Table of Contents. Conflicting Discourses Rosenblatt: No screen.

Table of Contents

Conflicting Discourses

• Rosenblatt: No screen

Allowing students to discover literature is one of the primary

ideas presented in ... Rosenblatt's Literature as

Exploration. She advocates personal and spontaneous

student interaction with literature. In order to stimulate student curiosity and to allow

the book to have direct meaning to the individual, Rosenblatt says that we should place no "screen"

between student and book by imposing the teacher's point of

view and critical attitude toward literature.

(Clift, Meng, & Eggerding, 1992)

• Current Views

... I inadvertently pointed out a dichotomy between Vacca's

Content Area Reading ... and Rosenblatt.

When we watched my pre-reading lesson on video in the

class, [the professor] asked why I didn't make a more

direct and explicit connection between soap operas and

Master's view of small town life. I responded, at the time,

that I wanted students to discover Master's vision on

their own and that I didn't think the text was so difficult that they couldn't easily discover

his "themes."

• Professor’s Response

Naturally [the professor] read my remarks in class as

contrary to the ideas presented in Vacca. As a class we could not really reconcile this seeming

dichotomy.

[The professor] responded to my paper--"Perhaps we

should discuss the seeming contradictions between Rosenblatt and current

notions (my emphasis) about preparing kids to read by

supplying a "set" or "frame."

Who's current? Who's passé? Theoretical! Practical! Just

when I think I'm getting a handle on a workable

philosophy, someone else tells me the ideas aren't

"current."

Zero-G Messages

• Magnet Shoes

From: UIUCED2![student account]

Dear NASA,

I would like to see if magnets would work in space if you put them in shoes. We are working on ways to move around in the halls of a zero

gravity space station. Please let me know if you have done

any work with magnets in space.

Thank you.

[student's name]

P.S. I am a Sophomore at [school name] in Champaign

Illinois.• Scientist Response

Date: Thu, 3 Oct 1991 9:17:30 CDT

From: [scientist's account]@vf.jsc.nasa.gov

Subject: magnetic shoes

To: zerog@cogsci.uiuc.edu

In theory magnetic shoes will work, however, there are a

few problems that need to be considered.

First, the space station will be constructed mostly out of

aluminum alloys. In order for magnets to work thin metal

plates would have to be installed whereever people will

be putting their feet.

Second, in space people like to float around. Zero-g is a

fun place to work. While floating crewmembers would

have to be very careful to keep their magnetic shoes

away from things like magnetic disks and sensitive

equipment.

Also realize that there will be no halls per se on the space

station. There will be equipment just about

everywhere, even in the nodes. This is because the

modules are so expensive that all space must be utilized.

Thus halls and corridors will double as work places.

[scientist's name]

ENFI Examples

• Academic Essay

Child abuse is defined by the children have been

deliberately inflicted with serious physical injury such as

broken bones, burns, or internal injuries by their

parents or caretakers. Child abuse has become one of our major social problems in the

United States, It often occurs in the presence of three

factors ...

There are five needs parents must be able to meet ...

• Personal Writing

I know this paper is going to be very negitive towards the women studies course, but

don’t get me wrong. I feel the course does enlighten women

and their views of the world today. First, I would like to get my opinion of the Daily out of the way. This is because of

the Daily’s premature printing of Michael Olineck’s articel

without a response to it. The paper and it’s one sided view on alot of articles it writes is

extremely bad, and the University should do something about it.

• Adopting ENFI

The problems that I anticipated with finding ways

to incorporate the ENFI activity into the objectives of the class are becoming more

apparent . . . I'm getting nervous and I feel responsible

to give them . . . more coaching. I don't want to use ENFI as a way to coach them

about how to write their essays. (Doug, 11-1-88)

I just feel very limited. I don't know what you can do with

ENFI [that relates to the course objectives]. I always feel guilty about wasting or using class time that isn't

immediately somehow helping them to write essays, to

perform for the standards of the test. (Doug, 12-12-88)

The writing evaluation is the thing that is sort of shaping it.

