Chapter 3: Share Your Writing Life
• Write together as a staff
• Note your writing practices
• Tell students why you write
Chapter Two of Regie’s book segues right into her third chapter, “Share Your Writing Life.” In this chapter Regie drives home the importance of teachers sharing their writing process with their students. She encourages teachers to become writers in front of their students, on their own and with their staff, and also to share their daily writing practices with their students. The purpose of the assignment below (Assignment #3) is to get you writing.
ASSIGNMENT THREE: Sharing Your Writing Life!
For many of us, writing is not enjoyable and/or is very difficult. Perhaps it is because we ourselves were never celebrated as writers. Or perhaps we only remember the “skills” based comments written in various colored pens on our papers…that always sliced deep (and turned many of us into “non-writers.”) These comments never really helped our writing become any better. As a requirement of a summer writing institute (which I was conned into attending “so that I could become a better teacher of writing”) I (Jackie) bit the bullet and wrote extensively throughout the course. What they say is true: the more I wrote, the more I enjoyed it, and I believe I grew as a writer. The goal of this two-part assignment is to get you writing.
Part One:
For the first part of this assignment you need to think about topics for your own writing (ideas/stories that you can share to excite your students) and then actually write a short piece (ideally in front of your students.) If you do not presently have the opportunity to write in front of your students then please complete the activity on your own.
1. Use the topic idea list from Regie’s “Try It and Apply It” on page 26. Choose several topics, and then create a list of sub-topics for each.
2. Choose the sub-topic that most interests you and write a short piece that you can use to model writing in front of your students.
Part Two:
1. On pages 45-46, Regie gives suggestions for writing exercises for the start of school (or really anytime you need to get writing started.) Follow her criteria for “Capturing A Moment” (from the summer or any other time ) and draft a short piece. Follow the directions in the chart on page 46.
2. After completing the draft, which should take no more than 10 minutes, take a moment to write down some of your observations of your writing process. Again, use the suggestions from the chart or the bullets below:
o What are you thinking about as you are composing?
o What exactly did you do to plan, to get started writing, when you got stuck, or when you completed your piece?
o What does your process look like? Do you write straight through? Stop to re-read? Revise as you go? Look up information? Edit?
The goal of this activity is to get you to write - which will hopefully get you more comfortable writing in front of your children! Complete this activity and let us know how it went by sharing your answers to some of the bulleted questions above.
Please post your comments to the course blog. (We don’t need to see your writing piece. We are more interested in your thought process as you completed the exercise.)
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Assignment #3: Sharing your writing life! I chose to capture a moment from this summer. At first I didn’t think I had anything interesting to write about. I re-read the criteria (page 46): What happened? Why remember it? and How did it make me feel? I then decided that I did have a special moment this summer that gave me a feeling I thought should become my story, my daughter’s graduation from college. As I was composing this short piece I remembered back to that day and thought about what I saw, how I was feeling, and what did I most want to remember. The part I most wanted to remember was finding our daughter in the procession before it started and headed towards the stadium. It was an amazing, proud, and emotional moment walking past all the graduates as they were lined up. So I started my writing at that particular moment. My process for writing was to write a few sentences, re-read, tweak, and then move on. I constantly read, re-read and revised until the end. As I was writing, I was thinking about the best way to craft my sentences to try and convey the feelings I had that day. I also focused on trying to paint a picture in the reader’s mind by being descriptive, adding figurative language, and conveying my emotion.
ReplyDeletePart I
ReplyDeleteI have chosen the main topic of pets and have created the sub topic of “Identify your favorite pet(s). What made this pet so special?” that I will personally respond to.
I have owned so many pets throughout my life that it is difficult to pin down one that would be considered my favorite. However, considering recent events I must choose Milo, my family’s orange tabby cat. (In the interest of full disclosure I would like to add that Milo was hit by a car on Monday and passed away.)
