| 00:00:12 | >> THIS IS "WRITERS TALK."
JENELL PENN IS AN ENGLISH
TEACHER IN COLUMBUS.
HER CLASS PARTICIPATED IN THE |
| 00:00:31 | WRITERS TALK ESSAY CONTEST
RECENTLY, AND WE ARE JOINED BY
THE WINNERS OF THIS CONTEST WHO
WILL SHARE WITH US SOME OF THEIR |
| 00:00:40 | RIDING AND THEIR VIEWS ON
WRITING.
WELCOME.
LET'S SET THE SCENE AT METRO. |
| 00:00:47 | IT IS A DIFFERENT KIND OF HIGH
SCHOOL.
IT HAS A LOT OF DIFFERENT KINDS
OF ACTIVITIES AND FREEDOMS FOR |
| 00:00:54 | THE STUDENTS.
I EXPECT THIS HAS AN IMPACT ON
THE TEACHING OF WRITING.
YOU HAVE A LOT OF FREEDOM? |
| 00:01:02 | >> I DO.
METRO IS A STEM SCHOOL.
HOWEVER, THE WAY THAT WE TEACH
WRITING THERE IS KIND OF A |
| 00:01:16 | CROSS-CURRICULUM.
WE LIKE TO EMPHASIZE SKILLS
VERSUS CONTENT.
WE FOCUS ON MAKING SURE OUR |
| 00:01:24 | STUDENTS ARE ABLE TO APPLY THE
SKILLS TO ANY TEXT THAT THEY
READ.
WE HAVE A MASTER'S SYSTEM AT |
| 00:01:32 | METRO.
ONCE THEY HAVE MASTERED THE
SKILLS, THEY MOVE ONTO ANOTHER
COURSE, ANOTHER CENTER FOR |
| 00:01:42 | LEARNING.
>> SO THEY SHOW THE MASTERY
THROUGH PRACTICE?
DO YOU DO TESTING? |
| 00:01:48 | >> WE DO A LITTLE BIT OF
EVERYTHING.
WE FOCUS A LOT ON PRODUCT-BASED
LEARNING, PROBLEM-BASED |
| 00:01:57 | LEARNING, AUTHENTIC AUDIENCES,
AND THE STUDENTS PARTICIPATE IN
SEVERAL CHALLENGES EVERY YEAR
WHERE THEY DESIGN A SOLUTION TO |
| 00:02:06 | A PROBLEM.
WHETHER IT BE --
>> WHAT IS AN AUTHENTIC
AUDIENCE? |
| 00:02:12 | >> THIS ASSIGNMENT WHAD AN
AUTHENTIC AUDIENCE.
THEY KNEW REAL WORLD AUDIENCE
MEMBERS WOULD BE READING THEIR |
| 00:02:25 | WORK.
THEIR WORK IS PUBLISHED OR
PRESENTED TO AN AUTHENTIC
AUDIENCE. |
| 00:02:31 | >> YOU GET TO HAVE AN AUTHENTIC
AUDIENCE THIS TIME, RIGHT?
TELL ME ABOUT THAT AUTHENTIC
AUDIENCE. |
| 00:02:41 | WHAT DID YOU IMAGINE WHILE YOU
WERE WRITING THESE SPECIES.
HOW DO -- THESES.
>> I TRY NOT TO THINK ABOUT IT |
| 00:02:53 | PERSONALLY.
I DO NOT LIKE PEOPLE READING MY
RIDING.
IF IT IS A PERSONAL ESSAY WHERE |
| 00:03:00 | I PUT A LITTLE BIT OF MYSELF OUT
THERE -- WHEN SOMEONE WAS GOING
TO BE READING THIS AND ON TV, I
TOLD MYSELF I WAS NOT GOING TO |
| 00:03:09 | THINK ABOUT THAT AND JUST WRITE
MY PAPER.
>> SO NO AUDIENCE REALLY IS WHAT
THEY ARE GETTING. |
| 00:03:17 | ALL OF THE TRUTH COMES OUT ON
TV.
SO HAVE YOU TAUGHT AT OTHER
PLACES OTHER THAN METRO? |
| 00:03:26 | TOMMY ABOUT THE DIFFERENCE IN
STRUCTURE BETWEEN -- TELL ME
ABOUT THE DIFFERENCE IN
STRUCTURE. |
| 00:03:33 | >> TYPICALLY AND OTHER SCHOOLS,
IT IS CHRONOLOGICAL.
