Motivating the Reluctant Writer

Those groans you often hear when you present a new writing assignment can wear on your nerves and possibly stifle any enthusiasm you had in starting the writing lesson. So rather than start with 'how to motivate the reluctant writer', let's start with 'how to motivate the reluctant teacher'. I really believe that quality learning is reflected in the enthusiasm and passion of the teachers throughout a student's day. I know that if I have a lesson that I am proud of, or that is of interest to me, I tend to look forward to that more than those lessons that are 'HAVE-TOs'. I don't think I'm sharing anything profound here, just simply stating what we all know as writers and teachers. So with that, here are my ideas on how to create fun in your class so that you are no longer reluctant, but an active participant in your lessons. Remember, it is important to model writing (as with reading) so that students can see that you are practicing, too.

• Starting from my first post of this blog, Start Write Here, can be a fun way to kick off a writing assignment. Sometimes, just spending 5 minutes free writing can get those juices flowing so the transition into the lesson is a little easier. 
• Ideas or steps to take when starting a writing assignment:
•  In groups, discuss what you already know about a topic, then share as a class (this should take no longer than 10 minutes.) Important! Remember, writers write about what they know. If you were given the topic 'nuclear fusion', how might you feel knowing that was the topic you had to write about? Remember to keep your students in mind.  Steven Zemelman and Harry Ross wrote a book called 13 Steps to Teacher Empowerment. In this book, they talk about actually shadowing a student (chapter 2) so that you can learn how their time in his/her classroom affects the choices and behaviors that s/he make. In my district, our contract states that we are allowed release time to visit other classes/programs. This may be something you choose to do to help you understand how students relate to the work they have to do in class, and the choices they make because of it. My point? Help writers write about what they know: this will happen through discussions in the class. They may not know about the topic prior to the teaching and in-class activities, but all things equal, they will be better prepared to write with continued support and group work.  
• In individual groups, allow students to decide what part of the topic they are comfortable writing about. Maybe it might be steps in the scientific method. One student may have great ideas on creating a hypothesis, but struggles with how to set it up, while another student really loves the organization piece. Spend 15 minutes or so having each person writing about their piece on the topic.
• Share the pieces as a group.
• Share all groups to the entire class. (This most likely will be done on days 2-3 depending on the topic and the students' abilities.)
• After each group has presented, return to the original groups and discuss all the pieces to refresh each student's memory.
• Now each student will independently write using their own ideas as well as the others to complete a sloppy copy of their work.
• On a completely different day, you might follow the editing plans mentioned in Becoming a Writer.

How will this improve your morale and theirs? Hopefully, you are all working toward a collaborative community in your classrooms which allows mistakes and celebrates successes. In a perfect world, this would be a flawless exercise in writing, but since we know that best laid plans are just that, we have to adapt to each day/each situation. By incorporating fun into your writing, AND by writing yourself, you are creating and writing, 'write' away! Have fun!

Becoming a Writer

I had the opportunity to attend a 2-week summer workshop offered by the Illinois Writing Project called IWP-SLI (Illinois Writing Project, Summer Leadership Institute) in July 2014. It was life changing for me as a person and a writer.

The first week consisted of exploring ourselves and our teaching styles through the writing process. We spent the afternoons that first week just writing and sharing. It was powerful. I went home energized, but exhausted everyday. I had so many ideas, I couldn't write fast enough. I then decided I needed to use my laptop to keep up with the abundance of ideas. I had never viewed myself as a creative writer before. But after this workshop, I started to.

In my blog post, Building Confidence in Writing, I shared a piece I had written during the first week. We were to pick a place that was a favorite of our to visit. I chose a store called Cracker Jax. The words flowed out. We were not necessarily to go back and edit, we were just letting our thoughts flow as we thought about this place. That piece is an unedited piece. Would I change it? Maybe, maybe not. The point I'm trying to make is that, as writers, we have to be allowed to write without having the conventions weigh heavily on our minds. That comes later. Should we teach students to edit? Absolutely. However, getting the ideas down first is priority. Using the IWP-SLI as a guide, this is how I structure this lesson with my students:

1st Day

• Choose a topic (teacher or students depending on your goal for this assignment. I will choose the topic "Close to Home" that was suggested during IWP-SLI.)
• Free write--give a time limit of about 20 minutes. Too much time can be frustrating for students, and too little can hinder a student's creativity--especially if s/he needs time to come up with a topic (if you haven't assigned one).
• Share your written piece. I like this part for a couple of reasons: 1. It allows the student the freedom to present the written piece how s/he intended it to be shared. 2. Most importantly, the teacher or the other students are not looking at the writing. They are LISTENING. This is just as important a skill as the writing itself.

2nd Day

• Have the students get into small groups to allow brainstorming ideas to continue the writing. This is where the cheer-leading happens. The students need to know what they did right.
• Go back and re-work the piece or choose another piece of writing to edit. It is OK to have a number of stories at a time to work on. I had read once that Stephen King has many started manuscripts that he leaves until he is ready to revisit the piece. Sometimes I think the draft needs to marinate before we can actually give it the oomph it needs.
• When students feel that they have reworked the writing to almost the publishing point, conference with the students in a one-on-one session which will happen day 3.

3rd Day

• Allow the students to either start a new writing topic or revisit an older one to begin to rework.
• While your students are doing that, choose one student at a time and set a time limit with each. Try to structure your time efficiently so that you can get quick, but quality time with each student.
• When the students approach your desk, ask the students what their favorite part was of the writing process.
• Ask them what they need guidance on--they may have writer's block.
• And most importantly, as far as I'm concerned, ask the students what they want you to look at in their writing. These are the choices I give:
• Spelling
• Punctuation/Capitalization
• Subject/verb agreement
• How to proceed to the next step
• Many kids will say, "Check all of it." It is important for them to become comfortable spotting areas they need help on. That way, they will become better editors themselves. 
• If we give too much feedback, it becomes overwhelming, and the process is no longer fun.

Remember, this map to writing needs to feel safe for all students. We all are at different levels in our writing. I have been told throughout the years that my writing at times has not been up to par. I allowed those comments to stifle my creativity. I write like no one else. I write like me. We have to allow our students to do the same.