Title: Skating Backwards on Thin Ice: Inquiry in the Writing Classroom
1Skating Backwards on Thin Ice Inquiry in the
Writing Classroom
2Inquiry-based First Year
- The experience of most undergraduatesis that of
receiving what is served out to them. In one
course after another they listen, transcribe,
absorb, and repeat, essentially as undergraduates
have done for centuries. The idea embodied in
this report would turn the prevailing culture of
receivers into a culture of inquirers, a culture
in which faculty, graduate students, and
undergraduates share an adventure of
discoveryThe first year university experience
needs to provide new stimulation for intellectual
growth and a firm grounding in inquiry-based
learning. - The Boyer Commission Report, 1998
3Why Inquiry?
- Essential acts of mind that are present in the
first assignment to the last (Ann Berthoff) - Transferable to other disciplines, and other
writing situations. - Fits with process approach
- Curiosity Need to know or want to know
invests learner with motivation and
responsibility for learning - Creates conditions for discovery
4Elements of Inquiry-based Learning
- Create atmosphere of mutual inquiry
- Emphasize questions before answers
- Encourage willingness to suspend judgment,
tolerate ambiguity - Introduce a strategy of inquiry
- Investigate in a rhetorical context
5Fastwrite Exercise
- Imagine a room you spent a lot of time in as a
child. Put yourself back there. - Drawing on all of your senses, fastwrite for
seven minutes, beginning with that room. What do
you see, what do you hear, what do you smell,
what do you feel? Write in present tense. - Skip a line. Compose a fat paragraph, beginning
with this line What I understand now about this
time in my life that I didnt understand then was
6Strategy for Inquiry
7Strategy for Inquiry
- Creative Thinking
- Sea
- Fastwriting
- Showing
- Specifics
- Collecting
- Observations of
- What happened
- Then
- Generating
- Exploring
- Seeing
- Playing
- Critical Thinking
- Mountain
- Composing
- Telling
- Generalities
- Focusing
- Ideas about
- What happens
- Now
- Criticizing
- Reflecting
- Interpreting
- Judging
8From Sea to Mountain Applying Inquiry Strategy
to Facts
- Percentage of Palestinians in refugee camps who
say that given a choice they would live nowhere
but Israel 10 - Percentage (of Palestinians in refugee camps)
who say they would accept compensation and homes
in a Palestinian state 54 - Percentage of Jewish settlers in the West Bank
and Gaza who say they would relocate if
compensated 83
9Strategy for Inquiry
Suspending Judgments
Exploring Explaining Evaluating Reflecting
Collecting Data
Making Judgments
10Making Knowledge Through Conversation
- Models knowledge-making
- Writing in the middle
- Colonizing text with writers intentions
- Using authority of voice
- Suspending judgment, tolerating ambiguity
11Inquiry as Conversation
- Peter Sacks I would encounter this look and The
Attitude often. It was a look of utter
disengagement. At first, I was confused and
bewildered by it and thought there must be
something terribly wrong with me and the way I
taught. But ever after I began to strategically
adapt to my situation, I would continue to get
Those Looks accompanied by The Attitude. And I
eventually would conclude that I was a good
teacher, that it wasnt me who was the problem
but a culture of young people who were born and
bred to sit back and enjoy the spectacle that
engulfed them.
12Inquiry as Conversation
- Peter Sacks They seemed to resent that I
obviously couldnt measure up to the standards
for amusement that they learned on Sesame Street
in their formative years, standards later
reinforced by Beverly Hills 90210, Cosmopolitan,
Nirvana, and Pearl Jam. Whats more, they were
conditioned by an overly nurturing, hand-holding
educational system not to take responsibility for
their own actions. But until I began to
accurately assess my new environment, I often
reacted with a visible irritation to such scenes
as bored guys with backwards baseball caps.
13Inquiry as Conversation
- Peter Sacks I would learn that this was a
classic case of people who could dish it out, but
who couldnt take it and the trouble for me was
that these young people collectively held a great
deal of power in this place, a rather key point
that I didnt fully comprehend at first. Until I
understood this, my relationship with some of my
classes developed at times into all out war.