OR IS BASED ON A CERTAIN SUBJECT
AREA SO YOU ARE TEACHING WORLD |
| 00:03:44 | LITERATURE OR FOLLOWING
CENTURIES AND READING ALONG.
WE DO NOT DO IT THAT WAY.
WE STARTED OFF WITH |
| 00:03:54 | ENVIRONMENTAL SCIENCE, COLLEGE
READING, AND WHAT WAS YOURS?
>> GEOMETRY.
>> THOSE WERE THE ONLY THREE |
| 00:04:02 | CLASSES THEY HAD FOR EACH
SUBJECT AREA.
IT WOULD NOT WORK.
THAT DOES NOT WORK FOR METRO. |
| 00:04:13 | INSTEAD, WE FOCUS ON COLLEGE
READING.
THIS ASSIGNMENT WAS FOR COLLEGE
WRITING. |
| 00:04:20 | SO WE FOCUSED ON WHAT SKILLS
WOULD YOU NEED TO KNOW FOR
COLLEGE WRITING.
CURRENTLY, THEY ARE IN LITERARY |
| 00:04:28 | ANALYSIS.
>> OK.
ONE OF THE THINGS IS TALKING
ABOUT SETTING UP WHAT THESE |
| 00:04:39 | ESSAYS WERE BECAUSE THEY CAME
FROM A PARTICULAR PLACE WHICH
COMES OUT OF OHIO STATE.
IT IS A PROJECT THAT ASKED |
| 00:04:49 | PEOPLE HOW THEY LEARNED HOW TO
READ OR WRITE OR OTHER ASPECTS
OF LITERATURE.
HOME LITERACY, SCHOOL LITERACY, |
| 00:04:58 | AND THEN LATER LITERACY.
I THINK YOU HAVE ALL CHOSEN HOME
LITERACY.
>> MORE ABOUT SCHOOL. |
| 00:05:07 | >> SO THE INFORMATION IS
AVAILABLE AT WWW.DALN.OSU.ORG.
HOW DID EACH OF YOU APPROACH
THIS? |
| 00:05:20 | WE WILL START WITH YOU.
>> I HAD A REALLY INTERESTING
EXPERIENCE WITH READINGS IN
GENERAL. |
| 00:05:29 | I NEVER REALLY HAD AN
OPPORTUNITY TO REALLY WRITE
ABOUT MY EXPERIENCE SO I TOOK
THE MOST PERSONAL AND DEEPEST |
| 00:05:43 | FEELINGS I HAD FOR READING AND
WRITING.
THE BEGINNING OF WRITING, I
REALLY WROTE ABOUT THAT. |
| 00:05:52 | >> HOW ABOUT YOU, ELISABETHS?
>> WHEN I THINK OF LITERACY, I
THINK ABOUT COMMUNICATION AND
READING AND WRITING. |
| 00:06:01 | BUT WRITING, FOR ME, HAS NOT
BEEN AS IMPORTANT.
READING FOR MAY HAS HAD MORE OF
AN IMPACT ON MY LIFE. |
| 00:06:15 | SO I WANTED TO FOCUS MORE ON
THAT.
>> WHY DON'T WE GO AHEAD AND
HEAR THESE? |
| 00:06:22 | THEN WE CAN COME BACK AND TALK
ABOUT THEM.
WHICH ONE WOULD LIKE TO BOLDLY
GO FORTH? |
| 00:06:27 | RILEY, YOU LOOK LIKE YOU ARE
READY TO GO ON THIS.
>> I AM STUPID.
I CANNOT UNDERSTAND THESE WORDS |
| 00:06:37 | ON THE PAGE.
WHEN I WAS IN THE FIRST GRADE,
THESE THOUGHTS FILLED MY LIFE.
1:00 IN THE MORNING, 1:00 IN THE |
| 00:06:49 | AFTERNOON, EACH BOOK WAS LABELED
WITH A NUMBER.
LEVEL ONE BEING THE IDIOTIC
BOOKS. |
| 00:06:56 | ALMOST EVERYONE ELSE IN THE
CLASS HAD REACHED LEVELS 30 BUT
I WAS STILL STOCKUCK IN THE 10'.
I FELT LIKE AN IDIOT. |
| 00:07:08 | I STRUGGLED EVERY DAY.
MY MOM WOULD READ TWO HOURS
EVERY NIGHT TO MEET.
THEN I MOVED ON TO SECOND GRADE. |
| 00:07:16 | SOME OF MY CHILDHOOD MEMORIES --
I RECALL SHE WAS A SHORT AND
STOUT WOMAN.
I REMEMBER THINKING THAT SHE |
| 00:07:27 | HAD A STRICT RESEMBLANCE TO
LITERATURE.
