Chapter 3: Share Your Writing Life
• Write together as a staff
• Note your writing practices
• Tell students why you write
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!
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.
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.
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.
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.
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.
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?
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.
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.)