Living Life Twice

  ‘Giving young writers genuine choice is the best way I know to create an environment where they can flourish.’  Ralph Fletcher  Some suggestions for teachers of writing to consider in regard to using writer's notebooks in the classroom writing program. • Choice of notebook is the first opportunity to practice choice. Allow each writer to choose a notebook that meets their needs. • Allow notebooks to move between school and home to create a bridge between the two locations. Encourage writing in multiple locations, at different times. • Not everything written in a notebook has to be published or fully drafted. Not everything is significant.  • Respect the integrity of the notebook by not writing in them. Don’t try to control the notebook, otherwise it may well become just another ‘workbook’ in the eyes of the young writer. Its integrity will fade away. It is not assessed or scrutinized. It is nourished and supported as a writer’s resource. • At all times the notebook shou

  I was recently interviewed to discuss how I embrace poetry as a reader, writer and educator. Here are my responses: How do we see a purpose for writing poetry? It’s always been a smoother, more precise way of saying something. Poetry looks different on the page, and often sounds different to the ear. It is unique. It can makes us laugh, cry, take action. It embraces mud and flowers with equal fervour.   It informs, educates us by allowing the truth to sneak up on us.   The words endure long after the poet who wrote them. Memorable words that become engrained. That’s why it retains a special place in the literary framework. How do we make it a part of thinking/talking? By setting it free-   releasing it from the narrow constraints of set work units and ‘poetry month’ and allowing it to spread out like honey to permeate and sweeten our daily existence. By buying my own poetry books. By insisting our school libraries make a point of acquiring new, contemporary titles!