#SOL16: #WhyIWrite – No More Red Ink!

My worst fear.

My paper is bleeding red ink.

She didn’t like it.

It was my choice.

Write about anything.

Apparently anything but that.

What did you do to my paper?

red ink.jpg

Sample document – illustration only

I gave you a chance to do it over.

You can revise, fix, and return it.

What do you want?

Just tell me!

What should it say?

Your completed assignment without errors.

With YOUR changes, it’s not my work.

Don’t you want to do your BEST work?

But it is no longer MY work.

You must fix the errors before you recopy it.


My solution.

Final copy written in red ink.

And yes, I used a fountain pen.

It was the 1960s after all . . .

red ink two.jpg

Illustration only!

Cursive, a fountain pen and a Big Chief tablet. . .

Writing materials from the 60s!

big chief tablet.jpg

No way for my final copy to be “red inked” by the teacher!

My third grade solution to a “red inked” paper.

Now I write to explore how writing instruction should look and feel in the 21st century from both a teacher and student perspective. Red ink didn’t make me a better writer in the dark days before Columbus discovered America.  It won’t help a writer today either!

Why do you write?

Have you ever had your work “red inked”?

How did that feel?

How did you respond?

slice of life

Thank you, Betsy, Beth, Dana, Deb, Kathleen, Lisa, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here. 

#DigiLitSunday: #WhyIWrite

#why i write.jpg

Why do I write?

I started a list

The verbs wrote themselves . . .

To define

To think

To create

To share

To craft

To dream

To plan a course of action

To question

To examine

To reflect

Current reality . . . 

I am writing now

Because my fingers are tethered to my keyboard

And I can’t leave this post until I’ve recorded something

Worthy of pushing that “publish” button.

What do I write?

Serious or trivial?

Rich in details?

Or written totally between the lines?

Do the words tumble end over end

in their urgency to be revealed?

Or do they have to be coaxed out of hiding

while I patiently sip coffee as they emerge word by word on the scrren?

The pacing corresponds to the ideas,

some race across the blank screen begging for release,

some yet to simmer,

some seem half-baked,

some to be totally erased TODAY,

perhaps to emerge in a different format on another day.



The words are in gratitude for time with family

This weekend it was being entertained by the 17 month old grandson,

A charming, sweet boy

Attending his first collegiate football game

Complete with high fives, fist bumps, applause, and signaling touchdowns

And yet I wonder what he is thinking . . .

Today I write to share my thanks for the precious gift of time with family!

Why do you write?

What do you write?

Additional Reading

Other thoughts on #WhyIWrite here in a previous post complete with responses from MANY slicers!

Shaelynn Farnsworth’s post “Educators Sharing #WhyIWrite to Celebrate National Writing Day”

Kathleen Sokolowski’s post “Are You Ready for the National Day of Writing 2016?”

#SOL16: Dilemma

beep beep beep,

beep beep beep,

beep beep beep . . .

My fingertips reach the snooze button.


Merciful silence.

A pause . . .

beep beep beep,

beep beep beep,

beep beep beep . . .


“Not yet. But no choice. Time to face the day.”

Coffee, please, cries my body as I enter the kitchen.

Open the cupboard,

Drag down the coffee.

Dump yesterday’s filter and coffee grounds.

Replace the filter.

A scoop of coffee.

Fill the pot with water.

Pour in the water

And turn the pot on.

Wait for it?

Watch the news?


Write the day’s slice?

Wait for the coffee . . . brain is sluggish.

So dark outside. . . Is it storming?

Stare at the clock.

The glare makes it hard to read.

The aroma of the coffee . . . I can almost taste it!








. . .

First cup poured

Wait . . .

What time does that clock say?


That can’t be right!

Check the phone.

Battery dead . . .

Check the computer . . .

2:35 am

Literally  . . . so darned early.

Dilemma . . .

Back to sleep?




slice of life

Thank you, Betsy, Beth, Dana, Deb, Kathleen, Lisa, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here. 

#DigiLitSunday: Mentors


Join Margaret Simon at Reflections on the Teche for additional #DigiLitSunday posts here


Mentors . . .

I’ve had a few . . .

Where do I begin

To tell the story

Of how mentors have been my guide?

Mentors . . .



Advisors or


Mentors . . .

Teachers. . .

