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Food Test Experiments.

Food Test Experiments.

This requires a broader scope of knowledge, not only on nutrition and food substances, but also skills in report writing. It also requires integration of knowledge from other topics from Form I to IV Biology course.
However, the topics of Digestion, Excretion, Growth, and Enzymes need to be emphasized.
The areas of consideration.
Chemical reagents used in different food tests.
i.          Iodine Solution for testing Starch
ii.        Fehling’s Solution or Benedict’s Solution for testing Reducing Sugar.
iii.    Fehling’s Solution or Benedict’s Solution plus Dil. HCl, and Sodium Hydroxide for testing Non-Reducing Sugar.
iv.      Sodium Hydroxide plus Copper Sulphate Solution for testing Protein.
v.        Sudan III Solution Or Ethyl Alcohol Or filter paper for testing Lipids and Fats.
Note. If you do not see the changes you expect, that shows that the food sample does not contain the food you are testing.
       For each food tested and found present in the sample or specimen, students should be able to know and explain the following:-
-The natural source of the food.
-The regions of the alimentary canal where the food is digested and the enzymes involved.
-The end product of digestion and its functions in the body.
-The age group of human that need the food mostly and the reasons for that.
-Malnutritional deficiency of the food.

How to make a report on food test experiments.
Food Tested

Procedure

Observation
Inference
Starch. i.e. Cassava, yam, cereals, potatoes
Put a sample in a test tube, then add few drops of iodine solution.
Colour of the mixture change to blue-black
Starch is present
Reducing Sugar-Glucose, (monosaccharide) i.e. Onion, carrot, germinating maize
Put sample in a test tube, add few drops of Fehling’s solution or Benedict’s solution. Mixture is heated to boiling point.
Mixture change colours from blue to green to yellow to brown and brick red on cooling.
Reducing Sugar is present.
Non Reducing Sugar-Sucrose, (polysaccharides), i.e. Sugar cane, beet toot, fresh milk
Put sample in a test tube add few drops of dil. HCl. Heat the mixture then allow to cool. Add few drops of NaOH followed by few drops of Fehling’s  solution or Benedict’s solution, then heat the mixture to boiling point.
Mixture change colours from blue to green to yellow to brown and brick red on cooling.
Non Reducing Sugar is present.
Protein, i.e. Egg white, groundnut, beans, milk.
Put a sample in a test tube, add few drops of NaOH, shake gently then add few drops of Copper sulphate and shake again. (Biuret Test)
Colour of the mixture change from blue to Violet
Protein is present
Lipids or Fat, i.e. Cooking oil, Groundnuts, sunflower, castor oil seed, egg yolk.
Put a sample in a test tube, add few drops of Sudan III solution.
The mixture was left to settle. distinct red ring was formed.
Lipid or Fat is present
Lipids or Fat
Put 2 drops of the sample in a test tube then add 5 drops of Ethyl alcohol. Shake the mixture. Then pour the mixture into another test tube containing little water.
A cloudy white emulsion is formed.
Lipid or fat is present.
Lipids or Fat
Smear or rub a warmed sample on a filter paper and leave it to dry.
A permanent translucent mark is formed on the paper
Lipid or fat is present.
NOTE:
1.      The report should be in the past tense. i.e. I put ... or I added … or Few drops of … was added.
2.      Inference should be a definite statement, i.e. Starch is present; not; Starch may be present.

