Living Life Twice

It always concerns me when student writers approach the task of writing, lacking any sense of freedom to explore and manipulate ideas. They commonly experience emotional blocks when it comes to making decisions. A distinct lack of confidence is evident. They ask questions of their teachers such as: How much should I write? Should I use paragraphs? What should I write about? Is it okay to write about...? The term 'independent writing' is an accepted phase within the writing workshop, but a closer examination reveals the writing taking place at this point is all too frequently, independent in name only. All too often young writers can be observed working on an assigned writing task and the questions they ask indicate they are a long way short of being independent and self directed. This scenario suggests  the whole notion of independent writing may require a significant rethink in such classrooms. -And yet, in other classrooms I gain a sense that the writers are ...

Sometimes it is not just the students who are inexperienced writers. Even teachers who accept that they must endeavour to provide a model of a writer for their students, may present as someone who has not written all that extensively in the past. Like their students, a teacher may be inexperienced in the ways of writing, having little or no prior knowledge of writer's notebook or how to maintain them as a writing resource.  'What exactly do I write about?' they sometimes ask, before expressing concerns as to where they might begin.  Well, we learn best when we initiate our own learning. If we set about some professional reading, it serves to re-assures us as learners while building our knowledge base. We are essentially reading what we are trying to write. The books displayed(below)would make an excellent starting point in attaining a deeper understanding of writing, -plus the notebook as a writing tool.  All the things we want student writers to be: re...

I revisited an old writing friend recently. I once again picked up Nancie Atwell’s ‘ Lessons That Change Writers’ and began rereading. I like to revisit authors I trust. Atwell’s messages about writing are laden with timeless value. I possess a number of books I regularly revisit and reread. Pearls of wisdom frequently reveal themselves to me when I do this. Nancie writes, ‘Writing is as much an act of reading over what we have written as it is drafting new writing.’ These words set me to thinking. A great many of our student writers are not consciously skilled where the act of rereading is concerned. For this reason, its value needs to be drawn to their attention. We need to demonstrate how, and why, rereading is an important skill. A skill to consciously add to their writing armoury. They need to see it explicitly modelled. They need to see it valued by a proficient writer. That way it is more likely to be adopted. A lack of consistent and conscious rereading is fr...

It's an enduring question for young writers - where do you get your ideas? they ask.  Often believing there is something mystical to this aspect of the writing process. It's a secret they want you to share... The truth is, ideas are everywhere.  Always an interesting conversation to have with young writers where they are challenged to consider where ideas are to be found. They quickly realize the broad horizons of choice that actually exist. It challenges their somewhat narrow concept of 'ideas.'  The challenge is to grow them as explorers of the world. The aim is to assist them develop a broader view of the extensive possibilities at their disposal. We are working to eradicate that tired  old catch-cry- I can’t think of anything to write about...’  It requires teachers to share the broad influences on their own writing. It is important to dispel the myth that writing only equates to stories. What are the territories you explore to excavate ideas?...

My fervent hope for this year, as it is every year, is for student writers to encounter teachers who are focused on teaching the inexperienced writer how to write, rather than what to write.  For this to become a reality, teachers of writing must be prepared to commit to being writers too.  Writing alongside your students sends a vital message regarding the importance of being someone who chooses to write. it immediately elevates writing in the minds of impressionable, curious learners. I urge everyone who is responsible for teaching writing to be bold and brave. Become the risk taker you want your students to be.   I can say this with full confidence;  every teacher possesses the potential to be the most influential writing mentor students will encounter in any school year.  You don’t have to be a published writer to successfully mentor young writers, but you most certainly need to be a teacher who writes. You must be someone who makes time to write. S...

UPDATED February 2022 Our youngest writers frequently undervalue their own lives and the small and large moments that punctuate those lives, as a source for writing. They often cling to second hand experiences derived from watching movies, playing video and computer games as a narrow source of potential writing ideas. They therefore remain unaware that this means their writing is frequently a rehashing of somebody else's ideas.   We are all influenced by such experiences, but it would be sad if it was used to the exclusion of all those rich experiences that take place beyond the world of the screen. Kids miss out on so much if this is what inspires their thinking. So how do their teachers assist them to make stronger connections to their own experiences?  After all, we write best about those things we know the most about. We can begin by modelling how we as adult writers gain ideas for writing from a range of sources including artefacts, mementos, keep...

In the early weeks of a new school year, I would hopefully expect to hear conversations around writing raising matters with student writers, similar in intent to the types of matters listed below. 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. Is there something you are hoping to see improve around your writing this year? How do you intend to achieve this change? Do you know why you are writing about a particular topic/issue/idea? In other words, have you thought about why it is important for you to write about this matter at this time. W...