Consumed by Exemplars

My life is over run by writing exemplars. I'm dreaming about them, searching for them, analyzing them.
Yesterday was spent with Kindergarten and Grade One teachers looking at writing samples and collaboratively scoring. Grade One teachers used a common rubric to clarify criteria, where as Kindergarten teachers identified developmental stages of writing and collaboratively fit the writing samples into the stages. It was a good process and teachers brought lots of knowledge and experience to it.
Today Grade 6-9 teachers will attempt the same process. I am curious to see if their approach is different, or more difficult because of the higher levels of writing. As the writing becomes more complex, so does the analysis. We will also see how much the use (or non-use)of conventions acts as a barrier to looking at the other aspects of writing.
I'm anxious to hear the thoughts on writing in the middle years. Maybe as I come to understand exemplars and their use, I can stop my current exemplar obsession.

Taking a Risk

I don't consider myself a writer, yet I am a teacher of writing. (Does the one impact the other? perhaps another post?) Let me be clear, I can recognize good writing. I can help others revise their writing. I even think that ocassionally I can inspire others to write. But I don't count myself as a writer.

I've decided it's time to take a risk. A colleague referred me to Dean Shareski's post where he challenges teachers to think of what writing is within a networked world. I can't say I disgreed with much of what he is saying, but in all honesty, I don't want to accept his challenge. I don't want my thoughts out for the world to see. I don't want my learning made public. However, our students are networked in a way that I am not. My goal in taking this risk that makes me feel uncomfortable is to experience what I believe is one component that will make writing meaningful for our students, an authentic audience.

So much to learn and experience! Kind of exciting.