KIDS WARNED ME ABOUT HER.
THEY TOLD ME SHE WAS EVIL. |
| 00:07:35 | I HOPE TO NOT GET NOTICED FOR AN
ENTIRE YEAR.
I WISH TO FOR MY OLD TEACHER.
IT TURNED OUT SHE HELPED ME MORE |
| 00:07:44 | THAN AN THE OTHER TEACHER HAD
BEFORE.
SHE NOTICED SOMETHING THAT
NEITHER MY KINDERGARTEN NOR |
| 00:07:51 | FIRST GRADE TEACHER DID.
I STRUGGLED TERRIBLY WITH
READING.
IT WAS BECOMING EVER-EVIDENT. |
| 00:07:57 | MY HOPE WAS STARTING TO FALTER.
MY TEACHER NOTICED HOW HARD IT
WAS FOR ME TO READ.
SHE GOT ME TESTED BY THE SCHOOL |
| 00:08:07 | PSYCHOLOGIST.
I DO NOT KNOW HOW SHE DID IT.
LUCKILY, SHE DID.
IT TURNS OUT, I HAD A MEMORY |
| 00:08:15 | CHALLENGE.
THERE WAS A REASON WHY THOSE
BOOKS MADE NO SENSE AND THERE
WAS A REASON WHY I CANNOT |
| 00:08:22 | REMEMBER WHAT I COULD READ.
MY MOM WORKED WITH ME ON READING
EVERY DAY AFTER SCHOOL FOR A
HALF HOUR. |
| 00:08:34 | MY TEACHER HELPED ME WITH
READING EVERY DAY AT SCHOOL.
I WAS SMART ENOUGH TO UNDERSTAND
"HARRY POTTER" BOOKS BUT COULD |
| 00:08:48 | NOT READ THEM.
THE FIRST BOOK I EVER READ
DURING THE SECOND GRADE WAS
ABOUT KING ARTHUR AND THE |
| 00:08:56 | KNIGHTS OF THE ROUND TABLE.
I REMEMBERED READING THROUGH
THOSE PAGES IS EAGERLY.
THIS COULD BE WHAT LED TO MY |
| 00:09:09 | INTEREST IN FINAL FANTASY
STORIES.
MY THIRD AND FOURTH GRADE
TEACHER TAUGHT ME TO LOVE BOOKS. |
| 00:09:17 | SHE GAVE ME DOZENS AND DOZENS OF
BOOKS TO READ.
FANTASY, SCIENCE FICTION, AND
HISTORICAL FICTION. |
| 00:09:29 | SHE READ EVERY DAY ALOUD IN
CLASS.
MY TEACHER TAUGHT ME HOW TO
READ AND MY FOURTH GRADE TEACHER |
| 00:09:36 | TAUGHT ME HOW TO LOVE TO READ.
BOOKS CONSUMED MY LIFE.
THE PAGES UNDER MY FINGERS, THE
SLIGHTLY MUSTY SMELL OF OLD |
| 00:09:47 | BOOKS, AND THE SWEET TASTE THAT
LINGERS IN YOUR MOUTH AFTER YOU
HAVE READ A PARTICULARLY GOOD
BOOK. |
| 00:09:54 | MY MOM CALLS IT AN ADDICTION BUT
A GOOD ONE.
I WOULD RATHER DO THAT THAN
ANYTHING ELSE. |
| 00:10:00 | I HAVE GONE FROM A GIRL WHO ONLY
FANTASIZE ABOUT READING BOOKS TO
TAKING HOME OVER A DOZEN BOOKS
HOME FROM THE LIBRARY. |
| 00:10:10 | I CLEARED OUT THE SHELVES FOR
THEM.
MY YOUNG DREAM HAS BECOME A
REALITY. |
| 00:10:22 | READING HAS NOW BECOME MY LIFE.
>> VERY NICE.
SO, MRS. TAPS, FRIGHTENING BUT
REDEEMING IN THE END. |
| 00:10:32 | TELL ME ABOUT YOUR PROCESS FOR
WRITING.
YOU FOCUSED ON ONE PARTICULAR
TIME AND USED IT AS A STEPPING |
| 00:10:43 | STONE.
WAS IT DIFFICULT TO WRITE ABOUT?
>> IT WAS NOT THAT HARD TO WRITE
ABOUT IT. |
| 00:10:50 | IT WAS STICKY IN THE BEGINNING
BECAUSE IT IS A SENSITIVE TOPIC
FOR ME TALKING ABOUT NOT BEING
ABLE TO READ FOR A VERY LONG |
| 00:10:58 | TIME.
