Thanks but no thanks for the motherly advice.
Yes, a student informed me about a month ago that her mother told her she wouldn’t ever be a writer.
“Say that again?” I asked when I overheard Claire report to a friend what her mother had said the previous evening as she revised a narrative essay.
“Yeah, she told me I wasn’t gonna be a writer,” Claire told me.
“Do you know why she said that?” I asked, to which Claire replied, “No, not really.” She didn’t really seem bothered by it. She just thought it strange that her mother would make such a pronouncement.
I have two things to say to Claire’s mother: 1) what would possibly compel you to say something so negative to your daughter (who is one of my most pleasant, optimistic, and thoughtful students, by the way) and 2) you’re late in your unwelcome advice, because—sorry, Mom—your daughter is already a writer.
This book will teach you how to write better ransom notes. It will also teach you how to write better love letters, short stories, magazine articles, letters to the editor, business proposals, sermons, poems, novels, parole requests, church newsletters, songs, memos, essays, term papers, theses, graffiti, death threats, advertisements, and shopping lists.
If Provost knows his stuff (and he does), this list proves that writing is all around us. We don’t have to be sitting in a classroom. It’s not relegated to literary pursuits. It’s not reserved just for word nerds. Writing is something we all do to some degree all the time.
True, writing out a recipe is quite different from crafting a short story. And true, Claire isn’t one of my most prolific students. Her grade is usually a solid C at any given time due to a lack of organization skills that (at 13, mind you) she’s still honing.
But she’s exploring words and ideas. She’s trying on personal writing projects and seeing where they lead. In fact, she’s on her fourth draft of an especially touching essay about the home her ancestors were forced to abandon in their war-torn native land… and the pet cockatiel left inside that a relative promised to care for. She knows that’s a story that she needs to keep alive.
So, whether Claire’s mother realizes it or not, and whether she likes it or not, Claire is indeed already a writer. All this motherly advice, this practical shot-in-the-arm that Claire’s mother may have thought helpful, is actually moot.
The point is not that Claire won’t ever be a writer, or even want to be one, the point is that she already is one.
Thanks for reading! I just don’t understand why a parent would discourage their child from writing. It’s a skill that’s too important. Feel free to leave a comment about this post and follow my blog for more essays on teaching language arts.
Students turned in their final portfolios on Friday, and just like that, the semester is nearly over.
On Friday, my seventh- and eighth-graders turned in their final Writer’s Workshop portfolios. In early November, students began choosing eight writing projects from a list of twelve. The list offered a range of projects ranging from poetry to arguments to narratives to informational works. The focus of WW was the writing process. The procedure required that they complete three drafts and share their work with their peers and me for feedback and revision suggestions.
Click here to read my post from three weeks ago that outlines how WW works in my classroom.
By the way, I didn’t include a list of the various writing projects in that earlier post. Here are two photos of the final portfolio rubric I used this year, which lists the projects students could choose from.
It might appear that the grading was intensive and time-consuming. However, since I had already seen the students’ second drafts and provided feedback on those, my main task in assessment was confirming that students followed the writing process for each project. Students turned in a two-pocket folder with their eight projects enclosed. For each project, I looked for their first draft, their first draft responder sheet, their second draft (the draft I provided feedback on), and finally on top of the stack, their third and final draft. I did make sure that significant changes were made at each stage of revision. Points were deducted if they didn’t make any changes from draft to draft. In addition, I gave a “quality of writing & presentation” grade and then also circled a holistic rating for their work (see arrow on the final portfolio rubric in the photo below).
In case you’re wondering, yes, we do use a lot of paper (and ink) in my classroom. Students composed mostly on their Chromebooks, but then I also required that every project is printed. I know many students share their Google Docs with each other for revision and editing purposes, but I still require that students turn in hard copies of all drafts. Here’s my post that explains my loyalty to having students submit paper copies, rather than just dropping a file into Google Classroom.
Overall, WW was a great experience this year. As I graded rubrics this weekend, I came upon three main take-aways. Here they are:
- Require that students choose an equal number of each genre. While the variety offered in the project list usually guarantees that students will write across genres, I did notice that some students were heavy on poetry, which makes sense. Free-verse poetry (which I encourage over rhyme) seems to have (to students, anyway) fewer rules and punctuation usage can be looser. However, I would prefer that students get more practice in essay writing. Next year, I’ll make sure to enforce “genre equality!”
