Teaching Adolescent Writers
(Page 142) “…the goal for each student is the same: everyone improves…it is unrealistic to think I am going to make every one of my 165 students a strong writer. It is realistic, however, to begin each year with the goal that every student of mine, regardless of ability, is going to get better.”
I love this thinking—it’s achievable for both the student and the teacher. (Claire, I know you love it because it reminds you of the movie Summer School…did I just reference that movie two blog posts in a row?!?) The thing I especially love is that as usual, Gallagher doesn’t just tell you this theory; he give you some strategies to use to put it into practice. Does it require some extra work? Certainly. To show that you’ve made improvement with each student means you have to know where the student was to begin with and what his weaknesses were. Otherwise, how will you know he improved and in what specific areas? Keeping this type of data on students can be powerful. While mid-to-late year a student may realize that he still isn’t a terrific writer, how great would it be to show him how far he has come?
I do want to mention one thing on Tenet #6 that Gallagher writes about on page 150-152 with the Independent Correction Sheet (Figure 7.5). When I heard Gallagher speak in December, he said he has slightly modified the form from the example in the book. If you look at the figure, you’ll notice that in the first column the student writes the sentence where the problem occurred. He no longer has students do that because it seems to just reinforce bad habits…they’re once again writing a sentence incorrectly. Instead, the student simply writes the sentence correctly and notes the problem he originally had.
Content Area Writing
Two of the writing projects I liked featured in these chapters are the newspaper front page and multi-genre project. I like the newspaper front page because I think students can get as creative with it as they would like and show clear understanding of text read. I like how Daniels et al provide an evaluation checklist on page 179, so the student can see if they have elements of a real newspaper. I must say that I’m not too impressed with the MS Publisher template and student sample shown on pages 180-181…I think it leaves a bit to be desired.
I’m also a fan of the multi-genre project. The only time I had my students do it was when I went out on maternity leave. They didn’t have any face-to-face instruction from me, so their final products weren’t exactly exemplary, but I could tell they put some work into them. While the book suggests having students complete the multi-genre unit on a topic, I had my student do it on a book they read for SSR. This allowed students to look at the book from a variety of perspectives. That was the last quarter I was in a classroom, so I didn't have a chance to try it out with another group of students where I was able to guide them through the process better.
(Page 142) “…the goal for each student is the same: everyone improves…it is unrealistic to think I am going to make every one of my 165 students a strong writer. It is realistic, however, to begin each year with the goal that every student of mine, regardless of ability, is going to get better.”
I love this thinking—it’s achievable for both the student and the teacher. (Claire, I know you love it because it reminds you of the movie Summer School…did I just reference that movie two blog posts in a row?!?) The thing I especially love is that as usual, Gallagher doesn’t just tell you this theory; he give you some strategies to use to put it into practice. Does it require some extra work? Certainly. To show that you’ve made improvement with each student means you have to know where the student was to begin with and what his weaknesses were. Otherwise, how will you know he improved and in what specific areas? Keeping this type of data on students can be powerful. While mid-to-late year a student may realize that he still isn’t a terrific writer, how great would it be to show him how far he has come?
I do want to mention one thing on Tenet #6 that Gallagher writes about on page 150-152 with the Independent Correction Sheet (Figure 7.5). When I heard Gallagher speak in December, he said he has slightly modified the form from the example in the book. If you look at the figure, you’ll notice that in the first column the student writes the sentence where the problem occurred. He no longer has students do that because it seems to just reinforce bad habits…they’re once again writing a sentence incorrectly. Instead, the student simply writes the sentence correctly and notes the problem he originally had.
Content Area Writing
Two of the writing projects I liked featured in these chapters are the newspaper front page and multi-genre project. I like the newspaper front page because I think students can get as creative with it as they would like and show clear understanding of text read. I like how Daniels et al provide an evaluation checklist on page 179, so the student can see if they have elements of a real newspaper. I must say that I’m not too impressed with the MS Publisher template and student sample shown on pages 180-181…I think it leaves a bit to be desired.
I’m also a fan of the multi-genre project. The only time I had my students do it was when I went out on maternity leave. They didn’t have any face-to-face instruction from me, so their final products weren’t exactly exemplary, but I could tell they put some work into them. While the book suggests having students complete the multi-genre unit on a topic, I had my student do it on a book they read for SSR. This allowed students to look at the book from a variety of perspectives. That was the last quarter I was in a classroom, so I didn't have a chance to try it out with another group of students where I was able to guide them through the process better.
