Chapter 3 Writing and Illustrating as Parallel Composing Processes
How do your fundamental beliefs about teaching fit into the "process versus product" debate?
Do your students value process?
Think about your own writing process. How might you talk about this process with your students?
Explain what it means to view writing and Illustrating as "parallel composing processes." How might this definition change what you do in your classroom?
Choose several strategies that will widen your students' experiences with composing, both in writing and illustrating, and talk about why your chose them.
How might you teach your students to be decisive in their composing decisions?
Katie offers suggestions at the end of this chapter for "Supporting the Composing Process in Illustration Work." Talk about how using this list might go?
I really enjoyed the discussion about process vs. procedure. Process is fluid, not linear. We are constantly doing all of the parts as we write- but again, we have to give them the language so that they will know what those fluid parts are. Pre-writing or editing can happen at all stages of making the book, not just at the beginning or the end. I never thought about process with regard to pictures. I'm definitely going to start with a picture study next year, and really look at different kinds of books - nonfiction, story, articles, etc. and see how the picture part works. I love the Tom Newkirk quote from Misreading Masculinity. That's a great book too- although kind of unsettling to some extent. Kathy C
Kathy, what was unsettling about Misreading Masculinity? ~ Paula
I was glad to read Katie describe process and explain "THE writing process" came about as a result of packaging curriculum materials( something she has not done). I always smile when I hear a student mention thinking about his book away from school, or when a student goes back and makes a change to something she wrote or drew. That's pre-writing and revising or editing in my book! So rather than step by step, Katie describes the writing process as "recursive and seamless." (p.39) Again in this chapter, the connection between writing decisions and illustrating decisions is clearly made. If we agree that writing and illustrating are parallel composing processes, how will we communicate that in our curriculum and in our assessments? Pat, I think you'll enjoy this chapter!
Kathy D.
In thinking about how to integrate illustration study into writing, it doesn't feel like it will be "one more thing to do." It's a matter of looking more deeply at the illustrations in the mentor texts we're already using in reading and writing and determining which techniques we can include in a discussion with the kids. ~Paula
Paula- I agree, it isn't more to do; it's more to notice, point out, and talk about and the kids are so great at noticing illustrations. There is also grabbing onto what you see a student do and bringing that to your study through sharing or discussion. That is what really makes an impact. I also remember Katie's line, "maybe someday someone in our class will try that in their book. Make sure you let me know if you..."
Kathy D.
Paula- Misreading Masculinity was somewhat unsettling because it made me realize that my definition of "literature" wasn't wide enough to value some of the things the boys do, such as the comic book style, and much of the wacky humor. Reading this book by Katie now is really making me want to get back to what I did in second grade writing- focusing more on teaching out of what they are already doing. How do you do that in third grade and still satisfy all of the curriculum stuff? I could teach writing all day, and reading the conversations Katie and Lisa have with students makes me wonder how much time they spend on writing. Every part is so important and valuable (is that redundant?)- examining mentor text for what makes it great writing, and now illustrating, the actual writing, and sharing writing in progress. I love reading what Katie and Lisa say to kids to validate them as writers. I think it really makes them FEEL like writers.How do we get it all in and also teach math????
Kathy c
I really liked and will use the part about the process. I have had a hard time writing with my students and teaching writing because I don't write like I thought I was supposed to teach it. I don't follow the "writing process" as outlined in lots of my materials and lessons. I figured I was doing it wrong myself. But I am realizing that being authentic and trusting myself to show what I do is going to mean more to them. I may even read from p.39 to them. Lessons being untied from topics was also enlightening. Kim
I think what I took most from this chapter was the list of what Daniel's illustrations showed Katie Wood Ray p. 50). I can tell what I need to talk about while reading aloud to students! I have always believed in process over product, and rarely put out models of activities for the kids, as I want them to create things without seeing what mine might look like. I also never really bought into the writing process, as it makes reluctant writers have to redo things too often, and look at the same piece of writing too many times. But I can tell I don't talk about what illustrators do "on purpose" often enough. I am looking forward to having these discussions, and then seeing what the kids start to create on their own! ~Sue
Chapter 3 Writing and Illustrating as Parallel Composing Processes
I really enjoyed the discussion about process vs. procedure. Process is fluid, not linear. We are constantly doing all of the parts as we write- but again, we have to give them the language so that they will know what those fluid parts are. Pre-writing or editing can happen at all stages of making the book, not just at the beginning or the end. I never thought about process with regard to pictures. I'm definitely going to start with a picture study next year, and really look at different kinds of books - nonfiction, story, articles, etc. and see how the picture part works. I love the Tom Newkirk quote from Misreading Masculinity. That's a great book too- although kind of unsettling to some extent.
Kathy C
Kathy, what was unsettling about Misreading Masculinity? ~ Paula
I was glad to read Katie describe process and explain "THE writing process" came about as a result of packaging curriculum materials( something she has not done). I always smile when I hear a student mention thinking about his book away from school, or when a student goes back and makes a change to something she wrote or drew. That's pre-writing and revising or editing in my book! So rather than step by step, Katie describes the writing process as "recursive and seamless." (p.39)
Again in this chapter, the connection between writing decisions and illustrating decisions is clearly made. If we agree that writing and illustrating are parallel composing processes, how will we communicate that in our curriculum and in our assessments?
Pat, I think you'll enjoy this chapter!
Kathy D.
In thinking about how to integrate illustration study into writing, it doesn't feel like it will be "one more thing to do." It's a matter of looking more deeply at the illustrations in the mentor texts we're already using in reading and writing and determining which techniques we can include in a discussion with the kids. ~Paula
Paula- I agree, it isn't more to do; it's more to notice, point out, and talk about and the kids are so great at noticing illustrations. There is also grabbing onto what you see a student do and bringing that to your study through sharing or discussion. That is what really makes an impact. I also remember Katie's line, "maybe someday someone in our class will try that in their book. Make sure you let me know if you..."
Kathy D.
Paula- Misreading Masculinity was somewhat unsettling because it made me realize that my definition of "literature" wasn't wide enough to value some of the things the boys do, such as the comic book style, and much of the wacky humor.
Reading this book by Katie now is really making me want to get back to what I did in second grade writing- focusing more on teaching out of what they are already doing. How do you do that in third grade and still satisfy all of the curriculum stuff? I could teach writing all day, and reading the conversations Katie and Lisa have with students makes me wonder how much time they spend on writing. Every part is so important and valuable (is that redundant?)- examining mentor text for what makes it great writing, and now illustrating, the actual writing, and sharing writing in progress. I love reading what Katie and Lisa say to kids to validate them as writers. I think it really makes them FEEL like writers.How do we get it all in and also teach math????
Kathy c
I really liked and will use the part about the process. I have had a hard time writing with my students and teaching writing because I don't write like I thought I was supposed to teach it. I don't follow the "writing process" as outlined in lots of my materials and lessons. I figured I was doing it wrong myself. But I am realizing that being authentic and trusting myself to show what I do is going to mean more to them. I may even read from p.39 to them. Lessons being untied from topics was also enlightening. Kim
I think what I took most from this chapter was the list of what Daniel's illustrations showed Katie Wood Ray p. 50). I can tell what I need to talk about while reading aloud to students! I have always believed in process over product, and rarely put out models of activities for the kids, as I want them to create things without seeing what mine might look like. I also never really bought into the writing process, as it makes reluctant writers have to redo things too often, and look at the same piece of writing too many times. But I can tell I don't talk about what illustrators do "on purpose" often enough. I am looking forward to having these discussions, and then seeing what the kids start to create on their own! ~Sue