It's the big monster that's lurking in the shadows, that terrifies everyone, including

me. (Doug, 11-1-88)

• Phony Writing

I used the network last year without accompanying talk

and found the results constrained and rather

disappointing. (Diane, quoted in Horowitz & Peyton, 1988)

It seems phony. Why should I write to them if I can talk to

them? (Diane, 4-20-88)

. . . this becomes a highly artificial situation, slowing

down communication without any "real" reason other than the teacher's insistance that all messages be in writing. Artificial constraints on the

practical use of spoken language do not inspire

students to put much effort into message writing when it seems more reasonable to speak aloud. (Thompson,

1988a).

• Real Communication with ENFI

This is real communication. It's not the kind of [writing] that

typically happens in a classroom, which is

rehearsed. . . people are rehearsing for something else

which is not real. . . . ENFI communication . . . is

absolutely urgent and they feel the urgency. Their ego is at stake. They want to assert

themselves. They want to function within this little social

context. (Doug, 9-1-88)

• The Exit Exam

Those essays are so tightly structured . . . you have to have an introduction; you have to have a thesis; you

have to have a main body . . . when you try to [take] this very powerful communication tool, that lets students talk to each other, swear at each other,

insult each other, . . . and say, "you're going to write an essay

. . . you're going to write an introduction . . . that's not the way people communicate . . .

the essay is too controlled and structured. (Doug, 9-1-88)

Room Texts

• My Room Looks Like..., by Tanika

My room looks like a clean room. It has a nice brown,

red, and orange carpet that's soft under my toes. The

dresser is long and wide. It's near the door. It has a mirror on the top of it. I also have a big rocking chair that I sit in

and rock in. It's made of wood. I like my bed. It's not

too small and not too big. And I have a nice spread to go on

it. My room is also like a square. I like it very much. I put my toys in a toy box near a window. I have a stereo.

It's gray and white. I like that too. I have one closet with a

window in it.

• Half Room, by Cornelius

My room is shared with my cousin. It is not fun because he snores at night. His bed makes noise everytime he

moves. I tell him to stop and he does. Ten minutes later he does it again. And he makes a lot of noise just to aggravate me. So when he is asleep I do it back. And one day he broke my cartridge for my

Nintendo. It was Cold Trojan. I was mad. Then I gave away

his Defender to my friend Bobby. He was crying. I was laughing at him. He said he wanted to box me and if he

won he would get his Defender back and if I win his father will give me my money

back for the cartridge.

• My Room, by Anna

When you walk in my room, you will see a lazy girl

sleeping. The girl is my sister. She is always sleeping

because she is so lazy. Then you will probably see my desk. It is all full of junk. Then'll see my sister's typewriter. And if

you fall on the floor, blame my sister. If you see my

computer, it is kind of neat. My sister thinks she owns the room. And one more thing. I always end up cleaning it and

that's not fair.

• My Room, by Scott

My room has 2 windows, a bed, a shelf, and a toy box. My windows are large. My bed is small. My shelf is

regular and my toy box has toys to play with.

My room is always is a mess and then my mother cleans it up. I have a Nintendo to play with. I have 6 games to play

with play. I sleep in a sleeping bag cosey and tight. My

shelves have books to read at night. My feet get cold when I have no socks because I don't

have a rug to keep me nice and snug. My floor is cold

because it's linoleum but it is fun to sleep on.

When my cousins sleep over we all sleep on the floor but it stays nice and hot because we live on the second floor.

One night my bed broke and I woke right up. I have fun in

my room. Tha'ts why I like it!!!

THE END

• My Room, by Johnny

When you walk in my room all you see is a regular and boring room. I have two

windows with shades. I really have a small room with two closets. I have two desks

(because I share my room). I also have two bunk beds and

a Royal Blue carpet over a wooden floor. I have a brown drawer. I have two sleeping bags above my bed. I sleep

on the top bunk bed. I have a big brown desk with a brown

layer. I have a nintendo with a T.V. cable.