ONCE I STARTED GETTING ON IT, IT
GUSHED OUT AND BECAME MUCH
EASIER TO DO IN THE END. |
| 00:11:07 | >> HOW DID YOU APPROACH WORKING
WITH THIS YOUNG STUDENT AND
SAYING THAT TEACHERS WERE EVIL
IN THE BEGINNING BUT WERE |
| 00:11:15 | WILLING TO WORK WITH THAT?
>> IF ANYTHING, RILEY IS A VERY
BUBBLY AND CREATIVE SIDE OF HER.
IT WAS NOT VERY HARD TO BRING IT |
| 00:11:27 | OUT OF HER.
ONE THING WE WANTED TO FOCUS ON
WAS BRINGING THE STORY TO LIFE.
I TRIED TO TEACH MY STUDENTS |
| 00:11:36 | THAT ESPECIALLY WITH A
NARRATIVE.
IN THE AUDIENCE WANTS TO BE
THERE WITH YOU. |
| 00:11:43 | -- THE AUDIENCE WANTS TO BE
THERE WITH YOU AND EXPERIENCE IT
WITH YOU.
I THINK HER TALKING ABOUT THE |
| 00:11:51 | SMELL OF THE BOOKS AND TALKING
ABOUT HOW ALL THE PAGES AND FEEL
AND EVEN LETTING THEM INTO HER
MIND, THOSE SORTS OF THINGS, |
| 00:12:02 | AUDIENCES CAN RELATE TO.
WE WANT TO PUSH AND MAKE SURE
THEY IDENTIFIED WHAT THEY WERE
FEELING AND THINKING AT THE TIME |
| 00:12:10 | AND WHAT THEY WERE SEEING,
SMELLING, ALL OF THAT.
>> WHAT WAS YOUR RESPONSE TO
THAT? |
| 00:12:15 | WERE YOU ABLE TO NEGOTIATE IT
PRETTY EASILY?
>> SHE CAN MAKE YOU WRITE ABOUT
ANYTHING. |
| 00:12:29 | I REMEMBER THE FIRST OPENING.
NOT THIS ONE.
I WAS NOT HAPPY WITH IT.
IT WAS ALL I HAD. |
| 00:12:37 | SHE CAME TO ME AND SAID IT
REALLY DELVE INTO AND GIVE ALL
OF THE MOTIONS.
-- EMOTIONS. |
| 00:12:49 | THIS WAS MY SECOND COPY.
ALL OF THE SENSES LIKE TO THINK
ABOUT WITH BOOKS.
ALL OF MY EMOTIONS THAT I HAVE |
| 00:13:00 | ABOUT BOOKS.
I TRIED TO ARTICULATE THEM AS
MUCH AS POSSIBLE.
>> I HAVE THIS PREMONITION YOU |
| 00:13:10 | WILL ALSO TALK ABOUT "HARRY
POTTER."
>> SO, I TITLED IT "MY TRUE
LOVE." |
| 00:13:20 | I REMEMBER THE FIRST TIME I WAS
IN LOVE.
IT HAPPENED IN THE SECOND GRADE
AT. |
| 00:13:26 | ALL ABOUT ME, LEARNING
MATERIALS.
IT WAS NOT A BOY.
IT WAS A BOOK. |
| 00:13:38 | IT AMAZES ME THAT I CAN STILL
REMEMBER THE STORY LINE
ESPECIALLY CONSIDERING I READ IN
SEVEN YEARS AGO. |
| 00:13:45 | TO THIS DAY, I VALUE THIS BOOK
AS THE ONE THAT STARTED MY
THIRST FOR READING.
I READ EACH NIGHT UNTIL I COULD |
| 00:13:55 | NOT KEEP MY EYES OPEN.
BOOKS WERE ALWAYS SUGGESTED TO
ME TO READ.
I LOVED READING EACH ONE. |
| 00:14:02 | EVERY NIGHT AFTER GETTING READY
TO GO TO SLEEP, I WOULD GET IN
MY BED AND READ THE LATEST BOOK
THAT SALLY RECOMMENDED. |
| 00:14:10 | THEY SHOWED ME SO MUCH OF THE
WORLD I HAD NEVER KNOWN.
IT BECAME THE BIGGEST INFLUENCE
IN MY LIFE. |
| 00:14:20 | A FEW YEARS LATER IN THE FIFTH
GRADE, I DISCOVERED THE WORLD OF
"HARRY POTTER."