Authors . . .

Speakers . . .

Bloggers . . .

Technology wizards . . .

Mentors . . .

All with a digital presence






Google docs



even old-fashioned


How do you connect with your mentors?


Teacher Mentors




 Mary Lee






Those lengthy conversations as we learned, laughed and studied together.  Asking questions, checking for understanding, and seeking new information . . . on our learning quests!


Online Book Study Groups

What Readers Really Do:  Teaching the Process of Meaning Making by Dorothy Barnhouse and Vicki Vinton – It was a Twitter book study with Ryan, Allison, Julieanne, Sandy and many more included a grand finale with Vicki Vinton.

Good to Great Teaching:  Focusing on the Literacy Work that Matters by Dr. Mary Howard – This continues to be a weekly chat #G2Great on Thursday evenings at 8:30 EST.

Who’s Doing the Work?  How to Say Less So Readers Van Do More by Jan Burkins and Kim Yaris  – This book study involved a combination of GoogleDocs and weekly Voxer responses.

A Mindset for Learning:  Teaching the Traits of Joyful, Independent Growth! by Christine Hertz and Kristi Mraz – Book study and Twitter Chat

The Journey is Everything:  Teaching Essays that Students Want to Write for People who Want to Read Them by Katherine Bomer – A book study that resulted in several “essay slices” that included GoogleDocs and a twitter chat.

The Book Love Foundation Podcast Summer Study Session with Penny Kittle – a Facebook group with video, readings, and responses each week.

Craft Moves:  Lesson Sets for Teaching Writing with Mentor Texts by Stacey Shubitz – This book study involved a combination of Facebook responses and conversations with authors of the mentor texts from Stacey’s book.


Professional Development Facilitators who serve as mentors

  • Lester Laminack
  • Nell Duke
  • Clare Landrigan and Tammy Mulligan
  • Jan Burkins and Kim Yaris
  • Vicki Vinton
  • Jennifer Serravallo
  • Melissa Stewart
  • Linda Hoyt
  • Seymour Simon
  • Dana Johansen and Sonja Cherry-Paul
  • Lucy Calkins
  • Chris Lehman
  • Kate Roberts
  • Maggie Roberts
  • Cornelius Minor
  • Colleen Cruz
  • Mary Ehrenworth
  • Kathleen Tolan
  • Amanda Hartman
  • Celina Larkey
  • Katie Clements
  • Shana Frazin
  • Katy Wischow
  • Brook Geller
  • Liz Dunford Franco
  • Brianna Parlitsis
  • Meghan Hargrave
  • Kristi Mraz
  • Marjorie Martinelli



Many may be a part of the Two Writing Teachers “Slicer” group or this “DigiLitSunday group or just may be bloggers who I have learned from:

  • Vicki Vinton
  • Two Writing Teachers –  Current bloggers Betsy, Beth, Dana, Deb, Kathleen, Lisa, Melanie, and Stacey (as well as Tara and Anna)
  • Mary, Amy and Jenn at Literacy Lenses
  • Julieanne
  • Dayna
  • Margaret
  • Mary Lee
  • Steve
  • Sally
  • Kathy
  • Erika
  • Leigh Anne
  • Ramona
  • Rose
  • Lynne
  • Linda
  • Elsie
  • Catherine
  • Shana and Katy
  • Clare and Tammy
  • Burkins and Yaris
  • Christina
  • Kari
  • Jennifer
  • Donna
  • Phyllis
  • Justin
  • Susie
  • Michelle


Technology Mentors

  • Cornelius
  • Maggie
  • Kate
  • Chris
  • Katie and Kristin

Authors of Books about Mentor Texts

  • Ralph
  • Penny
  • Ruth
  • Kelly
  • Stacey
  • Rose
  • Lynne
  • Lisa

(If you need last names for those authors of books about mentor texts, you can check them out in this post!)

So I’m apologizing to those literacy mentors who I left out in error – one of the disadvantages of making lists – but the point of my post is that these mentors, many of whom are in MORE than one list are all people that I know in the digital world as well as the physical world.

Through Twitter, Voxer, #TCRWP, ILA and NCTE, my horizons have expanded exponentially.  Now my mentors come from many, many states across this country.  All delightful folks that I have had the priviledge of learning with and beside .  .  . Mentors and Friends!