THE END

• The Clean Room, by Kathyr

I don't have to share a room. In my room is a black and

white T.V. I have my father's desk from when he was little. I have a long dresser and a short one. There is a big

mirror. I have a closet full of clothes. My room is a mess a

lot. And on my walls are pictures of cats.

I have a bookshelf that is full of books. And my chest is full

of dress-ups. My walls are pink and purple. My floor is

wood. I have two doors in my room. I have a computer in

my room.

Now you heard about what's in it. Now look up at the

picture.• My Room, by Jason

In my room there's a bed and you have to pull out my bed.

It's called a trundle bed. I have a basketball hoop. I

have a color T.V. with cable. I have video games. I have a

humidifier. I have a huge light. I have a yellow carpet

that's very soft. I have sports posters hanging on my walls.

I have a radiator that's real hot. My walls are white and there's just one wall that's

wood. The glass is up high. It's thick. There's four squares

in three rows. I think it's for decoration.

• My Room, by Filipa

I have to share my room with my older sister. I have a color T.V. with cable. My room is rectangular shaped. It has

one window. I have a bunkbed. I have a big bureau

with a mirror. I also have a set of drawers. There is a pile of stuffed animals between the

bureau and the desk. I also have a bookcase filled with

books. I have a furnace and closet. There is a long drawer under my bed. My room has a rug. My sister hangs posters over her bed. Sometimes my room is messy. My room is

painted light pink. My window curtain is pink and white plaid.

THE END

• What My Room Looks Like, By Amber

When you open the door, there's a big mess! And if you

try to get in you'll fall flat on your face. But when it is clean

it is bright and pretty. It has toys, games, puzzles, and

shelves. My bed has a futton mattress. My ceilings are

medium to high. My room is cold most of the time because

something's the matter with the heat.

I have a dresser where I keep jewelry and clothes. My room is small. I also share a room.

I have a wooden desk but I don't do homework on it. On

my shelves I keep games, puzzles, and books. I keep things like barbie dolls in my

crates. I have a brown carpet in my room.

And if you haven't noticed already, I hate to clean my

room!

THE END

• Dirty Room, by Nicholas

My room looks like a pile of sheets, pillows and clothes.

Under my bed there are games like Rebound, Power Play Hockey. I have a big wooden desk. There is a lamp to see with. I have a bureau with clothes and

games on it.

I have some sports equipment in my room. My room is small. There is a colorful rug in my room. I have posters in my

room. • My Room, by Aaron

My room has platform-bunkbeds. It's really hot with a basement under it. There's toys all around plus there's an

Atari 52 hundred in it.

When you go in, the first thing you'd see is a lazy brother

sitting there watching television. There's a stupid

looking ceiling with bumps on it. I also have 3 windows,

lizards for pets, a closet and there's only paint on the

ceiling.

The only thing I like about my room is my Atari, the warmth and looking at my baseball cards on my bed -- and I

guess the lizards. My mother always cleans it when I'm in

school, so when I get there it's really clearn.

Whenever I go down there any time my bother follows me. I hate that! When or

wherever I look, he's always there. I never play Atari with

or with toys, so I always go up stairs and play nintendo.

• What I Have in My Room, by Todd

What I have in my room is a carpet, a bed, and two

bureaus. I have a closet too. Also in my room I have a

Nintendo. That is a video. You can play video games on it. What I have for Nintendo is Mike Tyson Punch Out, The

Legend of Zelda, Super Mireo Brothers, Kung Fu, Excick

Bike. Those are the games I have. I have a computer. I

have a TV in my room.

• My Clean Room, by Jasmin

What I have in my room is a computer. My computer is near my closet. And I have

dolls, games. My games and dolls are near my windows. I

have two dressers in my room. My room is clean but sometimes my mother has to come in my room and has to clean up. My room is not so messy. My mother hates a

messy room. I hate when my mother tells me and my sister to clean up our room but when

she doesn't clean up her room.