Milo was perhaps the friendliest cat that I have ever been around. He always crawled up on my lap and did not even distinguish between visitors to my house. If there was a lap, Milo would jump onto it. Another thing that made Milo special was that he was so good with children. Being from the animal shelter, I was worried that he would be quick to fight with our young children. He was the opposite. Milo couldn’t have been better with our youngest daughter and her friends that come over. A final aspect that made Milo such a special cat was that he was adventurous. I would sometimes find Milo on the rooftop of our neighbors house or on the top of our shed. They say that cats have nine lives and Milo seemed to go through all nine on a daily basis due to his adventurous nature.
Part II
I feel that my main concern is to be sure that I am answering the question(s). I like to use the words from the questions to form my topic sentences to organize my thoughts and to be sure that I am answering the question completely. Writing about an event from the summer was fairly easy as I have many to choose from up to this point. However, I do notice myself stopping during sentences and thinking sentences through. Also, if I don’t feel that a word is working particularly well I try to find a synonym. The first time through I try not to worry about spelling but I do want a sense of flow. Sometimes I feel that my writing flows better than other times too and maybe this depends on the topic or, in this case, the question posed. Another thing that I noticed is that I go back and erase entire thoughts and sentences if they don’t seem well placed.
I enjoyed reading about Milo and was moved to comment and express my sympathies on the loss of your pet. I've been thinking about my dog Roxi a lot this summer. She is a ten year old golden retriever and she is really beginning to show her age. I give her as much extra attention as I can because I know she won't be around forever. I'll bet every one of your students will relate to this topic.
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ReplyDeleteFor Part One, I decided to write about the start of school - from the teacher’s point of view. I think the kids might get a kick out of knowing what goes on behind the scenes before they arrive in the fall. I consider myself a reluctant writer, so I was surprised when my writing extended on to three notebook pages! It looks like some serious editing is in order to keep this modeling to 10 or so minutes. It made me realize that there is some magic in picking your own topic. It’s much easier to write about something that you can have fun with or that is meaningful to you.
ReplyDeleteFor Part Two, I had trouble coming up with a moment to capture from the summer, so I thought back to spring break when our family went to visit my daughter at college in Bellingham. We stayed at a cabin on a lake near town and one sunny evening my teenaged son and I took a couple of kayaks out on the water. It was such a peaceful and companionable time, memorable because that type of moment with him has been in very short supply for a long while. I find that when I write, I sometimes skip over areas where I am having trouble (spelling, word choice, etc.) so I can get my thoughts down on paper. I underline words, put phrases in parenthesis, and sometimes leave blanks so I can go back later and fix things. As I wrote, I was thinking about how I could use more descriptive language to capture the moment. I was also consciously not erasing, but scratching out changes so I could look back and follow my process. I had to stop and think a couple of times, so I walked away from my writing and looked out the window and even let my mind wander a bit. I got stuck on the ending, and finally crossed the whole last part out and rewrote it differently.
Hi Kathy,
ReplyDeleteI would say that your daughter's college graduation is a special memory to write about. Did you share your piece with her or plan to in the future? Would you consider writing in front of your students next year?
Andrew, I am so sorry to hear about Milo. As Sheryl wrote, I think many of us have experienced the loss of a pet and relate to this topic. (My dog Boots was hit by a bus when I was in high school and our last dog, Quandary, was hit by a truck--but survived. Both instances were accidents where the dog got out of the house or yard by accident.)
Andrew, do you think this activity would be benefical for your students?
Hi Sheryl,
Oh I agree, I think the students would love to read about the start of school from the teacher's perspective. YES! When students have choice about what they right about the quality and effort increases. Students also need that break from their writing or just time to think. Often teachers will say, "Write, just write, it doesn't matter what it is." But I think many students should have time to ponder and reflect. It's not a waste of time but important to the process.