How do we know the impact that your mentors have had?

These pictures reflect my most recent thinking with some of my mentors! Can you name them?

#SOL16: October

When you say “October” what are you thinking of?


Is it your most favorite month?

What images are in your mind?

Plain . . .



Decorated . . .

oct one.jpg

Is it the harvest season?

Soybeans . . . OR corn . . .

Or the plowing that comes after?



Checking the weather

… rain?  Did he say rain?

Or the thirty one days of fun?

Which of these match you?

For me, October is the month of birthdays . . .








To name just a few from the immediate family.

October is a month of 31 days packed with fun, football, and food as we meet and celebrate . . . every day!

What do you like best about October?

slice of life

Thank you, Betsy, Beth, Dana, Deb, Kathleen, Lisa, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here. 

#DigiLitSunday: Conferring


Because Margaret’s daughter was married yesterday, today’s digilit linkup is over at Julieanne Harmatz’s blog “To Read To Write To Be” here.  Check out the other links.


Trust me, Conferring Carl is so right.  Conferring is the whole cake, the whole enchilada, the whole meal because it’s already the combination of many great ingredients in a flavorful mixture designed to entice the consumer!

One goal of conferring is to move the writer to effective and more deliberate practices across multiple pieces of writing.  The goal is NOT to just make this piece of writing better by fixing it.  It’s about going for “big ticket items” that will help all future writing be better.

“How on earth do I do that?”

“Please say more . . .”

Conferring does seem to resemble coaching.  I have been working with coaches lately and I know there’s also a part of coaching  that involves a specific teaching point.  Dana’s post here about teaching points in writing is so spot on.  It’s about:


“Writers  (insert a skill) by using (insert a strategy) so that (insert a purpose).”

There’s a part of conferring that requires the teacher and the student to have clear targets and end goals about writing.


Hattie, Fisher and Fry say it best with this finding from John Hattie (millions of kids in the data pool) about teacher clarity in their book Visible Learning for Literacy.


Teacher Clarity has an effect size with the equivalence of almost two years of growth in one year of instruction. That’s what the 0.75 means.  A d= 0.40 means one year’s growth. That’s why the 0.40 is often used as the “cut point” for choosing effective strategies.  (Mini-stats course/refresher)

So what do clear teach goals look like?  What are the possiblities?

Here is an example of one way a class is looking at “leads” for organization in narratives based on checklists (Calkins and colleagues, Units of Study in Writing).  If a student identifies that “leads” are the area of “trouble” that he/she wants to work on in a conference, a checklist like this may have been used.  The student would not just be saying, “This story is not good or this lead is not good.” Instead the student would be saying, “I need to work on leads because my readers have commented on the last two stories that it’s hard for them to get right into the story.” This student may have self-identified that most of his/her leads were only a “one-star” lead according to a chart like this.  The goal might be four star leads.


Reality Check

The long term writing goal for this student may be about volume, it may even be about stamina, but for now this student really wants to focus on better leads so

the reader

will continue

to read

and not stop reading

because there is no hint of

what might later become a problem for the reader.

Do you see langauge that might lead to a teaching point?

Teachers don’t need a “new and different” list of resources to confer from. They are working with the lessons that have been taught and/or looking for those next step items that will strengthen student writing across the rest of the year.  Leads are important in narratives, informational writing, and opinions/arguments.

Is this the only concern in a narrative lead for fourth graders?

Of course not.  But this use of checklists in goal setting (Calkins and colleagues, Units of Study in Writing) helps students (and teachers) who are not yet expert writers with some common language that can be used for teaching points within a conference to improve all future pieces of writing.  The student made some choices about his/her own writing and made a conscious decision about what to work on.  That’s a win/win.  

The writing conference needs to be about moving forward.  There are many ways to move writers forward throught conferences that are shared in many books (and Conferring Carl’s books are awesome)!  How’s It Going? is a must have for your professional collection and has this review:

“This is by far the best writing on the conference I have read. It is a book that is far superior to the other texts-including my own.
—Donald M. Murray”

But the work ultimately needs to be done by students and involving them in this process and honoring their own goals/wishes/needs is critical. A conference like this with a writer allows the student to continue writing and may well set them up to be able to show peers and parents exactly how personal work with leads has improved his/her own writing.

