Teachers Of Writing-Tell Your Stories!

 A continuing narrative of my work in schools has been to promote the idea of writers as storytellers. I have always been a person who has enjoyed sharing stories and jokes, whether from first hand experience, or relating stories gifted across a lifetime.

I encourage developing writers to tell their stories too. It presents as perfect rehearsal tool for any writer. Telling  stories before you write not only eliminates the notion of 'cold starts'- it frequently results in a much enhanced end product.

Often a writer's story may be told many times before it emerges as written words. I often tell my stories many times before I commit them to the pages of my notebook.  It is in the telling that the story and the words are refined. In the end the reader benefits from these repeated tellings. Each of us has stories unique to our experience. It is folly not to see value in sharing them. It is here that we begin the process of living life twice.

I once had a student comment about a story her class frequently requested from me, called 'The Kiss.' She noted that I had told that story a number of times, but 'Have you ever written it down? she asked. I had the sudden realization that this particular story had evaded my notebook. I thanked her and soon set about rectifying the situation. Initially, I wrote it as a memoir slice. Then I made the decision to rewrite it as a narrative poem. It eventually found its way into my poetry anthology, 'I Bet There's No Broccoli On The Moon' as the poem, 'Kiss Chasey.' A journey from true story to published poem prompted by a timely question from a keen listener.

My penchant for storytelling, pormpts curious learners to frequently ask, 'Is that story true?' My answer is often short, simple and mostly, 'Yes.' The stories I tell these young and impressionable writers contain a dose of factual content- necessary facts. Facts that anchor the story, provide credence and instil confidence in the listener. I also add a dash of spice in the form of hyperbole (just a pinch) to heighten engagement as well as encouraging, (often at my own expense) a little laughter. In my stories I confront the twin imposters of triumph and defeat. My stories visit the mud and the flowers.  There's no doubt our storytelling undergoes some embellishment for dramatic effect. Nothing wrong with that at all...

Because I view myself as a teller of stories, I must practice being a close observer of the worlds I inhabit in order to be a presentable storyteller. I inform young writers 'Each of us have stories to tell and like all things we improve our telling through practice.'

Because memory is imperfect our stories are partially reclaimed truths. Sometimes they rise up like ghosts of varying transparency, depending on their relative age. Occasionally, I feel compelled to change the names of certain people in order to protect identities and respect privacy. On other occasions I choose to omit a few details. Details that might offend an impressionable audience. 

Sometimes stories are connected to 'things.' Artifacts, treasure, keepsakes and ephemera have a backstory that can also be unpacked and shared with others. We should regularly alert students to the potential existing in such physical things. People and places are strongly connected to stories as well. Our stories can uncap a rich vein in these places.

We do well to remember, storytelling is an art that requires regular practice. It possesses all the elements of written narrative- beginning, middle and end. Telling our stories increases our humanity in the eyes of our impressionable and curious learners. It is another thing we must model in order for impressionable learners to feel comfortable telling their own stories.