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Greg McVerry

Read Lessons From Sociocultural Writing Research for Implementing the Common Core State Standards #EDU407Sum19

What we mean by “the role of context” is the recognition that writing is not just a cognitive process but a social and cultural one. Writing and writers develop through interactions with one an-other over time.

Such ideas about the role of context and culture in writing development underlie a sociocultural per-spective that pays particular attention to the ways that writers develop practices and identities over time and in interactions with others, recognizing that “conventional encoding is not arrived at in a uniform, linear path (Clay, 1998) and that composing involves much more than encoding” (Dyson, 2015, p. 201).

In many ways it is this identity as a reader and writer we need to build in the classroom, this has to go beyond a grade number or a box in a rubric

which positions teachers to draw on their local knowledge to contextualize learning offers insights into how to interpret and implement the Standards in more meaningful ways.

  • describ-ing what the Standards explicit-ly say
  • highlighting additional information from the Standards that may be missed without dig-ging deeper into the appendix-es
  • detailing important components that the Standards do not address.

A student could make this a write post, go through some standards or lesson plans using this as a lens

Writing Anchor Standards 1–4 identify three text forms for students to master: opinion/argument, in-formative/explanatory, and narrative. They also suggest an explicit focus on task, purpose, and audience (see Table 1)

Not much on exploring your world or focusing on writing for change

Privileging Argument as a Text Type Is Contested. “While all three text types are important, the Standards put particular emphasis on students’ abil-ity to write sound arguments on substantive topics and is-sues, as this ability is critical to college and career emphasis”

Why is argument considered the pinnacle of our education? What if we focused on civic and community ready before college ready.

Toulmin-style graphic organizer, which fo-cuses on warranting claims with evidence, for an essay assignment about whether schools should foster individuality or conformity. Olson, Scarcella, and Matuchniak (2015) similarly described why ar-gument is a linguistically and rhetorically difficult text type for English learners, suggesting that nar-rative forms should be taught first as a foundation before focusing on more complex text types.

Argumentation is a very western and very male way of looking at knowledge

. Sociocultural teachers pay attention to the kind of work and learning accomplished during the production of written genres, not just the surface fea-tures of the textual form. They move beyond asking if writing looks right to understanding what students are doing and accomplishing with their writing. As Bazerman and Prior (2005) put it, “learning genres in-volves learning to act—with other people, artifacts, and environments, all of which are themselves in on-going processes of change and development” (p. 147).

Writing as inquiry and examining multiple persepectives

By Rebecca Woodard, Sonia Kline

Greg McVerry

Updated Code of Conduct for Summer Classes #DigPed

8 min read


Code of Conduct

1. Purpose

A primary goal of #edu407 is is to be inclusive to our community of readers and writers, with the most varied and diverse backgrounds possible. As such, we are committed to providing a friendly, safe and welcoming environment for all, regardless of gender, sexual orientation, ability, ethnicity, socioeconomic status, and religion (or lack thereof).

This code of conduct outlines our expectations for all those who participate in our community, as well as the consequences for unacceptable behavior.

We invite all those who participate in #edu407  to help us create safe and positive experiences for everyone.

As a college course in children's literacy you promise to participate in your fullest, complete class assignments on time, reflect on your learning, engage in college level writing, and critical analysis in both written and spoken word. You understand that success in this class determines on meeting these basic expectations.

2. Your Control Your Data

You have the right in this  class to work from your own domain where you publish your data. This might be a blogger account, a wix page, or a WordPress blog but this LMS can't collect your data. You have the right to delete your data at any time.

You may also choose to use tools provided by the University such as Blackboard. As a faculty member I can make no promises as to how this data is collected and used by the University. As a tuition paying learner you should be aware the university is collecting large amounts of data through our Learning Management System.  I make no claims about the security nor learner control of this data.

3. Right to Privacy

While this class is built on and encourages open pedagogy you will never be required to share any task or assignment. You may password protect your blog or website and share the password with just the class or just with me. Anything posted to Blackboard is considered private only to class.

While many of us syndicate to social media you are never required to join any network beyond our private chat rooms. If an assignment revolves around social media a transcript or video can be provided to anyone who does not wish to join or interact with social media silos.

At the end of class you may delete your blog and your stream account. I can make no promises about the learner data in Blackboard after completion of the class.

4. Public, Private, and Open

What does public and "in the open" mean?

Online communication, such as tweets, blog posts, and comments are generally out in the open and technically “public” and available for researchers to analyze and quote. Internet researchers have, however, documented how a particular communication may be technically public but viewed by the individual who posted it as meant for a more limited or private context.

Even if an individual feels that they have “published” in public or have consented to be part of research, they might still feel like trust has been violated if their words are taken up and re-framed in a way that they feel is out of context or misrepresented.

Think about each other when sharing information. Critical feedback helps us grow but keep that to our private stream. Use our public comments on each others blogs to encourage growth of the learner and the community.

If someone posts to Blackboard and not their public blog that is considered 100% private and can not be quoted or summarized in public posts without author permission.

