Post Seminar Writing: Composing, Revising and Editing--Paideia
Style Post Seminar Writing: Composing, Revising and
Editing--Paideia Style Bob Alexander National Paideia Faculty
Nash-Rocky Mount Schools
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Session Goals Explore brief content on Post-Seminar Writing
Discuss a short text via a micro-seminar Review components of
Post-Seminar writing and the writing process. Practice and
investigate drafting, revising, and editing a Post-Seminar writing
assignment
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Part VII: Seminar Cycle
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The Paideia Seminar Cycle T he seminar can be viewed as a 5
stage cycle: 1.Pre-seminar content 2.Pre-seminar process 3.Formal
seminar dialogue 4.Post seminar process 5.Post seminar content
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PSAs Paideia Service Announcements
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PSA #1 Post-Seminar writing starts in Pre-Seminar Content
(ideas and values)
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Post-Seminar Content Content is the extension and application
of the seminar text and dialogue ideas, concepts and values into
the lives and course work of the participants. Directions to
writing and creating Coaching students as they apply ideas and
values
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PSA #2 There is always close reading, writing, speaking,
listening, and language exploration happening in a Paideia
classroom. The Seminar is a marquee eventwith its own inherent
cycle and a well-defined and connected writing assignment. The
Post-Seminar writing assignment should be designed after text
selection.
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PSA #3 Consider designing a traditional writing assignment and
a Web 2.0 assignment OR Find a way to blend the best of both worlds
together.
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Example: After reading The Man Who Interrupts by Bill Nye,
write a formal letter to an "imaginary" friend who has an
irritating habit that drives you crazy. In your letter, cite or
refer to an example from the text, use an appropriate and
identifiable tone, and use at least 1 metaphor to create imagery
representing how extremely irritated you are by the annoying habit.
Also, offer a suggestion(s) for correcting the behavior. Web 2.0
Extension: (W9-10.6) Using a Web 2.0 tool, create a Public Service
Announcement urging people to be mindful of interrupting
conversations.
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Paideia Modes of Instruction DIDACTIC COACHING Development of
Intellectual Skills60-70% Seminar Increased Understanding of Ideas
and Values 15-20% The Acquisition of Knowledge10-15% Post Seminar
writing starts Here
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Journal Writing Thus far, what would you consider to be the
golden moment in your life? Why?
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The Micro-Seminar Just like a seminar, but smaller.
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Pre-Micro-Seminar Content
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Ideas and Values Our Conceptual lens. An idea is a thought;
mental conception; mental image, notion. A value is that which is
desirable or worthy esteem for its own sake; thing or quality
having intrinsic worth. For Our text today: Evolution, Being,
Nature, Time
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Natures first green is gold, Her hardest hue to hold. Her early
leafs a flower; But only so an hour. Then leaf subsides to leaf. So
Eden sank to grief, So dawn goes down to day. Nothing gold can
stay. Nothing Gold Can Stay by Robert FrostRobert Frost
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Transition to Writing
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Assignment: LDC Task 14 (Informational or
Explanatory/Descriptive) Can we stay gold? After reading the poem
Nothing Gold Can Stay by Robert Frost, Write an essay in which you
describe something in your life that you never thought would
change, but in fact did change? Was it a change for the better or
for the worse? Why? Use at least 1 example from the text to support
your discussion.
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Todays Micro-Writing Brainstorm/Connect to journal Draft an
outline of your essay to clarify thinking Write a draft of the
introduction of your essay with a thesis Share with a peer(s) for
feedback: Based on the outline, does the writer seem to be
addressing the prompt? Does the introduction create foundational
support for the essay? Does the thesis clearly define the focus of
this essay? Suggest revisions or other feedback.