National School Reform Faculty

Text Rendering Experience
Date: March 15-17, 2004
Listserv: Coaches

Monday, March 15, 2004 5:13 PM

From: Alexander
Subject: Text Rendering Exp

I used the Text Rendering protocol today with our directors for processing an ASCD article and have some follow up questions for you: I think the TRE outline begs for a little clarification here and there:
See below.

Alec:
I don't use this protocol much - but just used it last week in State
College, and so finally have something to say about it! See below.
Gene

“1. Should or can the phrase and/or word come from the selected sentence? Or should they be from distinct parts?”

It can - but doesn't have to.

“2. Is it OK if participants identify the same sentences, phrases, words as others, or should they try to offer new ones?”
Try to offer their second choice, but they can say the same one if they want to. The purpose is to create a new text that has meaning for the group.

“3. Should or can the participant identify exactly where the sentence and phrase (and word) comes from in the text? Some participants liked knowing where the sentence and phrase is in the text.”

I went further - and gave everyone a second, clean copy of the article (only two pages) - as the person identified the sentence – we all found it and highlighted it. This obviated the necessity of writing the whole sentence on newsprint (which slows the process down too much, I think). We didn't identify where the word or phrase was from - and we did write those on newsprint.

“4. Do the "new insights" come from the word list only or from the identified pieces (sentences, phrases, words) as a whole?”

The insights come from the new text - which consists of the sentences, phrases and words. We did a read around - the sentences in order (from the highlighted article) - then the phrases from the newsprint - then the words from the newsprint.

“5. How about allowing participants to identify anything important/significant from the reading that may have been overlooked or not raised in the process? Potentially unfortunate omissions?”

Seems like a good idea.

“On the whole the group liked this protocol. It seemed fairly efficient at getting to the essence of the article.”

I agree.
Gene, MA

Tuesday, March 16, 2004 4:54 AM
About the repetition of words, phrases and or sentences in text renderings: I encourage folks to stick with their selection if it is the part that resonated for them. I find repetition can add power to this process.

My only concern about this approach is that it not be used as a stand alone with a lengthy or rich piece of text. I generally use this as one layer of a more substantial focus on a topic or issue.

I like the idea of reading the charted responses as a new text. I have always looked for patterns, surprises etc, but have not actually read the piece as new text...hmm. Thanks,
Debbie, PA

Tuesday, March 16, 2004 10:45 PM
Hello all,
I use the text rendering with my students for discussing a chapter or a poem in small groups. I add time at the end of the conversation to construct a sentence of meaning much like reflective questions I've used at the end of a CFG coaches training. "After completing the text rendering experience I now understand, or I discovered....I then do a read around of these sentences. My students often have those identical concerns, can I use the same phrase...etc. They love the experience And it makes for an engaging lesson.
Simone, FL

Wednesday, March 17, 2004 8:07 AM
Hi.
Can someone please explain or tell me where to find the text rendering protocol? It's not something I've ever done, and you are all making it sound interesting! Thanks—
Judi, MI

Wednesday, March 17, 2004 4:18 PM
The Text Rendering Experience

Purpose:
To collaboratively construct meaning, clarify and expand our thinking about a text or document.

Roles:
A facilitator to guide the process.
A scribe to track the phrases and words that are shared.

Set Up:
Take a few moments to review the document and mark the sentence, the phrase, and the word that you think is particularly important for our work.

Steps:
1. First Round: Each person shares a sentence from the document that he/she thinks/feels is particularly significant.

2. Second Round: Each person shares a phrase that he/she thinks/feels is particularly significant. The scribe records each phrase.

3. Third Round: Each person shares the word that he/she thinks/feels is particularly significant. The scribe records each word.

4. The small group discusses what they heard and what it says about the document.

5. The large group shares the words that emerged and any new insights about the document.

6. The large group debriefs the text rendering process.
Gene, MA