Even if your data is technically public I will always ask for approval before direct quoting or including any artifact you make in class as part of a study,

5. Expected Behavior

The following behaviors are expected and requested of all community members:

  • Participate in an authentic and active way. In doing so, you contribute to the health and longevity of this community.
  • Exercise consideration and respect in your speech and actions.
  • Attempt collaboration before conflict.
  • Refrain from demeaning, discriminatory, or harassing behavior and speech.
  • Provide feedback to your peers
  • Answer questions when you can and help point people in the right direction when you can't

6. Unacceptable Behavior

The following behaviors are considered harassment and are unacceptable within our community:

  • Violence, threats of violence or violent language directed against another person.
  • Sexist, racist, homophobic, transphobic, ableist or otherwise discriminatory jokes and language.
  • Posting or displaying sexually explicit or violent material.
  • Posting or threatening to post other people’s personally identifying information ("doxing").
  • Personal insults, particularly those related to gender, sexual orientation, race, religion, or disability.
  • Inappropriate photography or recording.
  • Incessentaly correcting graamer
  • Inappropriate physical contact. You should have someone’s consent before touching them.
  • Unwelcome sexual attention. This includes, sexualized comments or jokes; inappropriate touching, groping, and unwelcomed sexual advances.
  • Deliberate intimidation, stalking or following (online or in person).
  • Advocating for, or encouraging, any of the above behavior.
  • Sustained disruption of community events, including talks and presentations.

7. Consequences of Unacceptable Behavior

Unacceptable behavior from any community member will not be tolerated.

Anyone asked to stop unacceptable behavior is expected to comply immediately.

If a community member engages in unacceptable behavior, the course instructor may refer you to proper university channels and it can threaten your standing in the program.

8. No Notification Policy

When in class I would never ask you not to have a laptop or cell phone. That contains way more computing power than we took to the moon. I do ask for attention. So do a lot of companies who drill into your brain through notifications.

There is also replicable evidence from learning sciences that using paper and not computer notes leads to greater knowledge gains.

I ask that when in class you globally turn off notifications. When working online dedicate yourself to class. Shut down any sms notifications, close all social media tabs not related to class, and learn.

Notifications work like drugs. Literally. Brain scientists work for companies and study how to make you click more. Stay attention sober during class.

8. No Driving

You are expressively forbidden to complete any activity or interact with any other person in this class while operating a vehicle. Doing so puts others at risks and therefore falls under unacceptable behavior. Plus its illegal (in Connecticut), so there is that too.

9. Video Data

If this class involves video projects you will never be required to show your face. If you do a group project all group members must consent before a video upload. Any group member has the right of refusal. You can email if your would like to ask for a video removal without letting your other group members know.

10. Reporting Guidelines

If you are subject to or witness unacceptable behavior, or have any other concerns, please notify me at

Additionally, I am available to help community members engage with university and  local law enforcement or to otherwise help those experiencing unacceptable behavior feel safe.

I am also a mandatory reporter and any mention in class of self-harm, hurting others, or reports of abuse must be reported. In a class where we write reflections and fictions often based in reality the line for a mandatory reporter can be blurred. I will always default

11. Addressing Grievances

If you feel you have been falsely or unfairly accused of violating this Code of Conduct, you should notify mcverryj1@southernj1  with a concise description of your grievance. Your grievance will be handled in accordance with our existing governing policies.

As a  social justice university we will prioritizes marginalized people’s safety over privileged people’s comfort. I reserve the right not to act on complaints regarding:

  • ‘Reverse’ -isms, including ‘reverse racism,’ ‘reverse sexism,’ and ‘cisphobia’
  • Reasonable communication of boundaries, such as “leave me alone,” “go away,” or “I’m not discussing this with you.”
  • Communicating in a ‘tone’ you don’t find congenial
  • Criticizing racist, sexist, cissexist, or otherwise oppressive behavior or assumptions

12. Scope

We expect all students  to abide by this Code of Conduct in online and in-person–as well as in all one-on-one communications pertaining to class business.

This code of conduct and its related procedures also applies to unacceptable behavior occurring outside the scope of community activities when such behavior has the potential to adversely affect the safety and well-being of community members.

13. Contact info

14. License and attribution

This Code of Conduct is distributed under a Creative Commons Attribution-ShareAlike license.

Portions of text derived from the Django Code of Conduct and the Geek Feminism Anti-Harassment Policy.

Portions of this text were derived from  XOXO a CC-BY license

Retrieved on November 22, 2016 from


Greg McVerry

@jeffjarvis Are you suggesting there is zero evidence of the CIA never doing anything shady? Do governments around thec world want backdoors into all encryption and platforms to deliver emojis on our birthdays?

Greg McVerry

Listening or looking at the comments students leave each other is my favorite source of evidence in the writing classroom . Most districts have moved to Google docs especially in upper elementary school.

Greg McVerry

Another common issue I am seeing is just requiring people to "use the text." this can lead to drive by citations where students just spray you with direct quotes. Learning how to intertwine textual evidence is hard for students.

Greg McVerry

you can check out Sandra's comprehension lesson plans to see examples of assessments tightly aligned with the learning objectives that also scaffold the knowledge growth that will allow evidence to emerge in the assessment.

Greg McVerry

this is why these book clubs are so important: you need to demonstrate to your students how you talk about books with friends and use textual evidence.

Greg McVerry

@twoodwar only experimental microformats I am using is p-x-criteria and p-x-evidence, everything else already existed. A webmention badge is just u-in-reply-to with a link to the criteria, issuer, earner, date and a link to the evidence

Greg McVerry

I use the nifty tool from @visualthinkery it helps me connect the badge to the criteria. Decide what you want you learners to know and how you will elicit evidence of knowledge growth. We call that teaching

Greg McVerry


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