I choose to write about the summer memory of buying a new house. Much of my summer has been consumed with the roller coaster ride of buying and selling a home. As I was composing my writing I was thinking back to the ups and downs over the last month. It was easy to plan because I could think back to the events and write chronologically. I then added the emotion that came each step along the way so that my audience would understand the joys and stresses that arose during the process. I was able to write straight through because I was going through each major event chronologically; once I finished I went back to reread and edit.
ReplyDeleteAssignment #3 – Katherine Holtgraves – Sharing your writing life!
ReplyDeleteI chose to write about a recent trip to Hawaii, after a very hectic closing of the school year – that can only be described as PROJECT upon PROJECT upon PROJECT! The week in Hawaii stretched in the distance… and I was finally ready to leave. This was the moment that I wrote about.
Writing is the art of taking you back to that particular place and time. As I created the picture, I returned there. I was smiling…noticeably relaxed and recreated the picture of my approach to a week in Hawaii. As I started to organize myself, I thought about the starting point. Usually, that means when a trip starts, but truly for a writing piece, that is the predictable place to start. Getting going… won’t mean that your piece will start there. This is why writing to get the words out is the most important way to get to the place to start. So I wrote for 15 or so minutes, just on what I could remember from my trip. They were sentences, and a couple of paragraphs. From there. I would have selected a MOMENT, and considered carefully the three questions.
In terms of my own writing – it starts by just writing everything down. Then I select the place that I really want the writing piece to start – depending on the voice and the audience. I think quickly organize the big ideas, jot notes to myself on a separate paper - then start writing. I write one draft – all the way through, so that I don’t lose my train of thought. I stop and reread, revising as I go. I then leave it for a space of time and come back and read it again. I often change the starting point or note that the ending is not as strong as it could be, when I can give myself the time away.
Writing Workshop Model for all students - Letting kids realize that their pieces are really about writing – thinking - writing – thinking – revising – thinking – finalizing and feeling the pride of accomplishment. They should have several pieces at different spots that they come back to and enjoy finishing.
I chose to write about my favorite place for part 1 and my son seeing snow for the first time this summer for part 2. For both instances as I was writing it was very easy to lose track of the time. I got lost in the writing and was picturing everything in my head. I was reliving the moments and then trying to capture them on the paper. I think the biggest thing was that the writing was so meaningful that I even felt pride when I had finished writing, and I felt satisfaction. When I was planning my writing, I just sat and was thinking of what to capture. As I was writing, if I got stuck I read through what I had written. Once I felt I had veered off of my topic sentence so I tried to write a better concluding sentence that tied everything together. When I completed my pieces I re-read them to see if I was completely satisfied with the descriptions and to check for other conventions I had maybe missed, like adjusting the placements of my commas.
ReplyDeleteAt the beginning I found it hard to find the right circumstances for writing though, because I wanted quiet and peace, (which is hard to find with a 3-year-old and a 1-year-old). I wanted a certain kind of paper, I was nervous about if I would be able to think of anything to write, etc. This made me think of my students. What exactly do they need to write well? Do I make sure that is always provided? Are they nervous to write something on the spot? Overall, I discovered the writing was much easier than I thought, once I actually sat to do it.
If the intention of this lesson was to get ME writing, mission complete! In Part I I used the prompt from P. 27, The Best Thing We Ever Did. As I wrote I kept in mind the best thing “I’d” ever done. I started writing after a few moments of thinking. I came up with a quick list and went with my first idea generated. I didn’t think about sentence structure or word choice. I started to write. I wrote from my mind and heart. I realized, through this process, that this is ALWAYS how I write. In fact, I am doing it right now! The idea comes to me, goes through my fingers and lands on the paper. I read as I go. I re read once I am finished. I read what I wrote aloud. Does it make sense? Will my audience understand? Have I written keeping that audience in mind? When I got stuck and went to the top of my piece and read aloud. This helped me get back on track. I modeled this writing in front of my two children. I wrote about the best thing I’d ever done. I wrote about becoming a mother.
