"Asking students to verbalize their plans for, or problems with, an upcoming writing project can also work like jumper cables to the imagination, especially as students
hear others work through their writing problems orally. . . As students talk and listen, they begin to generate ideas and to identify problems and strengths in their
work so far. As they and others weave in references to class readings or discussions, students begin to see connections between old and new knowledge" (Dunn, 2001, p.83).

Dunn, P. A. 2001. Talking sketching moving. Portsmouth, NH: Boynton Cook.

"Decide whether or not the goal is worth the risks involved. If it is, stop worrying."
-Amelia Earhart

bell hooks (2000): "At all educational levels students from working-class backgrounds fear losing touch with peers and family. And that fear often leads to self-sabotage" (p. 153).

hooks, b. (2000).Where we stand: Class matters. New York: Routledge.

Caveat Emptor

Sight unseen
digital, dialogic

Single? scheme
whimsical, pathologic

Reveal, a rheme
A romantic theme
Bare, yet guarded

Feel, a dream
A hopeless stream
reverse what you started

Sight not so unseen
Rosy, pristine?
Fiction, thwarted.

Teaching Without Technology?