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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As I wrote I was recalling details and thinking about what i wanted to say. I would think of a way to write a sentence consider it and sometimes change my mind sometime go with it. I wrote the list of potential ideas so I could consider them. That kind of planning was new to me. I usually keep the ideas in my mind and don’t write them down. I narrow them by what I am most interested in. Before writing, I tried to visualize and remember the whole moment and put myself back in it. I sort of write straight through, I don’t stop to reread. Though I try to add this in when I model for students. When I am demonstrating writing I try to slow it down and think out loud my process, adding in the parts where I reread as good modeling. I sort of revise as I go, thinking the sentences up in my head and considering them as I write. When I type I distinctly make more on the go revisions than when I use pencil and paper. I, again, add this in to model for the students. I think my process in much more internal. I struggled throughout all of my school life with the drafting and revising process. how I write my first draft is how I like my final copy. I don’t usually cross things out or move things around. When I write papers for classes, I think my audience changes and I make revisions for content to make sure I meet all of the criteria. Now that I am not in school, do I have an outlet for creative writing? I like the act of creating with words, even if I don’t like putting pencil to paper. Maybe I can find a way to love writing with my kids as much as I love math or science or playing games with them.
ReplyDeleteNina,
ReplyDeleteIt's wonderful that even though you don't enjoy writing that you model it for your students. And, I think your own experiences in school are important to help you teach and support your own students. Not everyone writes or edits in the same way. Yes, we need to teach students a couple of sound methods but also allow them some flexibility with the writing process. The over-all goal is getting students to enjoy the process and be proud of their product. Have you ever explored poetry before? Found poetry is a fun type of poetry where the poet puts words and phrases from other sources into a "new" poem they created. What we have found about poetry, for students but can also apply to adults, is that it's often shorter and less formal-meaning that the rules of grammar may not apply.