14Dialogue (Double-entry) Journal
- Voice of Source
- Quoted passages
- Summaries of key ideas
- Paraphrases
- Surprising facts
- Questions
- Voice of Student
- Believing
- Doubting
- Questions
- Connecting
- Updating
- Interpreting
- Exploring, Explaining, Evaluating, Reflecting
15Margarets Journal
- Step One The Believing Game
- Remember that movie The Burbs, starring Corey
Feldman, among others? His character was
particularly amusing, and significant for this
discussion, because rather than watching cable,
he found his neighborhood drama so fascinating
that he invited friends over to watch the
spectacle. I remember my dad saying something
like, The Tv generationeverything is
entertainment to them! At one point in the
film, when all mayhem is breaking loose, the
police are showing up, and Tom Hanks and his pals
have burned down their serial killer neighbors
home, Feldman erupts with glee and shouts, The
Pizza Dude is here! I thought of him while
reading this essay, because my generation is
pretty entertainment oriented. Maybe video games
and unlimited TV have turned us all into passive
morons
- Step Two The Doubting Game
- Okay, give me a breakthis man is convinced that
he is a fabulous teacher, yet many of his classes
have evolved into an all out war? One has to
wonder what his definition of a good teacher is,
then. He comes off like a whiny, overly
sensitive person who after discovering that he is
an ineffective teacher chooses to blame it on his
students rather than consider that he might be a
crucial part of the problem. He never discussed
how he tried to reach his students or whether he
altered his teaching methods, besides
compromising his high standards. I have had
plenty of demanding teachers in college, and
while many students bitch and moan about the
workload and the difficulty, I have found that a
majority of students thrive on high
expectationsFor this reason I serious doubt his
claim that he is a good teacher.
16What is a researchable question?
17Exploring What do you notice first? And then?
And then?
Explaining What story is this trying to tell and
how does it tell it?
Evaluating Do you believe the story this is
trying to tell? Is it convincing? What other
readings would you offer?
18Ways of Inquiring Reflecting
- What do I notice about how I think about or do
this? - How do I compare how I approach this task with
how I approach another one? - What are the patterns of thinking or doing that I
usually follow when I do this? Did those
patterns change at all? - How do I feel about my performance? How might I
do this differently next time?
19Gen X Goes to College by Peter Sacks
- I would encounter this look and The Attitude
often. It was a look of utter disengagement. At
first, I was confused and bewildered by it and
thought there must be something terribly wrong
with me and the way I taught. But ever after I
began to strategically adapt to my situation, I
would continue to get Those Looks accompanied by
The Attitude. And I eventually would conclude
that I was a good teacher, that it wasnt me who
was the problem but a culture of young people who
were born and bred to sit back and enjoy the
spectacle that engulfed them. They seemed to
resent that I obviously couldnt measure up to
the standards for amusement that they learned on
Sesame Street in their formative years, standards
later reinforced by Beverly Hills 90210,
Cosmopolitan, Nirvana, and Pearl Jam. Whats
more, they were conditioned by an overly
nurturing, hand-holding educational system not to
take responsibility for their own actions. But
until I began to accurately assess my new
environment, I often reacted with a visible
irritation to such scenes as bored guys with
backwards baseball caps. I would learn that this
was a classic case of people who could dish it
out, but who couldnt take it and the trouble
for me was that these young people collectively
held a great deal of power in this place, a
rather key point that I didnt fully comprehend
at first. Until I understood this, my
relationship with some of my classes developed at
times into all out war.
20Reading in Alien Territory Collecting
- Purpose What do you think is interesting,
relevant, or significant about Nobles argument? - STEP ONE. Read the excerpt. As you do, use the
double-entry journal technique to collect lines
or passages from Nobles text that you find
significant, interesting, or puzzling. Carefully
copy these on the left page of your journal.
Consider reading the excerpt once through without
taking notes and begin collecting in your journal
during the second or third reading.
21Reading in Alien Territory Exploring
- When you feel satisfied youve collected enough,
use the lines or passages youve gathered on the
left page as prompts for fastwriting on the
right. When the writing stalls, skip a line,
look to the left, and find something else to
jumpstart your writing. When you can, write
about your own observations and experiences with
technology that might help you think about what
Noble is trying to say. Tell stories. Remember,
questions, not answers, should direct your
fastwriting. Keep writing until you feel you have
a grip on some of what Noble seems to be saying
about technology and your own response to his
ideas.
22Reading in Alien Territory Evaluating
- Adopt a critical mode of thinking for a moment.
Use the writing and information youve collected
so far, and compose a paragraph response that
summarizes, in your own words, Nobles argument
and offers your own response to it. This
response should complete the following sentence
Based on your understanding, the most significant
thing Noble has to say is
23Ways of Inquiring Exploring
- What does this mean to me, or how do I think or
feel about it? - What do I notice first? And then what? And
then? - What interests me most about this? What
additional questions does it raise? - How do my own experiences affect the way I feel
and what I see?
24(No Transcript)
25Ways of Inquiring Explaining
- How does this work? Why does it work?
- How does this clarify things?
- What does it tell us?
- What do I understand this to be saying?
- What story is this trying to tell and how does it
tell it? (Images)
26Ways of Inquiring Evaluating
- Whats my take on this?
- Do I see this the way most other people do?
- All things considered, whats most convincing
here? Whats least convincing? - What do I see that supports what I believe?
- What do I see that complicates or contradicts
what I believe? - Do I believe the story this is trying to tell?
(Images)