• Fresh Room, by Javon

When I go in my room I always see my brother and sister jumping on the beds.

Then I'll have to call my mother. The thing I hate

about sharing a room is that I NEVER get privacy. I hate sharing a room. My mother

likes my room because I have lots of Bon Jovi posters on my wall. I like my room because I

keep it very clean. I like my room so much I had to buy a vcp for it. My room is not so

fresh, because I have to keep my Nintendo downstairs. The only thing I like about my room is that it's quiet in it. My room

is fresh because it has a closet with a window in it. That's one of the reasons I

call my room fresh.

THE END

• My Clean Room, by Felicia

When you open the door you see a clean room.

Sometimes, when my room is not clean, my mother cleans it for me. My mother does not clean my room on Saturdays

and Sundays. She tells me to clean my room. I don't. If I

don't clean my room, my sister will. I hate that I have to share

a room with my sister. My sister thinks she owns the

room. But she does not own the room. I even have to share a TV. I hate that. The color of

my room is baby blue and pink. I have games like

Monster Mash, Chest, and Barbie dolls. I have talking

dolls like Baby Talk, Cracket, and Baby Heather.

Alternate Purposes

• Mailbag Assignments

Probably the best thing about MAILBAG is communicating. The person at the keyboard is in complete control. I never

made any mailbag assignments. Students could use it or not, decide what they

would say, to whom, when, how often, and why. [Bonnie,

Shungnak]

• Volleyball Mail

Dear Alice,

What are you going to do after school? If you want to play

volleyball after school we can but first I have to clean up at our house first ok. We will

play almost all day. You oue me a can of pop because you

promised if you were late.

With love

Wanda

• Mailbag Form

I never stressed proper form with the MAILBAG program

when the students were sending messages back and forth between themselves...I

saw this program as a fluency activity. If the receiver of the

message understood it, it served its purpose in my eyes.

• Mailbag Disuse

By springtime the MAILBAG was hardly used at all. At first

I was disappointed, then pleased. The students had

learned that there were appropriate forms of

communication for specific needs.

• Notes

NOTES is an activity that gives the students an

opportunity to write notes to one another under the

supervision of the teacher with the only rule being that they

must address the note to someone in the class and

have their name as the return address. They know that I do not read their notes and that

anything goes (and it probably does). This activity is done in

silence with myself as the mailperson and usually lasts anywhere from five to fifteen

minutes. [Alexander, Fairbanks]

• Mailbag Flags

When we started using MAILBAG, I had a problem with my students wanting to

be back at the computer CONSTANTLY checking to see if they had any mail or

not. We decided we needed to devise a system that would solve the problem. We talked about what we could do, and soon came up with a mailbox

poster which worked quite well. We each wrote our

computer code name on a library book card pocket, and

glued the pockets to a piece of poster board. The poster

board was then hung on the wall behind the computers.

Another pocket was added to hold slips of red paper. When a student left a message on

MAILBAG for White Knight, he or she would put a red slip into White Knight's pocket. After

White Knight read his messages, he returned the

red slips to the extra pocket. [Wilma]

• Solving Problems: Student-> Teacher

Bathroom

Marlowe B.

There is a lot of trouble in the bathroom. There's been

writing on the new paint job, and there's been someone

who's been peeling the paint off the radiator. If people keep

messing up the bathroom, Ducky [the janitor] said that she was going to close the

bathroom until we learn not to write in it. And there's been

plenty of noise in there. If we don't have to go to the bathroom, don't go in.

• Solving Problems: Teacher -> Student

Dear Pee Wee,

Thank you for being concerned about the girls'

bathroom. I feel sorry for the girls who are messing it up.

They must be a little "messed up" themselves. When I see Ducky, I'll try to remember to tell her what you said. -Dr. A.

