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NikkiвЂ™s group ended up meeting each Thursday at a table in the hallway, and while the rest of the groups sat in the classroom silently reading in circles, NikkiвЂ™s group took turns reading their experiments orally and commenting on strong lines or discussing the assigned elements for that day. Blindness wouldnвЂ™t affect NikkiвЂ™s learning, but it would impact my teaching. I considered the read-arounds, the emphasis on visual assessment, the underline or the + or the вњ“. In other words, I want them to see whatвЂ™s going on in their writing.

#APPLE CHANCERY FONT VARIATION HOW TO#

Students answer with вЂњa strong detailвЂќ or вЂњan imageвЂќ or вЂњa strong emotion,вЂќ and I explain that my strategy, in part, is to teach them how to assess whatвЂ™s working and not working. So students can get their experiments back with вњ“вњ“вњ“вњ“ in sections or find sections with no markings, those areas I call вЂњcrickets.вЂќ After the first read-around, I ask students to look at their writing and identify where the energy is (where are the multi-colored checkmarks?). If they agree, they add a check next to it.

#APPLE CHANCERY FONT VARIATION PLUS#

Sometimes, a + for where a reader wants more information or an E to signal that an entire essay could be made from that line or an L for a surprising leap across the white space between segments.ДЄs the experiments go around, students come across a sentence already underlined or find a plus sign or an E in the margin. In groups of four to five, they silently pass their experiments around the circle, reading and underlining passages they admire or identify with, as well as one other element that changes each week. JT: After that first class ended, I walked back to my office, worrying about the small group read-arounds.Д®very Thursday, each student brings in two copies of a 300-word experiment in the form we are studying. What those things would mean to a Braille reader like myself. I had absolutely no idea what it would actually mean: thinking in a new way about things IвЂ™d never had to think about before. I assumed blindness would mean nothing more than it does in my other classes, that IвЂ™d simply take notes on my computer. I was fairly certain that blindness would only mean I would receive the assignments via e-mail, whereas my sighted peers received them in a course packet. Said with a smile, with confidence, with a knowledge that this was, in fact, the truth. Talbot after the class had ended and said, вЂњI donвЂ™t want you to worry. As I always do, I introduced myself to Dr. I didnвЂ™t know if anyone would be interested in reading about my life. Nonfiction-real life? I had no clue what to expect. Upon completing my first fiction workshop the previous fall, I decided to take creative nonfiction because the opportunity sounded exciting. NL: My first thought, after class was over, was that I was really looking forward to learning more. I have taught a version of this class for a few semesters, always with the emphasis on the conversation between form and content and how various forms engage the reader visually on the page. I panic because the class I have designed, вЂњThe Essay Form(s),вЂќ relies heavily on the visual aspect of the essay and includes units on the braided, the enumerated, the segmented, the one-sentence, and the triptych, as well as a final unit-Innovations in the Essay-that includes borrowed form (hermit crab) essays and other experimental, invented approaches. I watch the young woman fidget with the folded paper until it hangs from the side of her desk. The student whispers back, writes something on a sheet of paper and hands it to her. One earbud in, she types notes as I go along, and when I pause to ask the students to write their first names on a sheet of paper and hang it from the edge of their desks, the young woman turns to another female student behind her and whispers. Her fingers alternate between the Macbook on her desk and a small, blue keyboard on her lap. A white cane leans against the wall beside her. JT: IвЂ™m explaining the focus of my Intermediate Nonfiction course with the syllabus projected onto the large screen when I notice a young woman (brown shoulder-length hair, skinny jeans, soft sweater, brown lace booties) in the front right corner seat wearing sunglasses.

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