said, "OOOHHHH, the doctor said so, huh?". He sounded like a defiant teenager. I knew then my dad was getting better!!! I told him he could have one of those non-alcoholic beers when he got out of the hospital, though he continued to ask me for one for days, always repeating the same directions.

One day in ICU, my dad looked at me surprised and asked why I was there. It had been 17 days since his surgery. I told him I flew down and that it was now December 16th. His eyes opened wide like a child's. He looked to my mother for confirmation and she repeated the date to him. The confusion he felt shone from his blue eyes. I knew he was scared. As he improved, Mom and I celebrated his awakening and all the milestones he reached daily--the first drink of water, the first bite of solid food and even, his first bowel movement in weeks!!

Strangely grateful for the harrowing experience was not something I expected but I could feel it, and still do to this day. I saw my parents love the way it began, the way it grew and the way, I now know will never end. I saw the past, present and future of my parent's relationship. It was an enlightening and frightening time. Most importantly, my dad survived after a month in ICU and another month in rehabilitation. My mom and dad still live at 1609 Euclid Avenue where she attends an Episcopal church and he has an endless supply of those non-alcoholic beers.