• Confidential Chat 1

Dear Classy Computer Kids,

There are five members in my family and only one shower.

Because I'm the youngest member of our family, I'm the

last one in line to take a shower. By then, there's

usually no more hot water and not too much time for me to wash behind my ears! It's a horrible way to start a day. What can I do to solve this

problem?

Cold, late, and dirty,

I. Needabath

• Confidential Chat 2

Dear I. Needabath,

I think you should tell the first person that takes a shower

you have to go to the bathroom. Then they should let you go before they take a

shower. Quickly lock the door and take your shower. You will have enough of time to

wash behind your ears.

Sneaky and Desparate,

Kerry N. and Jenny B.

• Loneliness

He chose late Friday for his time [on the computer] so he

could miss it, not realizing that more often than not, late

Friday was the easiest time for me to be his partner. The

other children, in spite of their ugliness to one another, were able to sense his feelings and began writing him [MAILBAG] letters telling how much they

liked him and that they wanted to be his friends. There is no way to describe the face of this handsome, brown-eyed boy as he read these notes, frequently slipped into his

desk anonymously. He sat near me for obvious reasons

and I would watch him remove one and literally clutch it to his

chest.

• Finding Friends 1

Calling All Men

Sheila Forsythe Althea Jones

Hi,

This note is to all you good looking guys out there in the world. There are two of us

writing so we'll tell you a little bit about ourselves. Our

names are Sheila Forsythe and Althea Jones. We're both 14 and stuck in a small town

in Alaska called McGrath. We have a pretty big problem and

we hope that you guys will help us out. We have a very short supply of foxy dudes

here. So if you are a total fine babe PLEASE I repeat

PLEASE write us!!!

Keywords: /McGrath/Male Order Men/

• Finding Friends 2

Good Looking Juneau Boys

Two Holy Cross Girls Josie and Evelyn

Our names are Josie Adams and Evelyn Fields. We like skiing, basketball, hockey, writing letters to cute boys, and we would be more than pleased if any of you cute

boys would write to us. We don't have any boyfriends. So you don't have to worry about that! We also would like you to send a picture when you

write. (You are going to write aren't you?) We will send you a picture too. Josie is 14, and

Evelyn is 13. Well, please write soon! We are waiting for

your letters!!!

xxx xxx

xxxxx xxxxx

xxxxxxxxxxxxxxxxx

xxxxxxxxxxxxxx

xxxxxxxxxx

xxxxxxx

xxx

x

WE SEND YOU OUR HEARTS!

SINCERELY, JOSIE AND EVELYN

Keywords: /Juneau Boys/H.c.r Girls/

• SuperMail

What made this activity fun for my class was the fact that Chip had just come from

Telida and the most recent messages on the disk were from cousins and playmates

upriver. This connection made the notion of sending hellos to strangers Outside

seem less threatening.

Revision => Editing

• Teachers’ Beliefs about Writing

Often I would collect all the rough drafts (which we usually did with paper and pencil) and type them myself after school.

When I did this, I took great pains to type them EXACTLY as written. (That ain't easy when you've been an old-

fashioned English teacher as long as I have!) [Wilma]

I never felt comfortable teaching writing. It was

always difficult for me to write when I was in school. I didn't

like to write. I believe this attitude was reflected in my teaching of writing...If the children spent time writing

their spelling words ten times then I felt that I had done

writing for that day....I thought that the entire writing process consisted of assigning a task,

having the students write about it, neatly of course, then

hand it in to be corrected. [Ernie]

• Parents’ Beliefs about Writing

One parent made the comment that her daughter

was coming home with papers that were not corrected for spelling and punctuation

errors. I had a conference with the parent and explained how I planned to teach writing

and the whole concept of form, fluency and correctness

and while she said she understood, from time to time she would still comment on how her daughter needs to work more on grammar and

spelling. [Ernie]

• Focus on Perfecting the Product

. . . to pick a piece periodically for editing and final copy

which means it will be perfect. They do so without fear.. Their typing skills are slow, but they

are seeing and correcting many errors automatically as they see them on the screen,

but are still getting all their ideas down as they want.