ReplyDeleteIn Part II I captured a moment from the summer. I decided to write for myself. Many of my older students would understand my piece as well as my current audience, my sons age 9 and 10. I wrote about my first purchase from Craig’s List. This may seem silly or insignificant to some, but I had a great deal of emotions tied to doing this, so I wrote about it. As I started I wanted to convey my emotion of fear and uncertainty as I traveled to an unknown place to pick up an item I purchased by making keystrokes and two texts. I shared that even as a 42 year old woman I felt it necessary to take my mom with me as I traveled into unfamiliar territory (Belmont Street in Portland) to purchase a new/used dresses from a complete stranger. As I observe the process I find myself writing everything I felt and did. This seemed like too much for the reader, so as I re read I eliminated and refined. The finished piece was an interesting read bursting with real life feelings.
THIS IS ASSIGNMENT FOUR. I WAS NOT ABLE TO POST IN WEEK 4. IT WAS TOO BIG AND MY LOGIN GOT STUCK. IT IS IN WEEK 4, THREE PARTS. I GOT A BIT CARRIED AWAY.
ReplyDeleteChapter #4
Anytime someone tells me my expectations are too high, part of me shuts down. I never know how much I can do until I try. Being supported and encouraged only helps me be and do more. It was good to be reminded of this in Chapter #4. From this reading I take away that the writing process is meant to get ideas/words on paper. Good practice is modeled in Teacher and Shared Writing. What is not to be forgotten is the fact that handwriting and spacing (mechanics) and such are important. It is good to have high expectations. Expect amazing things from learners in their writing. Encourage and support and you will get more from your kids. This is especially true for “struggling” writers. One of the ways I believe I can “raise expectations” in our grade/school is encourage my learners and teaching team to publish and display student writing. I appreciate reading about having kids write with their audience in mind. I haven’t though of that before. If kids know who they will eventually be sharing their final work with, they can be mindful as they write. In terms of being ESPECIALLY mindful about raising expectations for our minority and lower socio-economic students, I could not agree more. I expect greatness from all of my writers! I know which kids need more support. If I expect great from them, and they feel safe and supported, they will expect the same from themselves. One thing I keep in mind when working with English Language Leaners is that they are often proficient in their first language. I have encouraged them to write in their native language. Sometimes I get the pieces interpreted and sometimes not. Sometimes they share their piece to the class in both languages. It is amazing to see the acceptance peers offer when impressed by native writing from and ELL learner. The Optimal Learning Model, along with Shared Writing, gives students the example to see and be involved in the process and know the expectations up front.
Chapter #5. I believe that Shared Writing in appropriate for every learner. Shared Writing falls into the Optimal Learning Model as students see the teacher do it. Then kids and the teacher are involved in the demonstration phase before the class and teacher write a piece TOGETHER. In the process they are talking and sharing with each other and as a class. Linking together Shared Writing and Shared Reading….FANTASTIC! Read a lovely story. Read non-fiction. Share and discuss. Point out the craft in the writing. Share and discuss. Start of list of ideas on what to write about. Discuss. Pick one of the ideas and elaborate. Discuss. As a group, write a piece based on and or/from the Shared Reading. I loved the idea of then turning the shared reading into a CLOZE activity. The writing is familiar. Kids can be successful! I also loved the idea of cutting apart the shared writing piece and having students work together to make sentences from the story again. This morning my sons (9 and 10) and I generated a list from “Capturing a Moment This Summer”. I consciously gave praise and support (as done by Regie). From there we chose and idea and together came up with all kinds of ideas under that idea. We went for about 15 minutes, and boy was Regie right on. That was the right amount of time. They were done and losing it at the end. My older son did make the comment, “Mom, you read aloud as you write, just like I do!” Tomorrow we will pick up the discussion and do a Shared Writing Piece.
