>>Vini: Hi my name is Vini Norris Exton and I teach English at the Utah State University. All of my classes are broadcast, so it's the kind of two-way audio, two-way video I feel a student's tiled, sort of waist up from the screen.  And that's the context for this story, it's about teaching pre service teachers had to teach writing.  And you know, you're not going to be in English teacher unless you like to write and read any ways.  And these teachers are located, these pre-service teachers are in their 30s and 40s, meaning that they've done other things with their lives and they they've decided that they want to be teachers from other careers.  However they've learned how to write, for the most part in very traditional ways.  And my job, among other things is to teach them to re envision the way that they teach writing among other things. So this story is about teaching writing.  And I asked my students how many of them had asked their students if they had seen teachers say would make the lab or a cluster, and put the ideas together as a brainstorming technique. They looked sort of bored you know, "Yeah, yeah, yeah, ok." And then I said "Ok, well how many of you like to write?" And then they all... And we had a little discussion about the kinds of things they like to write.  And I said "How many of you use webbing or clustering to help you in the shaping with the brainstorming or the shaping of the story?" And everyone said "No, I don't do that, no, no." So what I had in my hands was a reluctant group of students that doesn't really use the type of things that we're asking them to use in the classroom. So I allocated a certain amount of time in the class to practice this and the traditional sort of idea that you have an idea in the middle of the page and you cluster out in little sub-ideas. And the reason that I'm bringing this up is that many of us in the English field take it for granted that this is something that people know how to do. It's all writing process, all of that stuff. But my students, my preservice teachers did not know how to do this. And when they did it for themselves, their body language changed, their facial expressions changed, they shared all these details. Now this is not something that's unusual to find in a secondary classroom. This is a group of preservice secondary teachers. But what's cool is that here's a group of 30, 40, there was even a 50 year old in the class, who were trying something for the first time, and I feel it brought out their writing personas in a way that they didn't anticipate. So the literacy story here is to always try what we're asking our students to do, because you may be surprised.