SPECIMENS

Specimens from NECTA Past papers
2001.
A = Cactus twig
B = Sisal plant
C = Bread mould
D = Moss plant
*Beans: solution for the food test.
2002.
Q1 = Onion leaf Foliage.
Q2 = Ripe Banana
T1 = Mushroom
T2 = young Fern plant
Z = Tendril
Y = Leaf of onion storage
2003
2004
L = Humerus Bone
M1 = Cockroach
M2 = Acacia twig
M3 = Frog/Toad
M4 = Bean Seed
M5 = Pistia (Water weed)
M6 = Irish potato
2005
A = Yeast
B = Sprouting Irish Potato
C = Vegetating Sugar Cane
D = Germinating Maize Grain
X = Pawpaw Leaf  Petiole
2006
Q = Cassava Root
R = Ginger
S = Acacia Twig
T = Cactus  Plant/Twig
V = Cockroach
2007
J = Grasshopper
K = Earth worm
L = Centipede
M = Cocoyam
N = Simple leaf
S = Groundnuts solution.
2008
S1 = Moss plant
S2 = Bread moulds
S3 = Grasshopper
S4 = Millipede
*Variegated leaf for food test (Chlorophyll and Starch)


CLASSIFICATION
On the Classification of living organisms, students should study the following;
Kingdom Fungi
-Be able to describe the features of Fungi.
-Be able to explain variety of fungi members, e.g. Bread moulds, yeast, mushroom, puffballs, etc. Consider their growth conditions, body forms and their economic importance to human, other living organism and to the environment.
Kingdom Plantae
Students should be able to identify and describe plants in their sub-groups, starting with the lowest (primitive) plant to the higher plants, as follows
-Features
-Habitats
-Adaptation
-Nutrition
-Reproduction
-Economic importance
-Diagram (Showing body morphology)
-Classification.
            -Kingdom
            -Division
            -Class
            -Common name
            -Species
Division Bryophyta:
a.       Mosses
b.      Liverworts
Be able to explain why Bryophytes are lower forms (primitive Plants) by basing on their body forms (structures) and adaptation to terrestrial life, i.e. rhizoids instead of roots, no true roots, no true stem and no true leaves.
Division pteridophyta
            -Fern plant
How are they different from higher plants?
Division Gymnospermatophyta
            -Pines
Division Angiospermatophyta
            Class:   -Monocotyledon, i.e. Maize
                        -Dicotyledon, i.e. Beans
Kingdom Animalia
Students should be able to identify and describe features of the members of the kingdom.
Important points are:
-Features
-Habitats
-Adaptation
-Nutrition
-Reproduction
-Economic importance
-Diagram (Showing body morphology)
-Classification.
            -Kingdom
            -Phylum
            -Class
            -Common name
            -Species
Examples are: Roundworms (ascaris and earthworm), tapeworms, liver fluke, housefly, bees, scorpion, crab, millipede, centipede, cockroach, frog/toad, fish, grasshopper/locust, etc.
Note: Details on the mentioned points (i.e. Features, Habitats, Adaptation, Nutrition, Reproduction, Economic importance and Diagrams) please refer Biology Notes on Classification.

A CRITICAL ANALYSIS OF HENRY BARLOW’S “BUILDING THE NATION”

Today I did my share in building the nation.
I drove a Permanent Secretary to an important, urgent function
In fact, to a luncheon at the Vic.

The menu reflected its importance
Cold bell beer with small talk,
Then fried chicken with niceties
Wine to fill the hollowness of the laughs
Ice-cream to cover the stereotype jokes
Coffee to keep the PS awake on the return journey.

I drove the Permanent Secretary back.
He yawned many times in back of the car
Then to keep awake, he suddenly asked,
Did you have any lunch friend?
I replied looking straight ahead
And secretly smiling at his belated concern
That I had not, but was slimming!

Upon which he said with a seriousness
That amused more than annoyed me,
Mwananchi, I too had none!
I attended to matters of state.
Highly delicate diplomatic duties you know,
And friend, it goes against my grain,
Causes me stomach ulcers and wind.

Ah, he continued, yawning again,
The pains we suffer in building the nation! So the PS had ulcers too!
My ulcers I think are equally painful
Only they are caused by hunger,
Not sumptuous lunches!

So two nation builders
Arrived home this evening
With terrible stomach pains
The result of building the nation-in different ways!"