Who knows?

This student may well be able to teach other students exactly how and why to do this with their own writing. More writers who know why and how . . . that’s a reason to invest time in writing conferences.

Don’t worry about perfect conferences!  CONFER!

What’s your next “Conferring” step?





#SOL16: “Around the World”

Standing next to the desk, two more to go.

“Easy or hard?”







Answered before my opponent opened his mouth.

One to go.

Waiting patiently.

Ever ready!


flash card one.JPG


“Not even an attempt from my last opponent.”




Final card for today . . .

One to clinch the win.



I pushed my glasses back up on my nose.

Cheers erupted around me.

I made the victory lap back to my seat.

I had just won “Around the World.”

It was my third day in a row.  And I was so excited.  I slipped a small green clover from my fist into the pencil rail of my desk.  I wasn’t sure if it was skill or luck, but I was not taking any chances.  I carried my lucky charm when playing “Around the World” in math because I was not tempting fate.  I rejoiced in the fact that it was my third day in a row winning basic multiplication facts in third grade.

lucky charm.JPG

How long would my “Lucky Charm” work?

slice of life

Thank you, Betsy, Beth, Dana, Deb, Kathleen, Lisa, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here. 

Around the World – perhaps better suited to small groups and vocabulary practice in today’s world than memorizing math facts without a conceptual understanding .

#DigiLitSunday: Agency



The link up to other #DigiLit Sunday posts can be found at Margaret Simon’s Reflections On the Teche. Please check out what other bloggers are writing about today!

And today’s topic:


What does agency mean to me?

It means choice.  Yesterday I chose #TheEdCollabGathering created by Chris Lehman (definition one below) and I made sure that I acted on that agency (definition two) by attending sessions live all day.  Barely pausing for conversation, my brain on fire, I moved from one session to the next, each one carefully chosen as a tapestry of confirmation.

Topics I needed to revisit.  Topics I needed to dig deeply into again.  Topics I needed for inspiration and affirmation seven weeks into this new year.  Welcoming learning with friends.  Welcoming new friends in the Twitterverse.  Welcoming a day of JOYFUL learning from my home on a Saturday. (Agenda for #TheEdCollabGathering here.)  The sessions were free.  The sessions will remain free and accessible.  The sessions can be accessed at your leisure. The.sessions.are.well.worth.your.time!  TRUST ME!  Check them out!


Evidence of Agency for me yesterday?

  1. That I could choose the free sessions to attend from the comfort of my home.
  2. Attending the sessions, tweeting out and having conversations with fellow attendees, presenters, and colleagues from around the world  . . .                                   and then Blogging about my attendance and learning today!



Life Shattering?

No . . . er . . . I don’t know YET!






Kind of . . .

I have been working with Webb’s Depth of Knowledge lately. Those four levels that in some circles have replaced Bloom’s Taxonomy.  I don’t think either one is exclusionary and in fact believe that there are some positives in each. Both invite thinking in order to move up the levels.

These Depth of Knowledge levels are available about writing at this Edutopia resource.

Level 1 (Recall) requires the student to write or recite simple facts.  This writing or recitation does not include complex synthesis or analysis but is restricted to basic ideas.  The students are engaged in listing ideas or words as in a brainstorming activity prior to written composition, are engaged in a simple spelling or vocabulary assessment or are asked to write simple sentences. Students are expected to write and speak using Standard English conventions.  This includes using appropriate grammar, punctuation, capitalization and spelling.

Level 2 (Basic Application of Concepts & Skills) tasks require some mental processing.  At this level students are engaged in tasks such as first draft writing for a limited number of purposes and audiences.  At Level 2 students are beginning to connect ideas using a simple organizational structure.  For example, students may be engaged in note-taking, outlining or simple summaries.  Text may be limited to one paragraph. Students demonstrate a basic understanding and appropriate use of such reference materials as a dictionary, thesaurus, or web site.

Level 3 (Strategic Thinking & Complex Reasoning) tasks require higher-level mental processing.  Students are engaged in developing compositions that include multiple paragraphs.  These compositions may include complex sentence structure and may demonstrate some synthesis and analysis.  Students show awareness of their audience and purpose through focus, organization and the use of appropriate compositional elements.  The use of appropriate compositional elements includes such things as addressing chronological order in a narrative or including supporting facts and details in an informational report.  At this stage students are engaged in editing and revising to improve the quality of the composition.

