Living Life Twice

  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, cont...

There is something quite magical in being able to spread the joy of reading great words and what possibilities they spark in the mind of the reader.  It all begins with selecting and sharing powerful texts and simply letting kids enjoy the wonderful words within.   Reading a text for enjoyment before you move to examining craft increases the likelihood of the text impacting on a student’s writing. When the student knows the text, it releases their cognitive energy more specifically to that aspect of the text under examination. Think of mentor texts as a term that essentially means –models, exemplars or examples. ‘Mentor texts’ is not something we do within a writing program for its own sake. It is not an entity in itself. It is an integral part of learning how to become a better writer.  It is an approach requiring an ability to read like a writer. This allows the reader to see the potential in a text to provide them with a writing model worth following or adopting. When ...

  Making The Most of Mentor Texts Mindfully and strategically used, mentor texts, present as a powerful tool when alerting the inexperienced writer to a multitude of techniques writers employ to make their writing both effective and memorable. When choosing suitable texts, select examples that you also enjoy reading. It will help heighten the sharing of literary treasure. Choose exemplars possessing specific techniques  and craft moves you would like your students to embrace as writers. Alerting young writers to the power mentor texts possess to inform and enhance their writing, forms an important part of the cognitive apprenticeship we wish them to experience. Consider the following steps when choosing suitable mentor texts Begin by reading aloud the chosen book, for pleasure. This provides young learners with a sense of the text’s totality. The whole story is revealed.  • Reread the book with a specific focus on some different writing techniques used by the author. In...

When a teacher enters a classroom to teach a writing lesson they should draw comfort from the fact that they are not alone. They bring with them all the reading and writing they have ever done.   As teachers of writing we are surrounded by so many  authors we trust, respect and who are readily available to assist in the important task of developing young writers. They sit at our shoulder ready to assist. When allowing these authors to become our mentors, our unwitting collaborators, the sharing we do affords student writers quality opportunities to acquire the craft of writing through exposure to rich literary models.   We must willingly and mindfully, bring with us the lessons learned from our own trusted mentors. Provide examples from your own writing life demonstrating how you have incorporated such aspects of writing craft. Regularly encourage students to investigate for themselves specific aspects of the work of such mentors.  When starting out, encour...

The late Australian writer, Morris Lurie taught me how important it was to read my writing aloud. It was something he practiced and he shared this good advice most willingly. For many years I have been passing on to young writers I meet this same sage advice.  Another renowned  writer, Truman Capote said, ‘ To me the greatest pleasure of writing is not what it’s about, but the music the words make.’   This is why we must hear our words. We must ensure the music of our words is suitably melodic. Colum McCann in his wonderful book, ‘Letters to a Young Writer,’ suggests we should have a conversation with what we write. I totally agree.  As writers, we need to hear the sound our writing makes. We need to hear the repetition, the alliteration, the assonance and the onomatopoeia –all the wonderful notes. We must listen for the rise and fall. When you read your words aloud, you are able to hear them as a reader hears them. You get to hear the intent of the...

The effective use of mentor texts is something worth sharing. Exposing impressionable young writers to exemplars and allowing the words of a trusted author to influence the writing student writers produce, is important in our work as teachers of writing, and teachers of writers. My friend and colleague, Leanne Hunter currently teaches Grade 3 at Toorak College, Mount Eliza in my home state of Victoria. Leanne choose to read a personal favourite of mine, 'Pookie Aleera Is Not My Boyfriend,' by Steven Herrick to her eager young learners. In this verse novel, Award-winning author Steven Herrick presents a heart-warming tale about friendship, grief and the importance of baked goods. In a country town, in a school just like the schools you know, the kids in Class 6A tell their stories.  – it's honest, quirky, funny and frequently heartfelt. It is written from many characters' points of view - the cool kid, the funny kid, the bullied kid, the teacher, the school cle...