A CRITICAL ANALYSIS OF HENRY BARLOW’S “BUILDING THE NATION”
..........................................................................................................................................
“Building the Nation” is a poem by a Ugandan poet, Henry Muwanga Barlow, that principally explores the lifestyles of the African bourgeoisies who come into power after colonialism and, ideally, simply replace the coloniser. There is need for African leaders to create hope for those they lead, but they are caught up in the same evil lifestyles of their predecessors. What they promised at the end of colonialism is nowhere in sight, and aspects of nation building which were supposed to dominate public and political policies have been thrust to the periphery of human thought. This essay, therefore, seeks to critically analyse this poem in relation to the theme of disillusionment. Experience and style will also be investigated in a way that enhances the central message that the poem is exploring.
The kind of disillusionment that is portrayed in the poem is that which Africans have towards their leaders who have adopted the very tenets of the colonisers from whom they got power. Yet, still, on the other hand, it may be proper to assert that the poem explores the persona’s hope that something can be done to realign African state affairs in relation to nation building. Essentially, the idea of nation building merely turns out to be a more complicated phenomenon where those who are central to the process have their efforts wasted by leaders who can implement policies.
The poem begins with an ironic twist as the persona drives the PS to what is just a luncheon, not necessarily any significant meeting that could help build the nation. The persona states: “Today I did my share/In building the nation./I drove a Permanent Secretary/To an important, urgent function/In fact, to a luncheon at the Vic.” (lines 1 – 5). What was publicised to be a meeting where delegates would discuss issues to do with nation building simply turns to be a feast function. The persona continues showing his disillusionment by stating that at the meeting, “The menu reflected its importance/Cold Bell Beer with small talk, then fried chicken and niceties/Wine …./Ice Cream…./Coffee” (lines 6 – 11). All this reflects the triviality of the meeting where, in essence, serious issues were supposed to be discussed.
A deeper exploration of the whole poem further bears the irony of state and political affairs where leaders have nothing for the people they lead except to satisfy their own desires even at the expense of the poor. The PS lies to his driver that he did not have any meal just as did the driver, yet he treated himself to a lot of feasting. This is evident where the persona states: “I drove the Permanent Secretary back/He yawned many times in the back of the car/Then to keep awake, he suddenly asked/Did you have any lunch friend?” (lines 12 – 15). It is rather sad to note that the PS does not ask whether the driver has eaten something because he is concerned about his welfare; it is simply to keep himself awake through the journey. Such types of abuses are typical of the African bourgeoisie that use their subordinates to further their own causes. The fact that the PS lies that he himself did not eat anything because he “…attended to matters of state / Highly delicate diplomatic duties” (lines 22 – 23) tells us that such a person can do anything even if it means seeing his subordinates dying with hunger when he himself has plenty. His conscience has been corrupted by money and power.
Furthermore, in the poem, two parties represent the two strands of nation builders that are in most African states. On one side we have the local masses, represented by the driver; while on the other hand, we have politicians, represented by the PS, who are busy squandering public funds which can be used to rebuild their nations. The masses are the hard-working people whose benevolence is easily taken for granted by those in power. There are those who eat extravagantly and those who eat nothing at all. The eating might represent not only food, but the use of other materials as well. Nevertheless, the persona seems to find some hope in the fact that both the African bourgeoisie and the proletariat have their points of vulnerability. They both suffer in one way or another because of their own roles. For instance, the driver becomes sick because of lack of food while the PS becomes sick because of eating too much.
In a broader way, the poem thoroughly depicts two classes in one society. There is the middle class and the lower class; but both of them are supposed to mutually benefit from the national wealth. Yet, the middle class that is represented by the PS exploits the lower class that more often than not comprises those who are involved in the mode of production. For instance, the driver drives the PS to a place where there is feasting while the driver does not take part in the feasting. The role of both classes is to build their nation, but the middle class Africans simply become parasites who feed on the national resources at the expense of the masses. They are not building the nation at all; rather they are busy building their own stomachs.
The poem paints a picture of hope as the sharp irony shows that those who are oppressed know that those who are at the top are marginalising them. This is an important step as far as the liberation of the oppressed is concerned. Additionally, it is a significant step towards national development where national resources will benefit not only the ruling class, but also the masses. Even the end of the poem itself seems to induce a kind of anger that should lead to vengeance. The persona is implicitly appealing to the oppressed to rise to the occasion and deal with the ruling class. The fact that “…two nation builders/Arrived home this evening/With terrible stomach pains/The result of building the nation -/- Different ways” (last stanza) is more like an appeal to emotions where the persona seeks action from the masses.
Even the simple language of the poem itself seems to imply that it is mostly directed to countrymen who are being exploited by the ruling class. In very straightforward terms, the poet lays bare the contradictions that are there in the process of nation building – a process that is only very abstract. Even the fact that the whole poem is ironic tells us that the persona is mocking his fellow countrymen who are involved in the mode of production only to feed the ruling class. Such an aspect is a deliberate intention to inspire a spirit of revolt in the masses. This is even more evident in the quantity of stanzas. The stanza that is exploring the merriment of the PS and the pain of the driver (stanza 3) is the largest, with fifteen lines. This emphasises the pain and suffering of the masses while their leaders are enjoying themselves. Additionally, it also enhances the theme of disillusionment.
To sum up, it is in place to state that “Building the Nation” is more a revolutionary poem than simply an exposition of how things are. Of course, that seems to be the poet’s style of reminding the masses that marginalisation along class lines continue being entrenched, and therefore, something needs to be done. The persona is disillusioned by the lifestyle of African leaders and informs his fellow countrymen about what is actually happening. In a way, the persona calls for a reaction towards the ruling class’s hypocritical nation building where they pretend to have the welfare of the masses at heart, while in real sense they just want to capitalise on their efforts. One strong message can be derived from the poem: let nation building be practical, otherwise the poor are ready to revolt because their goodwill has been taken for granted for too long.