- Schedule a progress grade mid-way through the workshop schedule. I did this informally by checking with students during conferencing to ensure they were on-task throughout the six weeks, but assigning a formal grade that required the completion of four projects at the three-week point may have helped some of the students with budgeting their time.
- Continue the responder sheet grade. This year, I added a responder sheet grade. I asked each student to show me a responder sheet that they filled out for another student. If they followed the directions on the responder sheet, which were to choose four to six questions and answer them in writing on the back of the sheet, they would receive full points. If they answered only two questions, then half points. If they only made a few editing marks on the draft, or provided minimal answers (as in “I think it’s great!” with no suggestions for improvement), they would earn fewer points. Including this grade in the workshop this year made students more accountable for providing constructive feedback. I need to make sure I continue with this practice.
It’s been a good semester and I’m looking forward to January. After Christmas break, seventh-graders will begin reading Chasing Lincoln’s Killer followed by an analysis of the film, The Conspirator; eighth-graders will continue work on their human rights dissertation and also begin reading Frederick Douglass’ narrative. My sixth-graders? They’ll be continuing their mastery of the beloved five-paragraph essay, the champion of academic writing. More on that in a later post!
Thanks for reading! Feel free to click like and leave a comment with your own Writer’s Workshop experiences.
It combines poetry and revision (and publication!)
“The Sometimes Poem” is one of my favorite ways to start the school year with my sixth-graders. I’ve used this project for two years running and I plan to use it again in August. It includes three skills: poetry techniques, revision, and submitting for publication. I credit children’s and YA author, Kate Messner, for her inspiration and ideas for this project.
In 2016, I attended the Write To Learn Conference and sat in on Messner’s presentation on revision strategies. Her presentation allowed the teachers in attendance to create and revise their own “Sometimes” poems.
Here’s how I present this lesson that’s based on Messner’s slideshow and her excellent book, Real Revision. (My copy, shown at right, is old, but awesome.) I’ve tweaked Messner’s slideshow for my own use over the past two years. First, download the Google slideshow. Then, skim through the slideshow to become familiar with the project. Notice that I have hidden some of the slides for this project. As you skim, you may decide to modify my changes to fit your needs and students.
- Ask students to write for three minutes to describe a place that they love. We use pencils and paper for this to get fresher ideas and more thoughtful writing. Laptops can be used later after revision and before submitting to the publisher.
- Before students begin, I share a paragraph I’ve written about my favorite place, which is on a swing in my yard. My paragraph serves as a mentor text.
- After three minutes, ask if students would like two or three more minutes, extend the time. usually, in my experience, students need a few minutes more.
- Students may share their writing about their favorite places.
- Have students listen as you read aloud from Messner’s own poem, “Sometimes On a Mountain in April.” Messner’s poem can also serve as a mentor text, but in addition, it shows students how their paragraph will soon be transformed into a poem.
- Show students your attempt at turning your paragraph into a poem. Read aloud one more time your paragraph, and then read to them your poem. Discuss with students how to pull details from the paragraph to create lines for a poem that are filled with imagery.
- Also show students at this point how to use repetition in their poem, just like Messner did. She added the words “Sometime on a mountain in April” about every three lines. This creates a poetic structure and rhythm to their writing.
- For me, this step is usually when students really begin to like what they’ve written. Have students transform their paragraph into poetry. You’ll need about five to eight minutes for this step, but allow more if students need it. For those who struggle, help them locate one detail that they can craft into a line of a poem. After helping them do this one line, it’s their turn to find another.
- After students have six lines for their poem, tell them that it’s time to revise.
- Go deep with a quick discussion of theme… what the poem is REALLY about. On the surface, my poem is about sitting in a swing in my yard. However, it’s REALLY about appreciating the little things in life. In a word, contentment. I learned to spend a small amount of time on theme with this project, but not too much. If students can end up telling you what their poem is about on the surface AND what it’s really about, then you’re good. Let revision be the focus for this project.
- To revise, ask students to add more imagery and sensory language. To do this, have students add one fragrance to their poem. It should be a new line of poetry. Show them yours. It’s good to have your original six lines on the board. Then add the new fragrance line(s) below. Students may add as many lines as they would like, but one helps them see how sensory language enriches their writing.
- Keep revising! Have students add one more of the five senses to their poem. They definitely have sight if they’ve written anything at all, and they’ve also added in a fragrance. Students should be adding a sound, a taste, or a texture to their poem now. Show them yours again, if needed, as a mentor text. With this step, students see that adding details is one way to revise.
