Following the card strategy lesson from class, that modeled the card strategy from Kucer and Rhodes (1986), it made me reflect on my previous brainstorming. In class we were provided with 20 index cards and we wrote one word on each card relating to our topic of interest. We then picked 7-11 that fit together well for our first piece. We ordered them based on how we might organized our piece and then numbered them 1-7. We then got with a partner and traded sets of index cards, which we ordered how we might order it if it was our topic without looking at the numbers. Then we explained our thinking of why we were arranging them how we were. After this was done the original person explained why they numbered them how they did. My previous brainstorming has been a little bit similar but mainly different from this strategy that we learned about. My previous brainstorming had been creating a word bubble cluster, freewriting about the topic and talking with peers about how to go about writing this piece. I would also make an outline of the project and write ideas under each section of the outline.
Based on the cognitive strategies and metacognitive strategies in Chapter 2 of Tompkins I used a couple of them while using the card strategy. I used narrowing, organizing, goal setting, elaborating, and generating. I used narrowing when I selected the 7-11 cards, organizing when I grouped my ideas and sequenced them into order, and goal setting when I thought about my pieces end goal and who my audience was. I used elaborating when I came up with my words and explained them to my partner and during freewriting after and I used generating when I came up with my words for each card, my overall idea and then my idea for the 7-11 cards and when I talked to my partner. I plan on using the card strategy for when I do the next two pieces of this project and when writing other assignments in the future. I think it helped to talk with a partner and have a partner organize my thoughts and explain why they would order the topics in a certain way. It was helpful to see the big picture of all of the cards and then narrow them down for the one piece of the project.
Kucer, S. B. & Rhodes, L. K. (1986). Counterpart strategies: Fine tuning language with
language. The Reading Teacher, 40(2),186-193.
Kerrigan, your entry provides a clear summary of the steps we took in class using the Card Strategy, I admit though I would have like to hear more specifics of how you saw yourself using certain strategic thinking that Tompkins discussed in Chapter 2? Was this new for you? How frequently have you used these same strategies in the past? Also, now that you have experienced using this strategy, do you see yourself using it with the students you teach? You have some room in this entry to provide more thinking with your readers.
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