Young Writers Blogging

On Tuesdays, I teach Olivia, a local seventh grade homeschool student, writing, rhetoric, theatre, movement, and gymnastics (not every subject, every week!). After reading Romeo and Juliet together, I asked Olivia to write an essay about how Juliet changes/matures throughout the play. In her second draft, she made a connection between Juliet and the character Bella from the wildly popular novel, Twilight. The connection so inspired her thoughts that I suggested she focus her entire essay on that topic. We took a long walk, talking out the many similarities and differences in the two female characters. After the walk, I told Olivia about blogging and asked if she would like to try writing about the connection via a blog. She said yes. What resulted was an incredibly engaging learning experience wherein we both excitedly entered a circle of blogging-and-commenting. I taught Liv to upload her brainstorming drawings, walk-reflections, first and second drafts, and interesting links to her blog. While at first, blogging seemed to affect the tone of her writing in a less-helpful way (i.e. she wrote very informally and quickly), after time, it became an incredibly interactive venue. I’m curious: How did her perceptions of writing change after her creation of the blog? How did her perceptions of teacher-student interaction change? The problem with these questions is: I have little hard evidence of her perceptions of writing pre-blog. Solutions: I can ask her to reflect post-blog about how her perceptions have changed. Can this be considered evidence? Any thoughts? Any other experiences with young writers and blogging out there???

Check out Olivia’s Blog:

Olivia draws her writing process.

Olivia draws her writing process.

About taylo206

I am an Assistant Professor of Composition, Rhetoric and Professional Writing at Miami University in Oxford, Ohio.
This entry was posted in Original Digital Projects, Theories of Composition and Rhetoric, Writing Exercises. Bookmark the permalink.

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