I’m telling ya…if I had had a the internet, a computer, and an inkjet printer when I was in high school along with these types of projects, I would have been completely loving life. I love creating stuff like that!
14 comments:
Chapter 7 Teaching Adolescent Writers
I had three thoughts come to mind after reading this chapter!
1. I really like Tenet #8 on page 153… Make Students Track Their Spelling Demons! The fact that Gallagher uses a strategy that acknowledges individual spelling demons vary from one student to another is great strategy to make the student aware of his/her own spelling foibles.
2. An AHS English teacher and I are collaborating on an Animal Farm unit after Spring Break. Gallagher’s “Seven Commandments of Building Successful Young Writers” on pages 166-167 are simply fabulous and could be tailored to any subject area. Number seven (the teacher does his/her best) is a reality check for those days when we try to be all things to all people.
3. Movie Maker (on all AHS computers) would be a great way for students to write (besides a word processor). If the Movie Maker file has not been finalized (step three using task view), the project can be edited. My experience with Movie Maker this spring at Airport is that it is new and fresh for students. The psychology students have been challenged by learning a new piece of software, yet have included all the text requirements as determined by the rubric.
Chapters 7 and 9 Content Area-Writing
I like the I-Search paper writing project described on pages 236-251. Hooray for Daniels and Zemelman for discussing the role of the media specialist in this project. I also think the Internet Source Evaluation sheet on page 241 is a valuable tool. Many of our students “Google” for information. The authors of Content-Area Writing are spot on when they state students prefer to get information from a computer (as opposed to a book). This evaluation sheet, coupled with perhaps a mini-lesson on bogus websites by the media specialist, could go a long way toward making information acquired by students online more meaningful. One last thing… the I-Search project will be much more plausible next year when we have updated our media center nonfiction and reference collection across the board.
The Learning Fair on pages 224-235 immediately made me think about our new Flip camera. The classroom teacher and media specialist could encourage the student to check out a Flip camera and use this handy, portable technology tool when conducting field research (p. 227). The video footage could easily be imported into Movie Maker and the student could key in text before, during, or after video excerpts. The neat thing about using Movie Maker and the Flip with a student conducted interview is that the student makes all the decisions about when to splice his/her footage, capture poignant still images from the video, etc. The final project could be easily be shown at a Learning Fair with a little preplanning vis-à-vis equipment setup.
The shorter public writing projects described in chapter 7 could serve as a segue to the longer writing projects in chapter 9. We crawl before we walk, so why not have students acclimate themselves to the Flip and conduct “People Research: Surveys and Interviews” (pages 142-148) before tackling the loftier Learning Fair project?
An AHS math teacher and I are planning on collaborating on a lesson next year and assisting students as they research mathematicians and create “above the fold” newspapers (another shorter writing project described on pp. 174-181) using poster board. The teacher and I are planning a variation on the MS Publisher route and opting for poster board instead. We plan on displaying finished projects either in the media center or hallways.
Teaching Adolescent Writers Chapter Seven
Content Area Writing Chapters Seven and Nine
I have two quotes from TAW that say it all. “I take consolation in recognizing that my job is ridiculously hard.” (153) “An occasional margarita, on the rocks, is helpful.” (167)
All joking aside, our jobs are ridiculously hard; and while NCLB thinks every child regardless of disability or learning style can be proficient or advanced, we all know better. What we should be aiming for, as Gallagher says, is improvement for all students. (I bet Gallagher is a fan of the movie Summer School as well.) I love the analogy of a boxing match to sucker punch grading. Even though he has 165 students, Gallagher makes it a priority to provide his students with most of his instruction and feedback before his students turn in their final papers. With writing in particular, this makes the most sense because of the process nature of writing. It has to make grading those final drafts much more interesting and rewarding as well.
Because I have a passion for grammar, I love the editing tenets!! If you’ve heard my philosophy on teaching kids grammar, you know I believe the first step is to teach kids how to speak correctly. Kids write the way they talk. Ruth Anne and I are working together using a program called Hammer the Grammar which has a non-threatening, competitive game approach. It addresses many of the grammar issues Gallagher calls the Big Eight. Our hope is that if we teach them the correct way to speak the result will be seen in their writing. I felt validated when Gallagher’s tenet seven confirmed my belief that peer editing is ineffective. I agree with Andrea about the personal spelling lists. It doesn’t get much more differentiated than that. I also like the strategy of using the independent correction sheets. I’m glad Diane told us that even Gallagher doesn’t get it all right the first time and has modified how he uses it now.
