Living Life Twice

When we read our written words aloud and listen closely to them with focused intent,  we begin to appreciate their true impact on a reader's ears -someone more than likely reading those words for the very first  time.  We learn about our writing with unparalleled efficiency simply by feeling the shape and sound of our words and sentences as they tumble from our mouth and are received by our ears. If we are listening closely, we instantly discover what needs to be done in order to move our words onto the next stage of development. For this reason, I have long been an advocate for encouraging student writers to develop the practice of reading their words aloud before approaching a fellow writer and asking them to read what has been written.  This action of reading your words aloud before sharing is both informative (for the writer) and respectful (for the prospective reader). I was taught this valuable action many years ago by the late Australian author, Morris Lurie. It was a writin

  In this post I wish to explore the types of questions I hope arise when teachers and students share critical writing conversations (writing conferences) in the classroom. The questions teachers bring to these important conversations should aim to encourage the developing writer to become more reflective in their approach to writing in order to grow in both confidence and competence, as they move forward. Are you writing about things that matter to you -matters you care most about, matters close to your heart? If your students are writing merely to please a teacher or impress their peers, then this conversation is quite important. We should never embark upon writing we don’t care about. It should matter to the writer. It might actually be a piece they need to write quite urgently because they never want to forget that particular moment/ feeling/ event/ experience. Do you know why you are writing about a particular topic/issue/ideas? This is an opportunity to nudge the thinking

  To maximize the relevance of the Writer's Notebook as a writing tool and a resource for gathering embryonic ideas requires the support of mindful teaching. Conferring with young writers about the kinds of entries they are collecting in this special space and how they view the purpose of such entries therefore assumes significant importance. Focused writing conversations need to take place concerning notebook entries and how best to harness their potential. Such conversations with student writers and the effective use of their writer's notebooks can focus on a range of considerations. Here are some starting points: How are you, as a writer, building upon your notebook entries and ideas? Are you rereading older entries to discover new topics for writing? How are you dealing with the challenge of the blank page and getting their words to spill onto the page? Are you using close observations to inform your writing ideas? How are you using your senses to inform your notebook entri