Reviewing The Role of My Writer's Notebook


I feel a compelling need to revisit notions of what it means to use a writer’s notebook as a writing tool. Firstly, I understand, not every writer has a notebook in the traditional sense, but many do. I am one of the many. My relationship with writer’s notebooks winds all the way back to September, 1983. Across the intervening years, my notebooks have been various. I have an extensive collections of notebooks. Notebooks documenting my journey as a writer across more than three decades provide a rich paper trail from which I am able to mine some writing wisdom.

Mu notebooks have evolved over time with respect to shape, form, and content. However, there are elements of that notebook/writer relationship which have remained consistently unchanged. Each notebook has been sturdy in its design. All my notebooks have had strong spines and hardy covers. Most have had ruled lines, but occasionally I have consciously chosen a new notebook with totally blank pages. I enjoy the variety such decisions bring to my life as a writer. Spiral bound notebooks have never been a consideration. They just don’t inspire confidence that they possess the qualities to enable them to go the full journey. It can be a tough life for a notebook. 

 Each notebook has been quite transportable. They are required to travel with me on journeys of varying length, so they need to fit conveniently into a bag. Some of my notebooks have been quite thick- chunky even, while others have been somewhat slim volumes. Each notebook is a place where writing begins. It is after-all, a ‘writer’s notebook. My notebooks contain a multitude of ‘beginnings.’  Each writer and each notebook is unique. I have ingrained that belief through my words and actions. 

I have always viewed my notebooks as a place from which I launch writing ideas. The analogy of a launching pad is one I quite like. My notebooks are not merely used to begin thinking and planning writing, I actually write in that space. I expand on my initial thinking. All my writing begins here. I roll up my sleeves and write. All my published works began inside one of my notebooks. I have never felt the need to own a secondary notebook, or a draft book -a practice I encounter in some classrooms I visit. When I lift a writing piece from my notebook, my next stop is a digital platform –computer, phone, ipad.  

For me, the notebook isn’t just a place where I collect so called ‘seed ideas.’ It’s a place where my raw words emerge. Alongside lists, quotes, drawings, maps, and fragments of ideas, there are initial drafts, introductions, fragments and probationary poetry.  My notebook remains a designated place to practice my ‘writing.’ It is also where I experiment and risk take. It is here I engage in deliberate wordplay.  In this space I am also assembling memories of things I don’t wish to forget.  My notebook is where my delicate ideas gradually develop. My aim is for them to grow into writing pieces. Pieces I can eventually lift into the full glare of public scrutiny.

 My notebook is a tool. I employ it to assist me to become a more competent writer. It is not a 'workbook.' It is a book I cherish. I view it as a special place where I am constantly engaged in writing, reflecting and rereading. I go to this place eagerly.

 I spend a lot of time adding to my notebook. The more I write, the more likely I am to improve.  The more time I spend writing, the more likely I am to find pieces with the necessary appeal to grow into more significant works. 

 I write in my notebook almost daily. It is always close by, just in case a potential idea bobs up unexpectedly. I strive to give voice to my writing ideas every day. The more time I spend in generating thoughts and ideas for my writing, the more likely they are to present themselves. 

 Over the years I have developed a keen eye for observing my world. I am well supported by my ever alert senses. I am a scanner, a logophile, a gongoozler, an active listener.

I must ensure I apply these acquired understandings and beliefs about notebooks to my teaching.  The notebook behaviours and processes I have developed over these many years have become integral to my engagement with teachers and student writers alike. Each time I enter a classroom I need to bring these collected understandings with me. Writing is essentially problem solving. I am able to share my various responses to these writing problems. Writing entries of any size- long short, a single magic line, can be employed to teach an aspect of writing. My notebook is therefore a most valuable teaching tool.


In the writing workshop, I must shine a light on such matters if I wish them to become adopted practice. Our impressionable student writers pay attention to the things their teachers make time for; those things we identify as important. My notebook allows me to model how a more experienced writer plays the important the role of curious learner, reader and writer. With my notebook, close at hand, I must strive each and every day to be a living, breathing advocate for all that I hold to be important. 

 So, what are your considered beliefs regarding writer's notebook? How can you position this writer's resource to have the maximum impact in your classroom. Before student writers can utilize them as a tool for writing, the most proficient writer in that room, must be clear about how they drive their own notebook so that it winds up in a productive place.


Comments

  1. elsie14 November 2018 at 04:51

    I love the glimpse into your writer's notebooks. This is a concept I find difficult to explain to teachers who don't write, then in turn they can't get their students to understand the use of the notebook.

    ReplyDelete
    Replies
    1. Alan j Wright14 November 2018 at 09:28

      Your comments are always valued Elsie. As you note, the greatest impediment to teacher success in writing occurs when teachers expect kids to embrace writing fully, when their actions send an unequivocal message, -we don't value the act of writing sufficiently to indulge in it ourselves. The inexperienced writer receives a message about writing that hinders their willingness to become fully engaged. As educators we must be risk takers. We must be partners in learning. We must share our reading and writing experiences. We can't teach such things from a safe distance. We must share the joy and the frustration of writing- the mud and the flowers!

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