Living Life Twice

The writer sits down to face the blank page, only to be greeted by the dazzling whiteness of the paper. The pen is tightly gripped as the writer stares at the empty page. There is hope that time will deliver the wondrous words desperately sought. The empty lines beckon inviting the young writer’s words. The challenge remains- How to begin? If you have experienced this feeling, you will have greater empathy for your students and those feelings that sometimes overwhelm them as beginning writers. They often have a broad idea regarding their writing, but have little idea where, or how, to begin. They want to produce something that effectively conveys a message but remain unsure of how to begin the process. 'I know what I want to write about, but I don't know how to start.' We need to recognize that it is at this point we can provide meaningful support to allay such writing anxieties. Teaching students how to think of something to write, provides a way forward. This p...

Small group, Explicit teaching Explicit teaching has become a buzz word in the education sector in recent times. It is being waved about as a magical discovery. The reality is, -it is not a newly discovered strategy. It has in fact been present in schools, particularly Australian schools for over four decades. Has everyone been using it? Well, no, but highly effective teachers of writing have been successfully employing it to teach the craft of writing for many years. They utilize explicit teaching to guide inexperienced writers about how to write, rather than what to write. Teaching the craft of writing requires the writing teacher to be explicit in their work with students. This occurs when a developmental program of instruction is provided. It occurs when teachers are clear about what it is they want children to learn and when they provide a meaningful, focused program of instruction. When consideration is given to focused learning students are provided with opportunities to make se...

  Each and every time writing conversations are conducted with inexperienced writers the guiding question is commonly framed around –where do I begin? When a young writer is struggling to find a focus for their writing, teachers frequently seek to help the writer find a suitable topic by reminding them of their interest, or referring to their personal writing history. This approach generally works. Rather than taking this course of action let’s consider the writer in terms of the   future and what we as teachers can do to support and empower their decision making around writing. We could ask questions such as ‘What strategies do you think other writers use to find out what it is they might write about?’ If the young writers suggests they do not know the teacher could suggest some pre-writing strategies that could be employed to assist a writers to identify a writing focus Strategies such as: Reading/rereading Researching Listing   clustering  and brainstorm...

  Emotional response is critically important in writing.    It’s part of the total package. Our emotional responses manifest themselves in many ways. Sometimes it's the writer. Sometimes it's the writing. Great writing evokes an emotional response from the reader, such is its power.  Sometimes it's the way writing is taught that stirs emotion. In this article I find myself reflecting upon my responses to a number of common classroom writing scenarios. My heart sings when kids enter classrooms announcing 'I know what I'm going to write about today.' It’s clear evidence of rehearsal in the writer's mind. I find myself  disappointed when a teacher doesn't instinctively allow a young writer to hold the pen during an editing conference. Ownership of this task is critical to the developing writer.   I rejoice when a teacher is brave enough to share their personal writing with their students.   I am warmed when a young writer demonstrates a willingness to per...

Sharing some recent, random notebook entries concerned with writing. Hope they stir some thoughts... Open My Notebook   Uncover the pen Above the expectant page Lower it confidently To make contact with the unmarked surface And before that first line is barely dry The next is nudging it's way out. Alan j Wright Curriculum As A Guide You can choose to teach according to curriculum (or school based mandates), adopting a tick the box mentality, or you can    teach according to what you know about the particular needs of learners. Without doubt, the difference is significant, the impact lingering! Blindly adhering to curriculum mandates does not make your pedagogy authentic. Let curriculum inform your work, but never let it ‘be’ your work. It must be shaped to fit the learning needs of learners. Writer's Notebook Freedom Stories still reach my ears of schools where Writer's Notebooks are being presented to students in ways that unintentionally limit their potential to influen...

  As renowned, researcher, writer and educator, Donald Graves said many times,  ‘The enemy is orthodoxy!’ He rightly concluded that orthodoxies are trotted out as simplistic shortcuts to what we know are complex processes. Processes essential to the teaching of writing. Orthodoxies frequently develop from misconceptions and misunderstandings regarding the true nature of writing. They become substitutes for genuine thinking. They present as evidence that thinking has been short circuited. They   most certainly mitigate against deeper thinking;   clouding the issue with often meaningless actions, jargon and expectations.   They frequently rise in direct opposition to the reality of writing practices. In this way they become a distortion of what writers actually do. The rise of orthodoxies occurs when a teacher does not know the child writer, or the process of writing well enough to know what they are actually witnessing. They are frequently used by teachers ...

  Childhood provides a rich source of writing inspiration into which every writer may easily delve. For those teachers unaccustomed to writing, for and with their students, it is a great place to begin exploring a treasury of written words. As a starting point for writing I encourage inexperienced adult writers to recall aspects of their childhood as a great starting point to begin writing. Writing, that can later be shared.  The range of childhood experiences is enormous –ranging from disappointment to elation! The full gamut of human emotions condensed into those special, vividly etched years.  While the world may have changed significantly since your own particular childhood, certain universal elements remain unchanged -matters such as, doubt, fear, discovery, curiosity, and the twin imposters of triumph and defeat, to name but a few. This is where a universal connection can be made. Childhood is a time in our lives when experiences feel quite intensified. We often ret...

  Shining A Light On Writing Processes I have long tried to practice and advocate for the highlighting of process when teachers share examples of their own writing. To be a teacher who writes is a critical first step in helping young writers see that you value something you are asking them to wholeheartedly embrace. However, a further   mindful step is required in order to maximize the writing the teacher brings to the classroom. There is more that can be done than simply reading our writer’s notebook entries… When it comes to sharing a piece of writing with young writers, the story surrounding it, the process undertaken, becomes a vital part of the share time. As teachers, we must be prepared to invest time shining a strong light on the processes that brought the words to the page. There is real value to be gained explaining the procedures followed, the craft moves employed, the discoveries the process revealed, as well as the lessons learnt along the way. Unpacking t...

  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 thin...