As for the public writing projects in CAW, I have always liked the format of the RAFT assignment. (I’m not sure it qualifies as a project.) I like the idea of brochures and have considered using either them or pamphlets (is there a real difference) in my class, but I think I’d rather have my kids write PSAs (public service announcements). Do y’all think that would constitute a smaller public writing assignment? I also like the idea of using surveys and interviews. Either of those could get my students talking to their parents about the topics we study in my class. All in all, very good stuff!!
Hey, Claire! Maybe you could get real techno-savvy and have student write their public service announcements then have them put it together in Movie Maker. They could even videotape themselves for parts of it on the Flip camera and insert it. They could then share their projects with the class...and perhaps another audience. That could be pretty cool!
Teaching Adolescent Writers, Chapter 7
Content-Area Writing, Chapters 7 and 9
Gallagher’s chapter couldn’t have come at a better time for me. I’ve been working on grammar mini-lessons with my students. His list of the Big Eight will help me to ensure that I’m emphasizing what’s most important to students and their writing. I also appreciated when he wrote, “It is realistic, however, to begin each year with the goal that every student of mine, regardless of ability, is going to get better.” It is difficult as an English teacher to see your students’ deficiencies and not want to fix all of them. However, just as Gallagher noted, I’m not Superman. Plus, I know it’s true that young writers are fragile. I have to remind myself…a lot…that it doesn’t help my students if I mark every error I see. It possibly could hurt them as writers. In addition, they’re not learning from it. I am thankful to have read this chapter especially because it reminded me of the importance of conferencing with my students and working with them in their writing. I love how Gallagher reminds us not to participate in “Sucker Punch Grading.” We really do have to assist them with the fight of writing along the way.
In Content-Area Writing I read the Faction, RAFT, Newspaper Front Page, and Multigenre Project sections. Many of these activities I’ve participated in before, but I wanted to read more detailed notes about how to implement them in my classroom. I especially appreciated the Faction and Newspaper Front Page sections of chapter 7. I think it’s great to allow and encourage students to be creative in response to their research. I regularly do a research project at the beginning of our Romeo and Juliet Unit. I would love to do a faction paper with this project. Students have to do the research, but they take a step further with a creative writing assignment. I also love the idea of the Newspaper Front Page. I’ve had students complete this in the past, but it’s always been an option of a variety of project ideas. This is a writing assignment I’d like to complete when we study The Odyssey in the next month. Finally, I LOVE Multigenre Projects. In one of my graduate classes I completed a Multigenre Project for To Kill a Mockingbird. It’s one of my favorite projects. My project was designed like Scout’s scrapbook. I found myself becoming more familiar with the text than I was before. I included poetry, newspaper headlines, a church bulletin, a flyer, etc. And it was FUN! I know I want to do this with my students. I appreciated this section of chapter 9 because it helped refresh my mind with the particulars of how to successfully implement a Multigenre Project in my classroom.
Chapter 7 - Teaching Adolescent Writers
p. 143 – “In short, I have become less of a grader and more of a responder. Rather than focusing my students, via grading, on what they can’t do, I want to focus them on what they can do by providing helpful response.” Gallagher then goes on talk to talk about his responses falling under two categories – craft and editing.
I like the quote because it really does apply to my Academic Support students. Most of them are reluctant writers, and when all they get is negative feedback in the form of a paper bleeding red, they easily get discouraged. What I would like to do to help them is to take Gallagher’s craft and editing lists found on page 144 and develop a series of mini lessons to help my students improve their writing. Too many of our students think that the editing and revising stages just mean to look for spelling errors and then recopy the paper in their best handwriting. By focusing on one item from each list as we work through different types of writing, I will be better able to respond to my students’ writing without focusing on the mistakes present. These mini lessons would also tie into Gallagher’s Ten Tenets of Teaching Editing Skills. I particularly like the fourth one where he emphasizes keeping the focus narrow and the sixth one where he says not to drown the paper in corrections. This is very different than the way I was taught, but for my students, it is definitely the best approach.
