on a teaching experience that was important to me. In response, I created the digital story you see on the next slide.
assignment I gave to my nontraditional college students: Personify Chicago according to your experiences. Many of my students at the time were impacted by the rampant violence and gang activity in the South and West sides of Chicago. Sometimes, they brought these burdens to the classroom with them. It's no wonder, then, that when my students read Sandburg's lines, "And they tell me you are crooked and I answer: Yes, it is true I have seen the gunman kill and go free to kill again," they saw a reflection of their own reality.
students to understand purpose, audience and context. We want our students to see writing as a living, breathing process that's not isolated to a classroom. Because of this, it's hugely important for teachers to find texts that connect with their students.
let's invite the context of place into the classroom. What if we could get our students to connect, not only with the written word, but with their communities? What if, by looking at the texts others have written, we could encourage our students to see their cities in a whole new light? What if we could help them process local current events by reading the responses of other writers?
reach of this teaching experience, I compiled a list of various texts written in response to specific US cities. I am not saying that drawing a picture or discussing a text can heal all wounds associated with grave local issues like gang violence. Rather, I am suggesting that we need to embrace the world outside our classrooms, especially if we are teaching writing or literature classes.
created this project to share one way I found to get my students to participate in the larger context of a piece of writing.
A year ago, I was asked to reflect
In the spirit of broadening the
In the digital story, I describe an
As writing teachers, we want
Instead of educating in a vacuum,
In response to that need, I