Responding to Writing Scenarios
My heart sings when kids enter classrooms announcing 'I know what I'm going to write about today.' It’s clear evidence of rehearsal in the writers mind.
I find myself disappointed when a teacher doesn't instinctively allow a young writer to hold the pen during an editing conference. Ownership of this task is critical to the developing writer.
I rejoice when a teacher is brave enough to share their personal writing with their students.
I am warmed when a young writer demonstrates a willingness to persist with a writing problem. The inner drive to solve the problem becomes an irresistible force.
I sense a feeling of sadness when a student writer informs me they cannot find any ‘good bits’ in their writing.
I feel a sense of loss when a teacher describes a young writer as lazy or reluctant. The essential question of why the writer is not engaged in writing has not been considered.
I feel a sense of joy and delight when a student finds the central purpose for something they are writing. They connect strongly to a chosen topic. Comfort and confidence rise to the surface for the writer when such ownership of the task kicks in.
I experience a sense of frustration and disappointment when teachers indicate they don’t trust student writers to think of topics and ideas for themselves. It is their justification for using ‘sentence starters.’
I become a little twitchy when teachers take responsibility ‘for fixing up the writing’ and consequently entrench student dependency.
My heart sinks when I see writing pieces displayed and they all begin with the same 'sentence starter.' It reminds me of a string of sausages in a butcher's shop!
I experience a shot of exultation when a student discovers that writing holds something they can revel in.
I feel a sense of trust and connected-ness when a fellow writer of any age says, 'Would you like to read my writing?'
I begin to feel anxious when a teacher doesn’t allow sufficient time for young writers to rehearse and plan their writing. When teacher invest time in a range of pre-writing activities it enhances the likelihood of a superior outcome when writing takes place.
I feel fulfilled when I hear young writers sharing their growing knowledge of the writing craft with each other.
I feel reinvigorated when a young writer finds new ideas from reading an older piece of writing.
I feel overjoyed when a young writer having displayed writing stamina, is able to articulate their personal vision for how they want their published work to look.
I'll stop there. I'm feeling a bit emotional... Not that there's anything wrong with that.