Chapters 7 and 9 – Content-Area Writing
The four activities that I like the best are the RAFT writing, the Brochure, the Multigenre Project, and the Learning Fair. I think the RAFT writing assignment goes hand in hand with the multigenre project, because you can let the students practice with the different formats using lots of RAFT assignments, and then the formats they like the best can be used in their multigenre projects. RAFT writing assignments would work better for my Academic Support classes, because we could complete them in one to two blocks. I see lots of opportunities for brochures in my class when we talk about transition skills. They could make brochures for jobs they are interested in, schools they might want to attend, or for themselves, kind of like a resume. The Learning Fair reminds me of the science fair, and I like the concept for many reasons. I think students need to have a chance to display their work, to talk to others, adults and peers, about what they have learned, and to be celebrated for their hard work.
Diane, I am like you in that I love a good project! Although I am a long way from being finished, I love to create curriculum units like our multigenre unit. I like my topic of body image; I just need to get working on it.
Chapter 7 TAW
I definitely like the idea of improving all students. Not every student is going to be an A student but being able to show them how much they improved would be even better. In high school I always made a B in English and had As in everything else. I did not like English so I was ok with a B. I was like this even when I entered college. However, one time I was talking to my advisor and she asked me about my classes. I told her I had all As except for a B in English. She looked at me and told me that was the class I should be focusing on improving. This blew my mind since I was a science major and was doing well in those classes. She set up a challenge for me and no one had done that before. Through out college I always got Cs on my English papers. It became my goal by the time I finished my last English class I would make an A on an English paper. Each time I focused on improving a part of my paper that I did not score so well. In my last English class I made an A on my last paper. I reached my goal but it was through improving myself one step at a time.
Even though I am no longer in the classroom I focus on students improving their behavior. For some this can be a slow proccess and take years to fix. However, I don't give up on them, and I constantly praise students in the hall for not having to come to my office. I always encourage them!
Chapter 7 and 9 CAW
Of course my favorite would be the Learning Fair because it does remind me as well of a science fair. I also would have liked to try a multigenre project. I also liked the newspaper front page and the RAFT assignment.
“Teaching Adolescent Writers: Chapter 7
“Content Area Writing: Chapters 7 and 9
Gallagher is such an awesome and talented author, teacher, and speaker, whom I have gained significantly from reading and listening to his work. He has written another great chapter that has provided me with an insightful and useful revelation of how to teach writing. I relate with his statement on page 142 which states, “I, too, plead guilty to being defensive about my writing”. He was referring to how vulnerable we can feel in sharing our writing, and why our defense mechanisms comes out of us when it is time to open ourselves up to feedback; and how these same feelings comes from our students as well. I will always remember these two central questions that Gallagher quotes when my students entrust their writing to me: (1): “How can I respond to these papers in a way that nurtures the trust my students have placed in me? (2): “How can I provide feedback that is not only meaningful, but that drives my students to improve their writing?” page 142.
Secondly, I relate to the author when he refers to the challenges he faces with the wide ranges of his students writing abilities. Gallagher did not leave me hanging there, he provides hope and a new perspective at looking at my students’ writing challenges. These are a few profound statements and lessons that stand out for me, and this was difficult because I gained so much more than what I selected to list. (1). Adopt the Stance of a Reader, Not a Grader page 144, (2). Tenet #5: Teach the Big Eight page 150, (3). Tenet#8: Make Students Track their Spelling Demons, (4) Tenet #10. Repeat After Me: “I Am Not Superman, I Am Not Superman. I Am Not……” (5). Step 2: Creating the Rubric with the Students pages 156-159 –this was exciting and informative to read the dialogue between Gallagher and his students; the way he guides his students is amazing.
Finally, I have learned so much from this book and author in helping me build on, encourage, and develop better and improved writers in my classes.
Chapter 7: Shorter Public Writing Projects
Chapter 9: More Ambitious Public Writing Projects
In the Content-Area Writing Book, the four projects that decided to read were the Brochure, Newspaper Front Page, Multigenre Project, and Social Action Paper. I selected Brochure writing as one of my choices because I have a habit of picking up every brochure there is and making stacks that my husband has to eventually throw away. So, I felt that maybe I can use this bad habit for a good cause to help my students develop an interesting and artistic way to develop a writing assignment.