The liberalization of the ownership and management of education in Tanzania in 1995, Vide the 1995 education and training policy (ETP) transformed the nature and the roles of the voluntary agencies in education. Explain how to what extent.


The liberalization of the ownership and management of education in Tanzania in 1995, Vide the 1995 education and training policy (ETP) transformed the nature and the roles of the voluntary agencies in education. Explain how to what extent.
According to Kelly (1999) defined education is apolitical activity where by society prepares its young for adult life.
According to Sarungi.P.M also defined education as a process of initiating and preparing man through training in his environment, to play active roles in the society.
Generally education is a form of learning in which the knowledge skills and habits of a group of people are transferred from one generation through teaching, training or research.
Liberalization defined by Ngungat.E. As the relaxation of previous government restrictions usually in such areas of social and economic policy. Liberation is the act or process of making less strict in social, political and economic affairs.
Voluntary agencies are the people or organization who have chosen to work for the government often without being paid rather than receiving money from the government. Education policy are the principles and government policy making in education sphere as well as the collection of laws and rules that govern the operation of education systems.
Education and training policy of 1995 was an education policy formulated with aims of guiding direction and forms of education in the context of liberation policy according to a report of the united republic of Tanzania, ministry of education and signed by Philemon.M.Sarungi(1995)
Therefore education and training policy of 1995 under the policy of liberation provided education services with relaxation of previous government restrictions ( origin of voluntary agency from the commission) nature and role of voluntary agencies.
The voluntary agencies came into existence from the 1920 where by the British government spelt policy on education which gave full support to the phaps-stokes commission which was under dr. Thomas Jessy joints who was the chairman. The aims of the commission were to access the nature and the quality education to Africans. The Phelps-stokes commission had different recommendations which were education for Africans to be adapted to Africans environment cooperation between colonial administration and missionary in provision of education. It also emphasized on agricultural and vocational training and emphasizes education and religions to be given emphasis.
In 1925 Sir. Donald Cameroon called a conference in Dar Es Salaam which was attended by members of missionaries and government. The result was the formation of the partnership between government and the voluntary agencies. The government provided grants-in-aids to the voluntary agencies schools that met the conditions which were, the schools to be registered by the director of education, the school should follow the government syllabus, the school was to be certified, or licensed by the government. These partnerships between the voluntary agencies and the government were legalized by the educational ordinance of 1927.
Education and training policy of 1995 transformed the nature and roles of the voluntary agencies in education under liberalization policy in the following ways;
The introduction of teacher training colleges, by the voluntary agencies, after the 1995. Education and training policy the private agencies were allowed to introduce the teacher training colleges, where they are providing education. This was to be achieved through the deliberate efforts of encouraging private agencies to participate in the provision of education to establish and manage schools and other educational constitutions at all levels. Identification of crucial priority areas for the purpose of creating an enabling environment for private agencies to participate. The teachers colleges, bad been liberalized to meet the increasing demand for qualified teachers for pre-primary, primary secondary vocational and technical educations.
Land for educational purposes, the land were given to the private institutions for law prices and sometimes freely in charge, to establish educational institutions. Education and training institutions need adequate land, an atmosphere of peace and safe neighborhoods in order to ensure and enhance the provision of quality education.