ALMOST EVERY NIGHT I WOULD |
| 00:14:27 | DESCRIBE THE LATEST "HARRY
POTTER" ADVENTURE.
I WOULD MANAGE TO RELATE
EVERYTHING TO THE INCREDIBLE |
| 00:14:36 | WRITINGS OF THE AUTHOR.
EACH TIME I TOUCHED THE BOOK, I
FELT MY HEART JUMP A LITTLE BIT.
IT WAS THE SAME KIND OF FEELING |
| 00:14:48 | THAT WAS DESCRIBED IN ALL THE
ROMANCE BOOKS.
I WAS IN LOVE WITH THESE BOOKS.
THEY BROUGHT ME TO A DIFFERENT |
| 00:14:55 | WORLD, A WORLD I COULD GO TO
WHEN THINGS GOT BAD WHEN THEY
NEEDED TO ESCAPE.
SOON, I WAS WRITING "DEAR |
| 00:15:06 | HARRY" IN MY JOURNAL.
I KNOW HE WAS A FICTIONAL
CHARACTER, BUT THERE IS STILL A
PART OF ME THAT WANTED TO |
| 00:15:18 | BELIEVE THAT SOMEWHERE IN THE
WORLD THERE WAS A HOGWARTS.
I WILL LOOK BACK AND LOOK AT MY
PREVIOUS ENTRY HOPING TO FIND |
| 00:15:27 | THAT HE HAD WRITTEN SOMETHING
BACK BANK CONSCIOUSLY, I KNEW
THERE WAS NO WAY THAT TERRY WAS
GOING TO WRITE BACK. |
| 00:15:34 | -- I WOULD LOOK BACK AT MY
PREVIOUS ENTRY HOPING TO FIND
THAT HE HAD WRITTEN SOMETHING
BACK. |
| 00:15:44 | CONSCIOUSLY, I KNEW THERE WAS NO
WAY THAT HARRY WAS GOING TO
WRITE BACK.
I WAS CONVINCED THAT WHEN I GREW |
| 00:15:52 | UP I WOULD BECOME AN AUTHOR.
WHEN I WOULD GET HOME FROM
SCHOOL, I WOULD WRITE SHORT
STORIES AND HOPE THEY WERE AS |
| 00:16:01 | GOOD AS "HARRY POTTER."
THEY WERE NEVER AS GOOD BUT I
WOULD CONTINUE TO WRITE BECAUSE
PRACTICE MAKES PERFECT. |
| 00:16:10 | AFTER WRITING FOR A WHILE AND
CONSTANTLY BEING FRUSTRATED, I
DECIDED RIGHT THING WAS NOT THE
CAREER FOR ME. |
| 00:16:18 | I NO LONGER WANTED TO BE AN
AUTHOR.
EACH STORY LED TO A STRONGER
COMPOSITION AND BETTER LITERACY. |
| 00:16:27 | TELLING THE DIFFERENCE BETWEEN A
GOOD STORY AND A GREAT ONE.
FOR ME, HARRY POTTER ENTERED ME
INTO DIFFERENT REALMS OF READING |
| 00:16:36 | AND WRITING.
FOR ME, THEY WERE LEARNING
TOOLS.
THEY ENABLED ME TO BROADEN MY |
| 00:16:42 | OUTLOOK ON READING AND WRITING.
AFTER READING THESE BOOKS, I WAS
INSPIRED IN MY PATH TO LITERACY
ESPECIALLY READING. |
| 00:16:55 | AN ELEMENTARY SCHOOL, WHEN I
DISCOVERED HARRY POTTER, I FOUND
AN ENTIRELY NEW KIND OF BOOK AND
LOVED IT. |
| 00:17:02 | IF I COULD, I WOULD THINK HARRY
POTTER BOOKS FOR PROVIDING ME
WITH ONE OF THE MOST IMPORTANT
SKILLS. |
| 00:17:10 | LITERACY.
>> VERY GOOD.
HOW DID YOU APPROACH THIS?
WHERE DID YOU START? |
| 00:17:16 | >> FO ME, WHEN I READ A BOOK, I
LIKE THE PERSONAL CONNECTION
THAT YOU CAN GET WITH
CHARACTERS. |
| 00:17:26 | EVEN THE WRITER, YOU KNOW THEIR
THOUGHT PROCESS AND HOW THEY
WERE DEVELOPING THESE
CHARACTERS. |
| 00:17:32 | >> OK.
