In a message dated 7/24/2000 7:22:49 AM Pacific Daylight Time, [log in to unmask] writes: << And how does one deal with curriculum demands when trying to implement workshop? I feel caught in the middle of old expectations and new ideas.... >> Joanne, I agree with you about being overwhelmed! I have read so much about workshopping, and the reality still seems to be at odds with what I'm trying to accomplish. I've actually resorted to "bribing" the sister-in-law of one of our teachers to come to school this summer to give me a private inservice in writer's workshop! (I'm buying her lunch anywhere in Silicon Valley and she's going to show me how she implements the grammar aspects in her workshops. I'll share anything that looks interesting - off-list if this is too far afield for this list.) Connie - thank you for your kind words and syllabus. I printed it out and am using it to help me plan. It would be wonderful to see what each of us does with Image Grammar. Maybe your students might want to mentor a lesson with mine? One gem from last year I'd like to share. We were discussing absolutes in my sixth grade class, and I had printed out some transparencies with various pictures as Harry Noden suggests in _Image Grammar_. They were really into the activity but still a little shaky on the concept. One young soul pondered the picture of a goalie practicing blocking shots and went to the board and wrote, "Balls zooming, the goalie tried to block the goals." He still isn't quite sure why the class exploded in laughter, and I never had the nerve to explain that particular example fully . . . . Gretchen in San Jose [log in to unmask]