Furthermore, they need adequate land for current needs and for future expansion and development. Individuals, public and private organization and the community in general have tended to advance more on land carmarted, allocated and provided for education and training institutions and purposes.
Payment of school fees freely arranged by the institution administrations with the reason in which the expensive of payments relates with services provided in schools. Before the 1995 education and training policy fees were arranged and assigned by the government, therefore this show how the role and nature of voluntary agencies in education has been transformed by the liberalization has ownership and management of education in Tanzania.
College infrastructure and facilities, all colleges which are under private sectors are to be inspected by the government to ensure all necessaries are available “although the government intends to liberalize the establishment, ownership, management and administration of teachers colleges. The monitoring of the adequate of standards in the design of buildings and other infrastructure requirements of these colleges will remain her prerogative owners and managers of teachers colleges shall ensure the availability and access instructional material and well trained tutors needed for optimum and effective pedagogical and professional development and improvement of teachers.
The medium of instruction for secondary education shall continue to be English except for the teaching of other approved, language and Kiswahili shall be a compulsory subject to ordinary level. Before English was the only a language for instruction but after ETP Kiswahili used as a subject and other approved languages. Medium of instruction for teacher or education and certificate level shall be Kiswahili and English shall be a compulsory subject while for diploma and degree level teacher education and training and English shall be used except for foreign language teaching which will be in the relevant language itself and Kiswahili shall be a compulsory subject.
Tutor qualifications, before there was no any special training to teach teachers colleges they used any teacher who has attended a professional of teaching. So this situation has to change in order to create a competent cadre of tutors to prepare teachers for primary schools, secondary schools and teachers colleges, therefore.


Minimum qualification for tutors at certificate and diploma level teachers, courses shall be the possession of a valid university degree with the necessary relevant professional qualification and special. “Tanzania Institute of education (TIE) shall establish facilities and programme for training and further professional development of tutors of teachers colleges.
Conclusively, the voluntary agencies has led to the accessibility to education have increased in primary schools secondary school, tertiary and university. Example up to 2008 there were 19 universities 8 public and 11 public with total enrolment of 75,000 students. Also the voluntary agencies have increased the student enrolment and has reduced the government burden to provide education. Although it has led to positive more in education the private institution which has been established are too expensive they are accessible to only few people from high income families. This has created inequalities in the access of education based on the levels according to gender, Class, ethnically, race and locations. Finally it has caused disparities in the quality of education provided in voluntary agencies and the public institutions. SOURCES:

Mushi,P.A.K.(2009). History and development of education in Tanzania (DUP). Dar es Salaam
University press.
U.R.T.(1999). National Higher Education policy. Dar es salaam. ministry of science,
Technology and Higher Education.
U.R.T.(1995). Education and Training policy. Dar es salaam. Ministry of education and
culture.
Sumra et al. (2001). Legal and Institutional Frame Work of the management of non-
Governmental Institutions in education Reforms. The Tanzania case study
Research Report Commissioned by IDRC, October 2001

10 Reasons You Should Do An Internship While Studying

When companies look for freshers, they prefer students who have done internships as they provide a lot of exposure and make them work in a real life work situation.

