Entry #10- "Bless, Address, and Press" Marissa's Blog

When reading though my peers blogs, I was particularly drawn to Marissa's blog entry titled "Using Writing to Think About Genre Project."  Her blog post stood out to me because I currently find myself in a similar situation. Like Marissa suggested, with my genre expert project presentation approaching, I have been thinking more about how I can incorporate aspects of my article into our class presentation. I appreciate that Marissa showcased her article in her blog post, and appreciated it even more that it was focused on a genre study approach. The article that I selected for the poetry genre was also a genre study approach, so I was able to connect to Marissa in that way. Additionally, both of our articles were written by the same author, which suggests to me that she is a credible researcher when considering genre studies.

In the article that Marissa selected for her genre expert project, titled "Teaching Memoir in the Elementary Classroom," Gibney (2012) suggests that "students need to read the genre to write the genre" (p. 245). This quote resonated with me because it made me really think about the importance of mentor texts when it comes to genre writing. In the article I selected for the Poetry genre, titled "Immersing First Graders in Poetry: A Genre Study Approach," Concannon-Gibney (2018), shares various mentor texts to be used with different types of poetry. I found these mentor texts to be extremely helpful, since I was unsure what was really considered as a mentor text for poetry. In the article I read, there were many different mentor texts with activities presented, which made it difficult to select just one that encompassed the entire genre of poetry. However, Concannon-Gibney (2018) suggests that even implementing elements of the poetry genre can help students become better readers and writers of poetry. Therefore, one of our activities simply highlights the uniqueness of poetry by having our classmates select a poem from a mentor text they feel strongly about, share what makes that poem unique, and why they felt a certain emotional connection to it. Having our peers share their favorite poems will evidently present a variety of types of poems, which will (hopefully) showcase the genre as a whole. In the end, our peers will be exposed to all types of poetry. 

This brings me back to the quote that Marissa shared in her blog, "students need to read the genre to write the genre" (Gibney, 2012, p. 245). Since our peers will be reading and sharing all sorts of poetry, they will in turn, become better writers of poetry in the process. Thank you, Marissa, for helping me bring some clarity to my genre expert project!

References

Concannon‐Gibney. (2019). Immersing first graders in poetry: A genre study approach. The Reading Teacher, 72(4), 431–443. https://doi.org/10.1002/trtr.1728

Gibney. (2012). Teaching memoir in the elementary school classroom: A genre study approach. The Reading Teacher, 66(3), 243–253.

Comments

  1. Brenna, you provide a rich and descriptive reflection on how the insights from the readings you and your peers pulled together for your Genre Expert Workshop influenced the types of instructional strategies you wanted to highlight for your peers. I am left wondering if you see yourself using the same instructional strategies for helping your own students to become better readers and writers of poetry in your teaching?

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