SO YOU SAT DOWN AND SAID FOR MY
LITERACY IT HAS TO BE "HARRY
POTTER." |
| 00:17:41 | IT IS INTERESTING BECAUSE -- I
AM OF THE GENERATION THAT I
HEARD ABOUT THEM WHEN THEY CAME
OUT. |
| 00:17:48 | OF THE LAST ONE CAME OUT
PROBABLY WHEN YOU WERE IN JUNIOR
HIGH OR SOMETHING LIKE THAT?
IT WAS MORE OF A PIECE. |
| 00:17:59 | YOU WERE NOT EXPECTING THEM
EVERY YEAR.
YOU TOOK IT IN AS THE SAME SORT
OF LITERACY THINK. |
| 00:18:11 | YOU WERE ABLE TO WALK WITH THEM.
THE BOOKS GET A LOT DARKER AS
YOU GET OLDER.
THE FACT THAT BOTH OF YOU ARE |
| 00:18:19 | TALKING ABOUT THAT IS REALLY
INTERESTING TO ME.
WHAT WAS YOUR ADVICE TO HER?
>> WITH ELIZABETH, IF ANYTHING, |
| 00:18:32 | WHAT I ENJOYED THE MOST WAS THE
SECTION WHEN SHE STARTED TALKING
ABOUT WRITING TO "DEAR HARRY."
IF ANYTHING, WE WORKED ON TRYING |
| 00:18:45 | TO CREATE THAT MOMENT, MAKE THAT
MOMENT MORE REAL FOR THE
AUDIENCE AS WELL.
WITH ALL OF MY STUDENTS, |
| 00:18:59 | SOMETIMES, I WOULD SAY SOMETIMES
AS TEACHERS WE WANT TO SAY
WRITE IT THIS WAY OR THAT WAY.
ALL LIKE TO GIVE THEM THE |
| 00:19:10 | FREEDOM SO IT BECOMES -- I LIKE
TO GIVE THEM THE FREEDOM SO IT
BECOMES THEIR OWN.
EVEN IF IT MEANS BRINGING UP |
| 00:19:21 | "DEARR HARRY" OR USING WORDS
LIKE "IDIOTIC."
I LIKE THEIR HONESTY AND
ENCOURAGE THEM TO BE HONEST |
| 00:19:35 | BECAUSE I THINK THAT IS THE BEST
WRITING.
>> OK.
WHAT DO YOU REMEMBER FROM YOUR |
| 00:19:43 | TEACHER TALKING TO YOU AND WHAT
YOU WENT BACK AND WORKED ON?
>>
>> POSTED A FIRST SECTION OF MY |
| 00:19:55 | RIDING.
I WAS NOT FOCUSED ON "HARRY
POTTER."
IT WAS AN IMPORTANT PART. |
| 00:20:03 | >> WHEN YOU ARE SO MUCH OLDER,
IT IS VERY EMBARRASSING, ALL OF
THOSE YEARS AGO.
[LAUGHTER] |
| 00:20:09 | >> YES.
>> AS YOU LOOK BACK ON THIS KIND
OF WRITING, YOU GET THE IDEA
THAT YOU DO NOT WANT TO BE A |
| 00:20:20 | WRITER.
STEADILY.
TELL ME ABOUT THAT MOMENT.
IT WAS STRIKING. |
| 00:20:26 | YOU HAVE THIS MOMENT WHERE YOU
SAY YOU'RE NOT GOING TO BE A
WRITER AS A SHORT STORY WRITER,
DOES THAT MEAN NO OTHER GENRE? |
| 00:20:37 | >> IT DOES NOT LIKE I HAVE
TOTALLY VANISHED BECOMING A
WRITER, IT IS JUST THAT THERE
ARE OTHER THINGS I WOULD LIKE TO |
| 00:20:44 | DO.
>> AND WHEN YOU ARE AT METRO YOU
CAN EXPLORE THOSE THINGS?
>> EXACTLY. |
| 00:20:51 | >> DO YOU LATCH ONTO A
PARTICULAR TRACK?
HOW DOES THAT WORK?
>> OUR STUDENTS ARE GONE WITH |
| 00:21:04 | HIGH SCHOOL CREDITS IN TWO
YEARS.
THEY SPEND THE SECOND HALF OF
HIGH SCHOOL TAKING CLASSES AT |
| 00:21:13 | OHIO STATE UNIVERSITY, WORKING
AT LEARNING CENTERS, DOING
RESEARCH, AND EARNING CREDITS
FOR FUTURE COLLEGE |
| 00:21:23 | OPPORTUNITIES.