No doubt, a college provides theoretical knowledge and confers a degree, but one has to pass the real exam at workplace. So, you cannot ignore the important of doing an internship while you are still studying. Here we share 10 reasons you should definitely go for an internship without giving a second thought.

1. Gain experience: As a student, you lack experience working in an office environment and this is the only way to get it. You meet many people and see how they work for a common goal. So, it is a good platform to learn as you will later be asked to do work on your own.

2. Strengthen your resume: If you have a work experience, you can add it in your resume. Generally students and graduates don't have work experience when they leave college. They won't be able to demonstrate they understand business, know how to work as a team and assume responsibilities, when they face an interview.

3. Improve communications skills: Any company looks for candidates who have good communication skills and can express themselves well. An internship can be a good platform to acquire this skill by interacting with professionals.

4. Boost confidence: Whether it is public speaking, giving presentations or suggesting new ideas, internships will help you achieve all these with ease. It builds your confidence and helps you move forward.

5. Build network: Working in an office provides you an opportunity to meet and interact with a lot of people. Internships helps you expand your professional network and build contacts which you can use when required.

6. Help you sell yourself in interviews: You gain a lot of experience working in an office which can help you sell in upcoming interviews. You will have some story, good or bad, to share with your interviewer.

7. Work ethics: Every company has a list of do's and don'ts and one can know about them only after working with a firm. Moreover, you come to know about work culture only by spending some time in an office.

8. Get a feel of working with various industries: If you undergo more than one internship, you get to know how different industries work. You will gain experience about many sectors in a short span of time.

9. Able to differentiate between theory and practical: After spending some time in an office, you can easily differentiate how theories which you studied in your college are different from work.

10. Learn about human behavior: You will meet many types of people under one roof, some might inspire and others will conspire against you. You have to learn the skill to deal with them cleverly.

Mauritius - Africa Scholarship Scheme 2016

 

Mauritius - Africa Scholarship Scheme 2016
For more information about this scholarship 

A BOOK FOR PASSIONATE CREATORS + A GIVEAWAY

Writers often talk about their muse. In fact, there are MANY articles dedicated to helping writers find their muse. (Click hereherehere, or here to see what I’m talking about.) Until last summer, I never had a problem with finding my muse so I didn’t understand what all of the fuss was about. But then life happenedand I found myself unable to craft fiction, which is something I’ve enjoyed doing since I was a child.

Create Now!: A Systematic Guide to Artistic Audacity by Marlo Johnson who is an artist, author, and consultant for creatives. I use it every time I sit down to do my fiction writing. It’s been the kick in the pants I needed to get my muse back. Create Now is divided into four phases:
becoming a clear conduit
creation and completion
sharing your work
receiving payment

Each phase is broken into several steps, each of which begins with a question you must answer in order to obtain guidance and encouragement to move along to the next step (or phase) until your project is complete.


Click on the image to view my mission statement.

One of the first things Johnson suggests, if you’re lacking vision about what you’re going to create, is to write a mission statement. It took me awhile to craft my mission statement, but once I did, it provided me with a clear direction for the kind of writing I wanted to accomplish. In addition, once I created my mission statement, I printed it off and posted it in my home office so I can refer to it every time I sit down to craft fiction writing.

Johnson provides realistic advice for times when you feel your work just plain sucks. For instance, when someone is fearing the end of a project because it “sucks” or “I suck,” Johnson offers the following advice:


Click on the image to enlarge this excerpt fromCreate Now!: A Systematic Guide to Artistic Audacity by Marlo Johnson, published by Chronicle Books 2016.

