Living Life Twice

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  When we introduce poetry into our classrooms we need to present it as a celebration of language. We must let our students feel it has the potential to be a great thing for them to enjoy. Poetry is indeed special. Wallace Stevens , the American poet referred to poetry as ‘Simply one of the best things in life.’ Poetry invites the reader, or the receiver to share some of the imagination and wonder of the writer. For a young child, appreciation of poetry grows with exposure and a growing sense of familiarity with the form. There may not be immediate acceptance. An understanding of poetry develops when the child is invited to listen carefully to the language and to notice the language patterns and structures used. Once understanding is established, the inexperienced poet will more readily engage with poetry and begin to experiment with poetry in all its forms.  Drawing attention to patterns and structures, rhythms and rhymes increases the likelihood young poets will embra...

  Writer Joan Didion said our (writer’s) notebooks give us away. We are revealed by the contents. Our notebooks are a place to initially collect and then take those collected items and use them to spark further writing. As Ralph Fletcher , writer and educator reminds us, we use our notebooks to breathe in (collect) and breathe out (generate). With such thoughts ringing in my ears, I envisage notebooks brimming with words and ideas across a range of subjects and genres. The notebook is a place to experiment, take risks, make important discoveries or excavate memories and ideas from deep within. It can be a place to play with words. Writing becomes a pleasure. So why is it that in many classrooms when students take out their notebooks the pages reveal a picture far removed from the images I have just outlined?   Why does one get the impression that the notebook in these school settings is only realizing a small part of its potential? Why is the critical ingredi...

I once read that writing is just as much about mud as it is flowers. It is about triumph and tragedy in equal doses.  This poem, written quite some time ago, captures a small, yet significant moment in a child's life. It reinforces the fact, you don't always win. We need to remain open to both our happiness and sadness as they arise and deal with them accordingly.  So, with all that in mind, I give you a small, but heartfelt, poetic offering to illustrate the point - Lunch With A Newcomer . Poem by Alan j Wright , Illustrations by Terry Denton

  Sentences can be mighty impactful when used effectively. Assisting student writers to incorporate a variety of sentence structures into their pieces instantly improves the quality of the writing they produce. Frequently inexperienced writers produce  short sharp repetitive structures as seen in the example that follows: I have a bike. It is red. I like to ride it. It is fun. My friend and I like to ride in the forest. It is really cool there. We have a good time. When it is time to go home I have to put my bike in the garage. That is where I keep it. The sentences lack variety. The structure of the sentences is similar in most sentences. The sentences lack energy or excitement. Here we are able to teach the strategy of sentence combining using – connectives  to make sentences flow. This improves the fluency of the piece for the reader. We can also teach the writer to use a variety of sentence beginnings .    With varied beginnings the writing is more i...

  A recent question from a teacher prompted me to think more deeply about publishing student writing . She was searching for professional reading that dealt more deeply with the publishing phase of the writing process. My own search revealed that many of the available texts deal more comprehensively with the lead up (revision, editing) to publishing than publishing itself. It doesn’t seem to get the attention that it deserves. Publishing and all it entails is only lightly explored in many professional texts.  I have always believed that when the young writer reaches this important stage of the process, a wonderful opportunity exists for empowering the writer to make some really important decisions concerning the shape and form of the final product.  I had to go back to one of my earliest books on writing- ‘ Writing, Teachers and Children at Work ’, Donald Graves , to find any meaty detail surrounding this part of the process. Reading Graves’ words was like...

A young writer makes plans for layout on post it notes  and publication using the draft of the text to inform  the necessary process . Recently I had the opportunity to work with two groups of keen young writers to assist them to identify and launch a personal writing project . in the process I have been sharing some of mine, both big and small.  I took the time to outline the process followed in each project. I outlined the time each project took and what I discovered in each writing journey. I encouraged these less experienced writers to ask questions in order to build their knowledge of what a personal writing project may require. I wanted to challenge the long held practice that the first logical action after identifying a writing project is to always immediately start drafting. For generations schools have reinforced this approach. It does the young writer a disservice. It does teachers and learning outcomes a disservice too.  I acknowledge, on occasions w...

Author, Annie Dillard says she has to maintain in her head a running description of the present. She needs to call to attention what passes before her. I fully understand how important this rehearsal is to a writer. I am continually in the grip of word storms. They bounce around in my head. Phrases and ideas form and reform continually as I go about this critical pre-writing phase.  Much of this word play remains invisible until it is ready to reveal itself upon the page. Eventually these words, tumbled and reshaped, will spill onto the page and from there further refinement will be undertaken. Non writers will not appreciate this. They will not understand.    Every day the words I hear, the words I see and the words I absorb, sing in my head. Yesterday morning while enjoying breakfast a song delivered the following words. They stayed in my head all day. ‘Let me be close to you So, I can understand Let me be close to you Under your ceiling fan...’ Later in the morning I w...

A student once asked me an interesting question  during a share time ‘What was writing like, when you were in Grade 5?’ Well, it was actually like this… Writing Time With Miss Dungeon In Grade 5 Our teacher Miss Dungeon Would ask us to write She called it- Composition She gave each of us a book A book she called A composition book Every Thursday Straight after lunch Was composition time We all knew this because Miss Dungeon Would stand in front of the class And using her very loud voice That made the windows rattle Announce OPEN YOUR COMPOSITION BOOKS With pencils poised We would sit silently Waiting Waiting Anticipating Until Miss Dungeon Standing at the front of the room Giant like on a raised platform Looked over her spectacles and announced the weekly writing topic- Autobiography of an Ant START WRITING NOW No smile No Frown START WRITING NOW… A few kids began writing Some stared out the window Some froze at their desks And the rest of us stared at the blank white page of our c...