SO, THEY DO HAVE DIFFERENT
PLACES THEY CAN GO TO FORCE TO
INSTEAD STUDY BIOLOGY, BUT THEN |
| 00:21:35 | YOU HAVE STUDENTS TAKING THE
MOSIAC ROUTE, FOCUSED MORE ON
ART AND LITERATURE.
WE ALSO HAVE STUDENTS THAT |
| 00:21:44 | TICKETS TECHNOLOGY ROUTE.
-- THAT TAKE BETS TECHNOLOGY
ROUTE.
THEY TRY THEIR HAND SAID |
| 00:21:52 | MILLIONS OF THINGS.
>> ARE YOU AT THIS STAGE WHERE
YOU HAVE CHOSEN THAT GET?
IT IS REALLY INTERESTING TO |
| 00:22:03 | HEAR THAT A STEM SCHOOL DOES THE
MOSIAC WELL.
AS SOMEONE WHO IS IN WRITING AND
READING, IT IS ALWAYS AN |
| 00:22:13 | INTERESTING THING WHEN YOU LOOK
AT STEMS AND NEED NOT SEEK
ENGLISH.
YOU SAY WHAT HAPPENED TO |
| 00:22:21 | ENGLISH?
THAT GIVES YOU THE OPPORTUNITY
WITH A MOSAIC THAT PEOPLE COULD
PURSUE IT WITHIN THE STEM. |
| 00:22:28 | THERE MUST BE A FROM OUR JOKE
THERE THAT I AM NOT COMING UP
WITH.
-- FLOUR JOKE THERE I MIGHT NOT |
| 00:22:36 | BE COMING UP WITH.
WHAT IS IT LIKE TO TALK ABOUT
OTHER STUDENTS AT YOUR SCHOOL
ABOUT WRITING? |
| 00:22:43 | DID YOU TALK ABOUT DIFFERENT
KINDS OF LITERACY AND THE WAYS
YOU APPROACHED THE ESSAY AS YOU
WERE WRITING? |
| 00:22:49 | >> THE PEOPLE I HANG OUT WITH
GENERALLY, PRETTY MUCH ALL OF
THEM ARE WRITERS.
ONE OF MY BEST FRIENDS RIGHTS |
| 00:23:02 | CONSTANTLY.
WE TALKED CONSTANTLY ABOUT WHAT
WE ARE WRITING.
WE ARE ALWAYS BOUNCING OFF |
| 00:23:07 | IDEAS.
I TALK ABOUT HOW I AM WRITING,
AND ANY IDEAS THEY HAVE APPEARED
>> 1 GENRES TO YOU -- HAVE. |
| 00:23:17 | >> WHAT IS GENRE'S DO YOU WRITE
IN?
WHAT IS THE FRIEND WRITING?
>> SHE WRITES FANTASY. |
| 00:23:27 | I WRITE FANTASY, SCIENCE
FICTION, AND POETRY AS WELL.
WE HAVE SIMILAR TASTE IN BOOKS
AND WRITING TOGETHER. |
| 00:23:38 | >> HOW ABOUT YOU?
>> MY FRIENDS AND I DISCUSSED
IT, AND MY CLOSEST FRIEND HAS A
LOT OF TROUBLE STARTING OUT |
| 00:23:50 | WRITING AND READING AND
TRUTHFULLY I DID NOT HAVE THAT
MUCH TROUBLE.
WE TALKED A LOT ABOUT OUR |
| 00:23:58 | DIFFERENCES, AND WE BOUNCE IDEAS
OFF OF WHAT WE COULD WRITE
ABOUT AND THAT STORY IS BETTER.
>> OK. |
| 00:24:06 | TELL ME ABOUT OF MY RIDING.
YOU'RE A DIFFERENT GENERATION.
-- A ONLINE RATING.
YOU'RE A DIFFERENT GENERATION. |
| 00:24:14 | WHEN YOU GO TO FACEBOOK, CHAT
ROOMS, DO YOU CONSIDER THAT
RATING?
-- WRITING? |
| 00:24:27 | DO YOU VIEW THAT AS A FORM OF
COMMUNICATION, OR WHAT IS THAT?
>> NO.
>> I THINK IT IS A FORM OF |
| 00:24:36 | COMMUNICATION, BUT NOT WRITING.
MOSTLY WITH THE STATUS UPDATES,
THEY ARE JUST LITTLE BLURBS.
IT IS NOT REALLY A PIECE OF |
| 00:24:45 | WRITING.
IT MIGHT JUST BE SOMETHING
HUMOROUS THAT YOU ARE FEELING.