- Revise some more! Have students scan their poem for these overused words: very, really, just. With this step, students see that removing unnecessary words is another way to revise.
- Keep at it! Have students remove five more unnecessary words. Tell students to look for the least important words. If kids struggle to find five, require that they at least remove three.
- Now revise with a partner! Put slide 95 on your screen and leave it there for the partner work. Have one student pass out a pink, green, yellow, and pink highlighter to each student. Note: Use any four different colors, but everyone needs to have the same colors. Read aloud this slide first with your students after they pair up.
- Students will use the pink highlighter to indicate areas that should be removed. They’ll use green to indicate confusing areas. Blue indicates areas that should be more precise or more detailed. Yellow indicates that a line or area is effective as is.
- Before students begin highlighting, pass out one sticky note to each student. Tell students that they are to write notes for your partner that explain your highlighting (if needed) and to offer suggestions.
- When students are finished highlighting and writing notes on the sticky note, show them the “When your partner is done” slide. Have students rework their own poem again, considering their partner’s suggestions.
- Use this moment to revisit theme. Have students ask themselves “What is my poem about? What is my poem REALLY about? Is that theme clear in my poem?” You may need to help students think of words and phrases that will help them convey their theme. This is tough. Don’t stress it with your sixth-graders. It’s good that they are putting effort into this higher-level skill.
So that’s the basic framework for this exciting poetry project. I have used it for two years with both sixth- and seventh-graders each August. It’s a great way to get back into the “writing zone” and it helps me get to know my students and their personalities. In fact, here’s a poem written by one of my students last year:
Sometimes in a Tree Stand
by Alex J.
Sometimes when I’m sitting in my tree stand,
early in the morning,
I can hear dogs barking through the hills
and can see the birds fly above us.
Sometimes when I’m sitting in my tree stand,
I can hear the leaves crunching when animals walk,
and sometimes smell the pine trees.
Sometimes in the tree stand,
I can feel the morning breeze.
Then time goes on.
The dogs go quiet,
and the birds settle down.
The leaves stop crunching.
And the smell of the pine trees
are replaced by the smell of the day.
The morning breeze dies down,
and I know it’s time to leave,
but I’ll come back tomorrow.
The heavy emphasis on revision subtly shows students challenging and fun ways to add sensory language and delete unnecessary verbiage from their poems. What’s more, it exposes students to theme and guides them in seeking elements of deeper meaning in their work.
But that’s not all! Have your students enter their “Sometimes” poem in Creative Communication’s Poetry Anthology contest. Their work just might be published in a hardcover book! Alex J’s. poem (above) was published and showed Alex that he has real potential as a writer. Read this post for more information about the anthologies.
I can’t tell you how great it is when students realize they’re sending their poems to a publisher. They will definitely step up their effort and take greater care with their work once they know their poems are going places! In fact, you may want to tell them at the beginning of the project that they will eventually submit their poems to a publisher. I assure you that it will set the stage for more engagement.
Thanks for reading! Try this project. I really think you’ll enjoy using it as a BTS project. Thanks to Kate Messner for her inspiration and materials!
Since when should writing be a form of punishment?
This happens every so often: I’ll be talking to other teachers about some discipline issue they experienced during the day where they had to dole out some kind of punishment. More times than I want to remember, they’ll say something like, “So I made him write an essay about…”
Then I’ll think to myself: Great. Here I am trying to teach kids in my middle school language arts class to love writing, to need writing, and to see its value in their lives, and this teacher is using it as a punishment.
And no, this doesn’t happen frequently, but it still happens often enough.
Thankfully, the National Council of Teachers of English took a formal position on the issue as long ago as 1984. Its “Resolution on Condemning the Use of Writing as Punishment” warns that the practice “defeats the purposes of instruction in this important life skill and causes students to dislike an activity necessary to their intellectual development and career success.”
In other words, punishing students with writing assignments—whether those assignments are paragraphs, full essays, or even merely copying sentences over and over a la Bart Simpson—creates students who associate writing with drudgery.
However, writing should not be a punishment.
Writing should be seen as a diversion where students can express themselves and their ideas in creative and unique ways.
Writing should be seen as an intensely personal endeavor that can serve them well as they continue through life.
So punishing a student with a writing assignment does not sit well with me. After all, does punishing a student with the task of writing an essay actually curb the unwanted behavior? Or does it just compound the notion that writing is something to avoid, something no one would ever want or need to do?
When should the act of writing—and, in a broader sense, the act of learning (since writing is one way we learn)—be a form of punishment?