[Syd]

• Free writing => edit later

[My students] write daily and what they have discovered is that the idea "uncorrected first

draft," don't worry about spelling, sentences, capital letters, etc. means they can write ideas. No one is going

to get on them for forgetting to indent a paragraph. They write willingly and fluently.

[Syd]

• Student Control

Then I started to notice something interesting -- the next stories we wrote didn't seem to have those same

mistakes. Soon we started talking about style -- active verbs, vivid adjectives and

adverbs, more concrete details, pronoun and verb

agreement. These are things I had never gotten to when

teaching out of the grammar book the year before, and if I had, I'm sure it wouldn't have meant much to the students.

But now we were talking about THEIR writing. It was

personal. They owned the problems, and it was up to

them to correct the problems. And they did. [Wilma]

• Equity with limited resources

I scheduled around violin, band, gifted programs,

resource programs, reading classes and then P. E.,

LIBRARY, etc. We set up 20 minute blocks required once a week and even ended up with lots of extra spaces so many

times they could get a second turn at it...The technicalities of

setting up a space for the computer to be the least

disturbing but at the same time most accessible by me for assistance required trial

and error. [Syd]

Because of time limitations, they did the rough draft,

rewrite and editing on paper before entering it on the

computer. They then edited again with a partner and printed out the results.

[Wilma]

• Writing for an Audience

a moose and a wolf

john paul nikolai

One A Time There Was a Moose and a Wolf. The Wolf tried to kill the Moose But It

Was a Bull Moose. But It Was Three Wolves And By The

Time When It Was April The Moose Was Dead.

This was an edited version. His first version had been difficult to understand, and when I pointed out some of

the problems he was eager to fix them. When I read this

version, I said something like, "I can understand this now,

but there are still some mistakes with capital letters. Do you want me to help you

fix them before we put it in the paper?" He said cheerfully, "No, it's o.k. like that." Joe

had by that time been chosen as student editor, and he

agreed with John Paul, so it went into the newspaper just

as it was. [Helen]

Changes in the Writing Process

• [Margaret's final draft]

Black History Show

I liked the Black History show because I was surprised to

see the little and big children singing so well, and clearly.

The best acts were Mrs. Martin's and Miss Simpson's

classes. The songs were nice and the people on stage

weren't scared.

The worst act was "Famous Black People" -- Mr. Agosto's

+ Mr. Anderson's class. Everyone messed up and

forgot what to say, and they didn't speak clearly. They

could have at least practiced more.

The scenery wasn't very much, and the light was kind of dull, and the sound wasn't very good. Mr. Hodges was

speaking loud and clearly, and he was great on the stage.

When the Glee-club was singing so nice, Marines got very jealous and asked Mrs.

Evens to be in the Glee-Club. But when Mrs. Evens said no she wrote bad things about

the Glee-Club on the computer up-stairs.

But I really liked the Black History show. I gave it 3 stars

because it was very good.

• [Margaret's first draft]

Black History Show

I liked the Black History show because I was surprised to

see the little and big children singing so well, and clearly.

The best acts were Mrs. Martin's, and Miss Simpson's classes. The songs were nice

and the people on stage weren't scared. The worst act was "Famous Black People"--Mr. Agosto's + Mr. Anderson's class. Everybody messed up and forgot what to say, and

they didn't speak clearly. They could have at least

practiced more. The scenery was pretty good, and the light

was bright enough, but the sound was not that good. Mr.

Hodges was speaking very loudly and was good on the

stage. I think the show deserves three stars because

it was very good.

• [Marines's first draft]

Black History Show

The Black History Show wasn't a big success. I only liked it in some parts. I tell you, some acts were really awful! I don't think other

people agree with me, but that's my choice.

The act that I liked the most was the song that Mrs.

