Writer's Notebooks - A Broader View For Developing Writers




Stories continue to reach my ears of schools where Writer's Notebooks are being presented to student writers in rather limited ways. Ways that serve to severely limit the notebook’s potential to influence and inform the developing writer. 


The notebook is capable of being much more than a depository for 'seed' ideas, lists of potential topics and an endless succession of Y charts, invoked every time a potential topic or idea is raised. 



 When I see student notebooks limited to these types of entries, it suggests a somewhat narrow interpretation of what a writer’s notebook is expected to provide. They appear undernourished and underdeveloped. They are a pale imitation of what might be. They lack versatility and vitality.  

Student notebooks belong to the student writers. We want young writers to develop a clear sense of ownership, responsibility and pride in them. To be putting our energy into claiming control of their notebooks will never achieve such lofty goals. What I am suggesting here is that some teachers may well be directing student writing, rather than facilitating its growth. The emphasis is on compliance, as opposed to engagement. The notion of ownership of the notebook and responsibility for its content have been usurped. This may well be quite unconsciously occurring. However, it results in notebooks that lack identity and individuality. 



If, as educators we wish to impact the student writer and their notebook, the best place to influence change is through our own notebooks, not theirs. 

When teachers mindfully model their notebooks and the process they pursue in gathering those notebook entries, the power to influence the less experienced writer, is greatly enhanced. In this scenario the notebook offers the young writer an 'unparalleled space' (a Ralph Fletcher term) to find their stride. 

Ideally, a writer's notebook should offer  freedom to each and every writer to expand, discover and grow their words. This is more likely to occur when time and encouragement to fully explore the writing terrain is provided. 

The writer's notebook needs to be viewed as a collection zone for a broad range of entries, a place to launch writing, not merely consider the possibilities. It is also a place to play with words, to experiment with language and take risks. It is a place to react to events and experiences taking place in your own particular sphere. 

The notebook at its absolute best is a writer’s resource, a writer’s tool and the collected entries inform the writer, allowing them to write with increased confidence and some depth of understanding. It becomes a valued reference the writer regularly delves into, in order to mine its treasure.

So, how are those notebooks looking?
What are they telling you?

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