ReplyDeleteChapter. #6. What I took most from this chapter was the hints and suggestions about the importance of reading as it pertains to writing. I have heard this before. I took a class this year and the author “Avi” left us with the notion that the best writers are the best readers. One point he and Regie both noted was the hearing reading aloud was a key to being a successful writer. Avi went even further sharing that he believed the best writers have spent a great deal of time crafting their “read aloud”. I wrote down a lot of notes about reading non-fiction, pulling info from it and writing about it. I will definitely be using these hints this year!
ReplyDeleteHi Alix,
ReplyDeleteI’m not looking forward to buying a new house in a year or two. But in the end I’m sure it will be worth it. Actually, Jackie is in the process right now. ☺
Can you see the process of writing in front of your class benefiting your students?
Hello Katherine,
Wish I were in Hawaii! It’s been 15 years. I think I’m due! ;-) Yes, if we can get students to realize that writing is a “process” and not a one-time assignment we have done our jobs. But, this is difficult to do, especially after years of experiencing criticism for their efforts.
Hi Caitlin,
You raise great points about what our students need to write well. I think it could be a lesson at the beginning of the year. Getting students to think about and articulate what sort of environment and setting works best for them would be a great lesson. I had a principal who during in-service made all of us write on the spot. None of us knew it was going to happen. It was such an interesting exercise because some teachers were very uncomfortable (and a little upset) that they had to write without planning on a topic assigned to them. ☺ Hmmm… I think that was the point…to get them to experience what our students experience with our “on demand” writing. Glad your writing turned out well.
Randee,
YEAH! Yep, our hope was to get people writing and see how easy it can be and to think about how they actually write in real life, not according to some teacher’s manual. I think writing about Craigslist is an awesome topic. I happen to LOVE Craigslist!
Hi Randee,
ReplyDeleteFor assignment four:
I think that's awesome you encourage your students to write in their native language…all teachers can do this or tell their students if they are stuck on a word in English they can use a word from their native langage and change it later. The most important thing in writing is to get your ideas down before you forget them…we can always revise and edit later. I also love that you sometimes have them share their paper in their native language for the class. It's an amazing talent to know two or more languages and an accomplishment to be celebrated!
What a great experience to have writing with your sons!
I agree with the importance of reading for writing. It is the basis of all other learning in school. I saw an interview with several students who scored perfect on the SATs. The one thing all of them said (individually) was that they read A LOT. Read, read, read was their advice if someone wanted to do well on the SATs.
The first thought I had when thinking capturing a moment from the summer was how fast the summer has gone! Since I just got back from 3 weeks in Ohio visiting family, I started with a list of some of my favorite moments from my trip. Once I made my list, it was easy to choose what I wanted to write about and I started writing my piece. For me, finding something to write about is the hardest part. When I knew exactly what I wanted to write about, I wrote straight through (stopping here and there to reread and revise).
ReplyDeletePart 1: I was able to come up with a topic and sub-topics very easily. I know my students very well and I wanted to write something they would be engaged with. I chose to write about my dog Bella and our trip camping this summer. I was able to write for 10 minutes and believe I could have written longer. Doing this in front of a few students was quite easy for me but I had time to think about what I was going to write. My ah-ha moment was thinking about requiring students to write on one topic only and how difficult that can be for some. I like the idea of having one topic but allowing students to have a choice about the sub-topic.
ReplyDeletePart 2: The “capture a moment” exercise made me really look at my writing. A couple quick observations I made about my writing is that I do re-read my sentences out loud to make sure they flow. Another observation is if I do not know how to spell a word, I will choose a different word that means the same. After putting some thought into this, I believe it is more important for my students to see my mistakes with spelling and how I go about finding the correct spelling. I also noticed that when I got stuck I asked myself questions about the story to find more to write. This is where a pre-write could have come in handy. Sometimes knowing what all I want to include makes writing the story/paper easier.
Hi Ladies,
ReplyDeleteDo you think you might plan to write in front of your students this year?