Jackson's class sang. It was "What Color is God's Skin?" They were really organized,

they sang out loud. It was as if they weren't shy, they were

all singing.

The act that I didn;t like most was done by Mr. Anderson

and Mr. Agosto's class. It was "Famous Black People." They

didn't memorize their parts. They messed up in the

morning and in the afternoon shows.

The scenery was very good it was excellent but the lighting was a little dull. The sound

was awful in some acts but in others it was good.

I don't know what happened to the Glee Club, they were

almost all weak. The audience couldn't hear them. They sounded soft then they went loud. It was a disaster!

Mr. Hodges was excellent. He dressed up very nice and of

course spoke loud.

If I was directing this show, I'd give this show two stars.

Email Community

• San Diego <-> Shungnak

Hi, our names are Sandra and Monica. What is your name? How old are you? Sandra is 8

years old and Monica is 8 years old. Monica is skinny and she has brown hair and

brown eyes. She is tall, she is not black and she is not white.

She writes small and she runs fast. Sandra is pretty.

She runs fast, she has brown hair and she is not fat. She is not skinny. She is not black, she is not white. she has big

hands and she has white teeth. She is tall and she has

pretty clothes. How many jackets do you wear? Is it

snowing in Alaska? Is there polar bears? Do you have

husky dogs? Bye, bye write back

• Guaranteed audience

. . . one of the most important jobs I had following the

conference [training session] was the portaging of

messages from one computer system to the other. I figured out the best system for doing this and for awhile it was fun and interesting. However, after about two months of

endless courier service, it got to be quite boring so I taught Mom how to do it, and from

then on she got to take care of all the messages that needed

to be transferred

AUGHHHHHHHHHHHHHHHHHHHHHHHHHHHHH!!!!!

Carol sometimes I just want to throw this computer out of the window! I have been here at school for almost three hours trying to copy my mailbox to a file so I can keep them....If you heard a loud scream Sunday night about midnight, it didn't

work!

Just wanted to share with you part of one of Ernie's late night

messages. I think his "AUGHHHHH....." is a perfect description for the feelings of frustration and exasperation

that we've ALL experienced at different times (and for

different reasons) with this whole computer business. Being a pioneer in this area isn't easy, but this group of QUILL teachers sure keeps plugging away despite all of

the obstacles.

• Mixed-audience messages

Just a note to let you know that the X-CED computer in Holy Cross is still sick --- in other words, we have not

done much with QUILL as yet. Judy and Joe are moving right along however. Chip,

what did you do with my flashlight when you left Holy

Cross?

• Common and specific purpose

The problem I have is that I am not used to giving

individuals or groups of students time blocks to use

the computer so that they can write their stories. I got the

students to work on MAILBAG smoothly, but then for some

time I didn't let them work with the computer. All that time I was wondering how I was

going to arrange the setup so that their schoolwork would

not be disturbed. Other than that all is well!

• Flat social structure

Deane is using QUILL with her Jr. high class. We tried to teach it to her 9th graders,

they rebeled because it takes so long to boot and to move

from screen to screen to start writing in Library. Isn't there something Andee and Chip

can do about that? That might be why it is billed as

appropriate for grades 3-6, but it could keep the program from

expanding to many classrooms.

• Synergy with classroom

Greetings from Shungnak! QUILL is underway . . .we're all hanging on and going with

it. The kids are learning quickly. When Chip was here we also had a visit from the supt. The students took to

QUILL like a sled dog to pulling. There are a few

management problems, but no major bugs with the program other than that if a student wishes to print out a mail

message that they have just sent, the printer does some

wierd symbols --Chip, you saw that when you were here . . .

Time to go send some mailbox messages . . .Bonnie

Hartford Newspaper

• The Menudos

Over the last few months, the Menudos have been real famous. The object that

makes them famous are the girls. Boys are not crazy

about them.

