Alerting Student Writers to the Existence of More Ideas

UPDATED February 2022

Image result for kids thinking

Our youngest writers frequently undervalue their own lives and the small and large moments that punctuate those lives, as a source for writing. They often cling to second hand experiences derived from watching movies, playing video and computer games as a narrow source of potential writing ideas. They therefore remain unaware that this means their writing is frequently a rehashing of somebody else's ideas. 

We are all influenced by such experiences, but it would be sad if it was used to the exclusion of all those rich experiences that take place beyond the world of the screen. Kids miss out on so much if this is what inspires their thinking.


So how do their teachers assist them to make stronger connections to their own experiences? After all, we write best about those things we know the most about.

We can begin by modelling how we as adult writers gain ideas for writing from a range of sources including artefacts, mementos, keepsakes, treasures, junk -you name it. Bring such items into your classroom and share the stories attached to them. Provide the rich background details about each of your items. Explain how you could use such items as writing ideas. 

Challenge young writers to go home and seek out their own treasures as a potential writing source. Ideas can be found in 'things.' An artefact could become central to a story (fact or fiction) a minor detail in a broader story, the focus of a poem, a memoir piece, a recount, or personal narrative. Possibilities abound. 

Challenge your writers to utilize their senses when identifying potential writing ideas. Small moments in their lives have enormous potential for writing, if they are tuned in. -if they have their personal radar working- if they observe and eavesdrop! Things we know writers need to do. A writer without ideas is very much a non-event!

Share some books from your personal library, pointing out the influence these authors have had on your own writing. Allow them to understand that writers must be readers.

If you have your own writer's notebooks, please share some of your collected entries. Encourage your students to be researchers and seek out the possible range of influences on your collection of entries. 

Invite them to compile lists of the various things they notice. 
Allow time for each of them to share their findings with fellow writers. 
Alert them to the potential for adding extra ideas shared in their discussions to their developing writing pieces.

 Enquire as to their writing intentions going forward from this point. Make them accountable, by asking them to articulate their next steps as writers. 

Hopefully, they will have developed a broader vision of where they might look in order to harvest additional writing ideas.





Comments

Post a Comment

Popular With Other Visitors

Learning How to 'Zoom In' When Writing

Image
It is important for young writers to understand that not all parts of a story are equal. There are parts through which a writer moves quickly, and important parts where the writer slows down and lingers a while. This is where the writer might intensify the action or reveal the character’s reactions in greater detail. Young writers need to know that this is a deliberate strategy on the part of the author. The author consciously zooms in. The writer uses a magnifying glass to view a part of the story more closely; to focus on a moment and to slow down time. When an important part of the story is enlarged upon, it   is a signal to the reader, that this part of the story is important. The strategy of ‘zooming in’ goes by many names: ‘exploding a moment’ ‘magnifying a moment’, ‘hotspot’ ‘snapshot’, ‘adding detail’ or ‘slowing the action.’  What ever the name, the idea is the same. The author writes in a way that expands a significant part of the story with the intention of drawing t
Read more

Writing Irresistible LEADS with Grade One Students

I have been reading Australian author, Kate Grenville’s book, ‘The Writing Book – A Practical Guide For Fiction Writers.’ Grenville writes about leads and reminds us that the beginning of a piece of writing needs to be irresistible . Further to this she reminds the reader that it doesn’t matter where you begin a piece of writing- just begin! Grenville quotes Ezra Pound who said, ‘It doesn’t matter which leg of the table you make first as long as it stands up in the end.’ The writer’s aim is to glue the reader to the page. Grenville also makes the observation that sometimes you need to write the whole story before returning to the start in order to write a great beginning or ‘lead’ for it. Recently I have been working with groups of Grade 1 writers alerting them to the various ways in which writers ‘lead’ the reader deeper into their stories. Initially we looked at their own writing samples and I asked students, what did they notice about the words being used in their story leads? Th
Read more

Answering Questions Posed by Young POETS

Image
UPDATED, May 2020 As a frequent visitor to schools I have the great pleasure of working with groups of young, enthusiastic poets and their teachers. When I arrive in a classroom, young poets are often pre-loaded with questions, and most keen to have them answered.  I try to answer as many as I can, but we frequently run out of time, and the poetry caravan moves on to the next classroom. So I am here to answer some of those questions -right here, right now. So here goes: When you were little did you love writing? The short answer is yes. I have always enjoyed words and language. I can't recall a time when I wasn't doing some kind of writing. When did you write your first poetry book? I have had poems published over the years, but it wasn't until 2014 that I had an entire book of poems (an anthology) published. When I looked back through all my notebooks I realized I had hundreds of poems from which to choose. So, 'Searching For Hen's Teeth-Poetry From The
Read more

Writing Opposite Poems

Image
 O pp o s ite  P oem s In his book, ' How To Write Poetry,'  Paul Janeczko presents the idea of opposite poems. Paul suggests they could also be referred to as antonym poems. This is wordplay and it's fun to try. Here are some examples Paul provides to help us see very clearly how these short little poems work. I think the opposite of chair Is sitting down with nothing there What is the opposite of kind? A goat that butts you from behind Paul Janeczko You will  notice the poems are written in rhyming couplets. They can be extended so long as you remember to write in couplets. Paul shows us how this is done. What is the opposite of new? Stale gum that's hard to chew A hot-dog roll as hard as rock Or a soiled and smelly forgotten sock You might notice that some of Paul's opposite Poems begin with a question. The remainder of the poem answer the question posed. Opposite poems are a challenge, but it is a challenge worth trying. Not every thing has a
Read more

Writing About Reading - Reading Reflection Journals:

Image
UPDATED February 2022 Writing in response to literature can be a great way for students to organize their thoughts, explore what they think, and generate ideas. One of the strengths of writing in journals is that it allows students to capture all of those great ideas that generally float off into the air during the discussion.  Journal writing can also become drudgery if students are asked to write too often, given little choice or inspiration in what to write, or if they simply don't have anything to say. While some students eagerly share their impressions about selections they have read in class discussions, others are less comfortable and keep their thoughts to themselves. In an effort to encourage all students to think more about what they read and confidently share their observations and opinions, some teachers are turning to the reading reflection journal and are gaining insights they never anticipated.  The Value of Reflection Journals   Journals assist teachers to gain i
Read more