*Newspaper Front Page—page 174, using this technique could be fun and be able to enhance the students’ creativity and writing skills. *Multigenre Project was a must read and necessary for me since I have to develop one myself. *Social Action Paper was my final choice because I want my students to think and make connections beyond the classroom and to reflect on real-world situations. I think this writing project could be beneficial in my Career Preparation class.
Chapter 7 TAW
I feel like I do a lot of what Gallagher was referring to as responding vs. grading in a lot of the writing assignments I give. I try to focus on two or three bigger errors in my students' writing at a time instead of trying to correct everything at once. In lab analysis, my students write short, non-specific repsonses. At the beginning of the year, I hit hard with complete sentences. Then, I tackle the use of pronouns such as it (and they). Now I am trying to work on specificity. I really want my students to give me good analytical thinking in their lab write-ups.
CAW
I chose the faction, brochure, multi-genre project, and I-search paper.
The faction sounds interesting to do with any scientific discovery. I could have my kids research the time period in which a significant scientific discovery was made.
I really like the idea for the brochures. I never thought I could have my students make brochures for a science class. I am thinking of using this idea to review for EOC. I will have my students pick a topic from the first part of the course that they will create a rochure on. I will have them share in goups of 4-5 as a kind of review for the EOC.
I don't know how much I would have enjoyed a multigenre project, but I know a lot of my students would enjoy this kid of thing. I have never been a creative writer, but some of my students really are. This would be a way for them to really showcase what they know in a creative way. Also, I don't think a multigenre project would be very boring to grade since they would all be so different.
The last strategy I chose was the I-Search Paper. I think this would be great for my students to do, because most of them will pick a topic to research (because they had to pick something) without giving much thought as to why. I, also, really liked the idea of the general vs. content topic for the reasearch. I want my students to reasearch a topic that impacts their personal lives.
Teaching Adolescent Writers
Kelly Gallagher
“But strong or weak, fluent or hesitant, the goal for each student is the same: everyone improves.” I love this statement and Gallagher is so right, everyone does improve. I enjoy writing, but this feeling of ease is not shared with my students. They hate writing, which is ok, but I make them do a lot of writing to simply improve and to become more fluid speakers. With each writing assignment, I always provide a rubric explaining what is expected of them and to thus place us on a common ground. But when I read each individuals work, I apply the rubric to the individuals style of writing. I focus on how the rubric can be applied to them and how I can help them improve their writing. I do this by picking out a couple issues and dealing with each problem one step at a time. To deal with all problems at one time is not only a brain-load for them, but an overload for us teachers as well.
Content-Area Writing
Chapter 7
(1) RAFT—I really like the idea behind this activity and think that it will work well when introducing satire and relating it to Jonathon Swift’s “A Modest Proposal.” Ironically, we start satire Wednesday, so hopefully this will be a nice addition to the unit!
(2) Newspaper Front Page—I think this would be an excellent activity to not only teach the different styles of writing, but also to have students research an author out of a given era of history and write a “front page article” about a particular issue during that time and how it influences their author’s writings.
Chapter 9
(3) Multigenre Project—I, of course, find this project useful for it appeals to all student types and since we are focusing on differentiation in the classroom, multigenre projects are perfect and is something I already incorporate in my class.
(4) I-Search Paper—This topic would be excellent, as stated, for students to find what they are truly interested in and to research it, formatting their findings into an untraditional research paper. This, once again, reinforces the different types of writings and will hopefully help writing become more enjoyable.
Teaching Adolescent Writers, Chapter 7
I really enjoyed some of Gallagher’s ideas in this chapter. I completely agree with him that the goal for essay writing should be to improve where students currently are in their writing skills. As long as everyone improves in their writing through the duration of the class, that is a feat in itself. I also enjoyed the starter comments for adopting the stance of a reader, not a grader. I find when grading papers that it is difficult for me to put a positive spin on things. I think the reader comments are a great way to not crush students and improve their writing. The “I Like…” conversation activity is also a wonderful idea. It is a good way to give students something to strive for and model good writing with a peer’s product. The Golden Line exchange is also an activity that promotes or encourages students to put the effort into their writing. Finally, I enjoyed the idea of designating students to be “grammarians” in each class, but I wonder what incentive is there for the grammarians to check papers for grammar errors. I also really need to implement the “Rules for Writing Conferences.” One reason I do not conduct writing conferences frequently is because they take so long.