Level 4 (Extended Thinking & Complex Reasoning) tasks may incorporate a multi-paragraph composition that demonstrates synthesis and analysis of complex ideas or themes.  Such tasks will require extended time and effort with evidence of a deep awareness of purpose and audience.  For example, informational papers include hypotheses and supporting evidence.  Students are expected to create compositions that demonstrate a distinct voice and that stimulate the reader or listener to consider new perspectives on the addressed ideas and themes.

As I reflect on my agency and my learning today, I am confident that most of my Tweets fall into the Level 1 category.  I often try to capture exact words – the very essence of the speaker’s thoughts – and that is totally recall.  No doubt. Level 1.  And yet sometimes, I’m pulling in background knowledge or shortening the exact quotes when there are long hashtags and I must cut down the number of symbols.  Is that always Level 1?  Probably not. Is it sometimes Level 2?  Perhaps yes.

And what of this blog post?  Where would it rate?  Ideas from the day are flowing through my brain.  Some pictures are already uploaded. Others are paused.  Too few?  Too many? Which serve the meaning and the understanding of the reader?  Which are examples of MY thinking?

 Right now I think that I am approaching or possibly just peering over the ledge of DOK 3.  Your thoughts?

As I consider all the meaning embedded in Level 4 (Extended Thinking and Complex Reasoning), I believe this is where Katherine Bomer’s thinking lies when she said,

“Capital E, Essay equals thinking!”

A student or adult is agentive and completing that “extended thinking and complex reasoning” when totally engaged in a task of their own choice.  When writing, it may be an essay, a poem, or some great work of literature.  But it’s something the student knows and knows well due to their passionate study.  It may be a study of their own thinking and problem solving as suggested by Burkins and Yaris in Who’s Doing the Work?  when the students are actually working harder than the teachers as they problem solve and persevere in forging their own learning paths when “given the time to do so”.


Jan’s metaphor of shopping was played out in this chart and compared to choosing a just right book.  Students choosing their own books . . . not being handed books by the teacher brings up a question:  “Who SHOULD be choosing the books?”


Tara Smith tweeted out that “agency = knowing how to make choices.” How often do our students struggle with making decisions?  When should they be “practicing” quality decision-making skills? Is that not a skill that should be part of the daily routines during the school day?

Consider how engagement and accessibility play into these four elements.  Jan actually framed and labeled them for the viewers. But at any point there could be a mismatch.  Clare and Tammy would also point out that the mismatches are opportunities for learning and even ownership of their learning. A celebration of learning.  Every data point can also bring hope, joy and agentive power to the students.


And what if students were publishing regularly for real audiences?  #TWT authors and bloggers, Beth Moore, Deb Frazier and Dana Murphy literally hit the game-winning touchdown with their sharing and feedback strategies! (It was a Saturday after all-so there was some collegiate football in the background.)  Deb suggested feedback to young writers  on day one, Dana said it could be ‘fancy like “Wow and Wonder”,  “Glow and Grow”, or like “slicers” -1. feel, 2 notice, 3. connection’ and Beth Moore said that someday a student writer  might tell friends about how special their teacher made them feel as a writer. Honoring students and their writing work doesn’t cost a lot of time or money.  Celebrating student learning should be an every day constant.

After all this is “their” learning!   Fewer behavior management systems might be needed if there was more emphasis on “student choice” and so much less emphasis on “compliance” and “silly tasks” but those are both topics for another day!

The intersection of agency, choice, engagement and learning seems to be a good fit for students who are “doing the work” and not passively watching others engaged in the work.  Even kindergarten students want to share their thinking . . . not their fault that sometimes their symbols and/ or work needs translation for our adult brains to make better sense (Clare and Tammy’s story about Zachary) .

But what if the entry point for all students was simply choice?

What if the responsibility and accountability lies with students?

Lucy Calkins reminded us this summer that “To teach well, we do not need more techniques and strategies as much as we need a vision of what is essential.”

What if agency is essential?  How does that change instruction and assessment?

(Did I make it to Level 4 -Extended Thinking and Complex Reasoning? You be the judge!)

#SOL16: Photo Essay

What do these three people have in common?