In my opinion and I think in everyone's opinion, the girls

like the Menudo's because of only two things, their singing and their good looking bodies and faces. Almost all adults like their songs and also the

children.

There are fine boys in the Menudos their names are

Ricky, Johnny, Miguel, Charlie and Ray. They all sing

wonderful!

There is one more thing every girl thinks. There should be a

girl in the Menudos to sing with them some songs. What

do you think?• Michael's Island

HI SWEET POLLY LOVERS...HERE IS A

REVIEW OF THE LATEST NEW T.V.

SHOW..."MICHAEL'S ISLAND".

ONE DAY THERE WAS A BOY NAMED MICHAEL. HE

WANTED TO RUN AWAY BECAUSE EVERY BODY DID

NOT LIKE HIM SO HE RAN AWAY HE HEARD OF A

BOAT GOING OUT TO SEA SO HE WENT TO GET ON THE BOAT AND ON THE SECOUND DAY AT SEA

THERE WAS A BAD STORM AND HE WOKEUP HE WAS IN THE SEA LAYING ON A

BOARD AND HE WAS GETTING TIRED AND

HUNGRY SO WENT TO SLEEP AND ALL MOST DIED

BUT WHEN HE WOKEUP AND HE WAS ON A ILAND AND HE LOOK AROUND

AND SEE A DOLPHIN BUT MICHAEL KEEP SAYING

WHO SAVED HIM THEN HE KNOW WHO SAVED HIM THE DOLPHIN AND HE

LIVED THE REST OF HIS LIFE ON THE ILAND WITH

THE DOLPHIN

THE' END.

Keywords: /Michael/boat/boy/

• TOO LATE!

IS A NEW SERIES THAT IS FULL OF ADVENTURE AND

EXCITEMENT. THIS IS A NEW SHOW THAT YOU ARE

GOING TO LOVE. . . .

JIMMY WILCOX as LARRYLISA CORA as LARRY'S

MOTHER

ANDAND

ERIK ESTRADA as TONYDON SCHULZ as

LARRY'S FATHER

STAR IN

TOO LATE!

LARRY AND TONY ARE FRIENDS, BUT ONE DAY LARRY GETS SICK AND

THE MEDICINE CAN ONLY BE FOUND IN MARS...HOW

WILL ANY ONE SAVE HIM?..CAN ANYONE BE

ABLE TO GET TO MARS..IF SO HOW WILL HE GET BACK, COULD HE BE

SAVED?

LARRY IS 23 AND TONY IS 22, TONY TRIES TO THINK WHAT WILL HAPPEN WILL

HE FAIL? WILL HE BE ABLE TO FACE LARRY'S

PARENTS?...WILL THEY CALL HIM A COWARD A TERRIBLE DISGUSTING MAN? WILL THEY HATE

HIM?

TUNE IN EVERY WEEK

MONDAY - FRIDAY TO WATCH

TOO LATE

Keywords: /friendship/coward/adventure/

parents/• Too Late [Script]

Elizabeth Saez Josette Wray

Part One

Tony finds a ship. He gets in it and goes sneeking then he

pushes a button. Then he hears a noise shuve. The

ship flies to somewhere. He had pushed the starting

butten. A several months goes by. He lands on a

planet. When he awakes he opens the door and sees

snow, he feels cold. Then he goes in and puts a suits. He

goes out and tried to see if it is Planet Mars. HE runs and sees a flower not an usual

one. He goes and takes it and runs to the ship. Down at Earth Larry is sick. The

doctors know that he could die because the medicine can

only be found in Mars. Tony presses the start butten and flies to Earth. He gets there

two months later. He gets out and runs to the hospital. He

gives the flower to the hospital. Larry two weeks

later is fine, now he says that he is a hero. They become

bests friend forever.

Keywords: /friendship/adventure/excident

/

Emily and Stephen

• Backyard Treasure Hunt

Pot, pot, it’s very hot

Same is mine is soon you’ll find

Camouflage is mine; you’ll find it in some time