IT IS STILL A FORM OF |
| 00:24:52 | COMMUNICATION THAT I DO NOT
CONSIDER IT WRITING.
>> I THINK BLOGS CAN BE
CONSIDERED WRITING. |
| 00:25:04 | THEY'RE ALMOST LIKE A PERSONAL
JOURNAL.
I KNOW SEVERAL WHO KEEP ONLINE
BLOGS. |
| 00:25:12 | >> BECAUSE YOU GUYS COULD PUT
THESE ON A BLOG.
>> THEY HAVE THEM.
>> OBVIOUSLY, YOU ARE A FAN OF |
| 00:25:28 | ONLINE WRITING?
>> YES.
>> THEY ARE VERY INVESTED.
>> I KNOW. |
| 00:25:37 | IT IS AN AREA TO REALLY LEARN
MORE ABOUT.
THIS YEAR ME AND MY TEACHING
PARTNER DECIDED TO TRY SOMETHING |
| 00:25:49 | DIFFERENT, SO WE HAVE THE
STUDENTS POSTING A PEACE,
WHETHER IT BE POETRY, A STORY, A
PIECE OF ART THEY CREATED -- |
| 00:26:01 | DIGITAL ART, OR SOMETHING THEY
HAVE DONE BY HAND.
THEY ARE RESPONDING TO EACH
OTHER. |
| 00:26:06 | >> SO, THERE ARE MULTIPLE
RESPONSES, WHICH ENTERS
INTERESTING QUESTIONS ABOUT HOW
YOU WOULD RESPOND TO SOMEONE'S |
| 00:26:16 | WRITING PUBLICLY.
>> THERE ARE PUBLIC AND HAVE HAD
SOME PUBLIC RESPONSE.
>> I FEEL LIKE WE NEED TO ASK |
| 00:26:24 | ABOUT THAT.
DO YOU GO OVER WHAT IS A GOOD
RESPONSE OR NOT A GOOD RESPONSE?
>> YES. |
| 00:26:34 | I ALSO LET THE STUDENTS NOW THIS
IS A PUBLIC ARENA.
THIS IS THE INTERNET, SO YOUR
AUTHENTIC AUDIENCE THIS TIME IS |
| 00:26:44 | EVERYONE, ANYONE.
BE PREPARED FOR CRITIQUES AND
YOUR WRITING FROM PEOPLE WHO MAY
NOT BE THERE AT THE SCHOOL. |
| 00:26:52 | >> HOW HAS THAT GONE OVER WHEN
THEY ARE SENT AN ANONYMOUS
CRITIQUE?
IS THAT SOMETHING YOU DISCUSSED |
| 00:27:00 | IN CLASS AND SAY THIS WHEN YOU
COULD DISREGARD?
>> YES, WE HAVE TALKED ABOUT
THAT. |
| 00:27:06 | >> THERE HAVE BEEN SOME STRANGE
ONES, AND SOME PRETTY HELPFUL
ONES AS WELL.
>> SO, IS THAT GOING TO BE |
| 00:27:16 | SOMETHING YOU WILL CONTINUE IN
THE FUTURE -- BRINGING OTHER
PEOPLE IN?
I AM ASSUMING YOU DO THAT |
| 00:27:22 | ANONYMOUSLY.
>> YES.
THEY HAVE A TEAM NAMED.
THEY WORK AS A TEAM. |
| 00:27:29 | >> IF IT DOES NOT SEEM -- AND
TEAM EDWARD?
>> DID NO -- NO.
>> HOW ABOUT THE TEACHER. |
| 00:27:42 | WHAT KIND OF WRITING HAVE YOU
BEEN DOING?
>> HARD-CORE FICTION.
>> SO, YOU WRITE FICTION AS |
| 00:27:50 | WELL?
>> HAVE YOU SHARED THAT WITH
YOUR STUDENTS?
>> NO. |
| 00:27:57 | I SHARED SOME STUFF WITH THEM,
THEY JUST DID NOT KNOW.
OK.
THAT IS EXCELLENT. |
| 00:28:04 | YOU GUYS ARE GOING TO GO TO OHIO
STATE OR OTHER PLACES?
YES.
I GUESS THAT IS AN OPEN-ENDED |
| 00:28:11 | QUESTION.
WELL, IT IS IMPERATIVE THE S
THESE THINGS.
ANYWAY, THANK YOU VERY MUCH FOR |
| 00:28:20 | BEING WITH US, THE JENELL PENN,
RILEY PATRICK, AND ELISABETH
SPECTOR.
KEEP WRITING. |
Note : Transcripts are compiled from uncorrected captions