Content Area Writing. Chapters 7 and 9
I really like the idea of “Faction.” I have yet to complete a research type project/paper with my ENG III class this semester. I think that I would love to try “Faction” as a precursor to my unit on The Great Gatsby. Other writing activities that found interesting were the I-Search paper, Multi-genre Project, and Newspaper Front Page. I’ve had experiences with both the I-Search paper and Multi-genre Project. While I find the I-Search paper helpful as a reflection for student research, I do not agree with it as the only assessment.
Sorry, I'm running a little behind in responding.
I feel like I say this every time, but I love reading about these different ideas - in both texts. It makes me want to try writing, as a student. Forget working with my own classes! :-)
On that note, let me move on to our reading. I'll start with CAW. I read about the Surveys and Interviews, Faction, the Brochure and the Newspaper Front page. I like the idea of the Faction most of all. In fact, I think I'm going to incorporate that into a research project for my fourth block. I'd like to have them research German Authors, Artists or Musicians and then write a faction piece about that person. I haven't decided the angle. I may have my students come up with one.
And Claire, I really like the idea of the PSAs - especially if you could film them, like Diane was saying.
As far as Gallagher's chapter, I agree with his misgivings about what he and Reeves call "Sucker Punch Grading." I've always felt somewhat mean that I was assessing their work and making those helpful comments after they couldn't do anything about it. I also liked the tenets, especially 3, 6, 7 and 8. I have found that students really don't put anything into Peer editing and papers, while not worse off than before, aren't really any better. And I like the idea of students keeping their own grammar and spelling records. I'm not sure how I'll incorporate that with my German 1s, though, since all grammar is new for them.
Is anyone else scared, though, that if you don't address errors, they'll become solidified and that much harder to deal with later?
April 13, 2009
Teaching Adolescent Writers Chapter 7
It’s easy for me to grade/edit and respond to errors because that comes naturally. The giving feedback on voice, dialogue, and effective transitions is where I struggle. I don’t comment as much as I edit and I’d like to change that.
“Couching response through the lens of the reader rather than through the lens of the grader lowers the anxiety of my students.”- I believe this to be true. I also agree with Gallagher when he said “Mid-process is where the real growth lies.” At the end , my students feel defeated by all of the marks and do not want to redo the whole thing. When we did the ratiocination activity as a class, all students participated and they didn’t view the use of multiple colors as negative marks; rather points of interest in improving their writing.
I like the idea of coloring for summarizing and analyzing. I also enjoyed the “Teach the Big Eight” and use of independent connection sheet.
Content Area Reading Chapters 7 & 9
I’ve been hesitant to have my students complete surveys and interviews for fear (like most things that get sent home), they won’t return!
Newspaper front pages and brochures are common alternatives to testing that I use. The students find them to be less stressful and the goal of displaying knowledge is still met.
I’d like to try faction and RAFT, they both look like great ideas.
TAW Chapter 9
CAW Chapters 7 & 9
I think chapter 7 is a chapter that could be read over and over again just to keep reminding myself those tenets. Teaching is much harder now than it was when I started 11 years ago. We face almost impossible tasks yet we show every day to begin again! I think that the one to one student interaction is so important. Gallagher stresses this over & over in his book. One tenet: a 2 minute conversation is better than 5 minutes writing all over the paper. I also think that students will feel better about their writing if we do this.
I have really enjoyed working on the multi-genre project for this class. It is different from anything I have ever done. I really think that students could benefit as well. This something that I am definitely doing next year with my students.
“…the goal for each student is the same: everyone improves…it is unrealistic to think I am going to make every one of my 165 students a strong writer. It is realistic, however, to begin each year with the goal that every student of mine, regardless of ability, is going to get better.” Isn’t this really how all special educators think? If they don’t they should! I know I can’t make all of my students good writers…. Heck, most may never even be mediocre. It is most important that we see the gains that students make and celebrate those and not just the ones that that become awesome writers (because then we would not ceebrate very often and what fun is that?) I do agree that it is important to know where the student begins and where their weaknesses are. Really…. How can you teach someone if you don’t know that. I mean, we have our lesson objective but if we don’t know where we are starting from, how are we going to know what steps to take to achieve the final objective? That is honestly just common sense! (at least to me)…..
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