Her advice is direct and spot-on. You cannot move forward with a project if you think it sucks.

To that end, Johnson talks to readers like Iwould expect a well-meaning friend or mentor to talk to me. She asks pointed questions and makes suggestions page-after-page. For instance, in phase four, Johnson asks:


Do you feel grateful for what you already have? Do you appreciate what you have already gained in creating and sharing your work (2016, 81)?

There are three possible answers: yes, somewhat, and no. If one answers no, this is the response Johnson provides:


If you aren’t happy with what you already have, will getting more things make you feel any better? Could you be creating the illusion of lack with your attitude of ingratitude? Access your higher creativity to explore these general ideas on some paper. Vent about any feelings of lack or deprivation. Then, see if you can find anything in life to appreciate. Make a list of at least ten things you are grateful for and then continue to step 3 (2016, 83).

On the next page, she asks “Do you place the proper value on yourself?” Here’s what you can expect to read:


Click on the image to enlarge this excerpt fromCreate Now!: A Systematic Guide to Artistic Audacity by Marlo Johnson, published by Chronicle Books 2016.

That kind of advice is on-par with going to a therapist. If you are lacking someone you trust to tell-it-like-it-is in your creative life, then Johnson (or, rather, her book) will make for an excellent companion on your creative journey.

Johnson’s tips for working through the creative process can be scaled-down and taught to student writers. Many students need guidance formulating a writing process and feeling good about themselves as writers.Create Now! is the kind of book teachers can use to help coach self-doubting writers into writers who have greater confidence.

SOMETIMES WE ONLY WRITE IN WRITING WORKSHOP

My sixth graders have been busy drafting their feature articles this week, and I had a series of mini lessons planned to begin each writing workshop day. My students, however, had other ideas.

On Monday, as we gathered at the easel to begin the workshop week with a carefully prepared minilesson, I could sense a certain restlessness in my students. They listened, they contributed, and then they just about stampeded back to their seats. The main thing of importance, it seemed, was to get back to writingtheir feature articles. And, for the next thirty five minutes, they wrote…even when the bell rang and it was time to move along.

On Tuesday, our mini lesson consisted of a few quick reminders, and then my kids were off to work again. And that was the way the week went: forty five minute stretches of writing, interrupted by only by writing conferences, and quick walks over to check out our mini charts for references and quick fix ideas:




On Friday, as my kids filed away their folders and we brought the week to an end, I asked my kids to look back on this particular writing week; “It felt really different to me,” I said, “you guys just seemed to want to write, and write!”. “Well,” said Sam, “I was really into my topic, I knew what I wanted to say, and I kinda just wanted to go for it.” Her classmates were quick to agree. “Sometimes,” said Allie, “we just need towrite in writing workshop.”

I have, of course, been thinking about this week (and that conversation in particular) late into Friday evening, as I closed up our classroom and carted my students’ folders home to plan next week’s instruction. What had helped my kids feel that they were ready and confident enough to dive into their writing day after day with just a few nudges here and there from me?
They read and analyzed different types of feature articles – trying to figure out how authors managed to write about everything from black holes in space to the life cycle of obscure bugs in the most interesting ways.
They had chosen their topics after careful consideration, and used their Exploratory Notebooks to hash out what they really wanted to say about the topic.
They had spent a lot of time sketching out their ideas – playing with angles to explore, and stances they wanted to take. A lot of this time also included much talk about their topics, as ideas were shared with classmates and advice sought. What sounded interesting? What was definitely boring?
They had researched carefully – through online texts, books, magazine articles, and videos.
They had conferred and crafted a structure to anchor the drafting process:


They knew I was there to help, and that there were classroom resources in place to reach for when they were stuck or needed a mentor text to refresh a craft move we had studied.

Next, they just needed the time to write.

Sometimes, I think we need to step out of the way, to forgo the prescribed architecture of our minilessons to give our kids the time and space to just write.

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