They were all part of the reason that the family trip to Rome occurred in August of 2016.

Screenshot 2016-08-08 21.07.57  A birthday wish . . .

A Saturday Papal Audience  . . .pope francis.jpg


And a canonization of St. Teresa of Calcutta saint-teresa

All led to a trip to Rome.


How many family members would accept Mom’s invitation?



2016-08-30 13.54.06.jpg

Mom, her brother and his wife, my two younger brothers, my younger sister and myself.

Any story about our travels would not be complete without Father Marty, our spiritual leader and the center of FUN!

2016-09-03 07.27.21.jpg

An interesting fact about the members of our group (4 sets of sisters).


And the whole Tour Group . . . 52 Pilgrims


And some of the people we met along the way . . .

A photographer from a Quad Cities TV station who captured film as we left Davenport . . .

2016-08-30 07.32.20.jpg

And the many faces of the family . . .

2016-09-01 11.14.30.jpg

2016-08-31 07.57.29.jpg

2016-08-31 14.14.20.jpg

Accordion music in the parking garage . . .

2016-09-01 13.36.01.jpg

An articulate and passionate tour guide . . .


2016-09-03 10.05.32.jpg


and guards . . .


and cameras everywhere . . .


with selfies as a regular occurrence!


slice of life

Thank you, Betsy, Beth, Dana, Deb, Kathleen, Lisa, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here. 

Introducing “who was traveling” and “why” this trip!!!


#DigiLitSunday: Digital Writing

digilitCheck out additional #DigiLit Sunday posts with Margaret Simon here.


How does a post come to fruition?

Here’s an inside look at the content and the process for today’s post.

What’s the focus?


Where did my idea come from?

My idea was to tell how a post originated from one idea/ one tour during my recent trip to Rome. It was a topic that I briefly addressed two weeks ago (while in Rome) under the topic of Motivation here.


My “S-Notes” on my phone which I used frequently on this trip.

s notes.png

But WHAT am I going to write about the catacombs?

This is the stage where I pour a cup a coffee, add categories and tags, go for a walk with Mya, because sometimes the “ideas” actually work themselves out in my head. I draft in my head multiple times before I begin to put fingers to the keyboard.

I briefly addressed this topic in an earlier post.  I thought I was done writing about it.  But my brain won’t let go.  I bought books at the gift shop.  Books . . . books that I am currently reading . . . curious about the “bits and pieces” that I learned while traveling and now want to add to my knowledge.

Does that ever happen to you?

Google’s response to the word “catacomb” was that they were present in London, Paris and Rome.  Many locations, many purposes, but my connection to “world civilizations” was in Rome.  “Rome Catacombs” led me to some interesting sources including National Geographic and the Vatican.  The Vatican source seemed the most promising as the National Geographic source had already pointed out that the Vatican owned all of the Christian Catacombs (numbering 40 known ones at this time).

(Yes, I went to google first with “Catacombs”, then “Roman Catacombs” and then “Calixtus Catacombs”.)

What specific information was I looking for?

I wanted to know more about “deacon Calixtus, who would later become pope (217-222), the task of supervising the cemetery of the Appian Way, where the most important pontiffs of the third century would be buried.” (Source: Vatican)

Our tour began with story boards and I was hooked.


Picture taken of tour guide and story board. 09.01.16  fgmcveigh

Our guide was amazing.  The stories were riveting.  And now I’m embroiled in learning more about the catacombs. Sixteen different popes were buried in this set of catacombs along with 50 martyrs.  But this was also the burial place for the common persons during the second through fourth centuries.  The oldest tombs are those in the top levels as later tombs were dug below those previously interred.

What was the most interesting story for me?

The story of St. Cecilia, the patron saint of music, who was martyred and who is also revered as an “incorrupt” saint.  Incorruptibility is a Roman Catholic belief that divine intervention allows some human bodies (specifically saints) to avoid the normal process of decomposition after death as a sign of their holiness.



Today, once I had settled on my topic, The Catacombs of Callisto, I drafted. I did not revise.  I did do some minor editing – especially checking my quotation marks.  I also used the spell check embedded in WordPress.

What’s your digital writing process?  

Is it EXACTLY like your handwritten process?

Draft to publication:  1 hour and 42 minutes (I was lost in pictures for a bit.)




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