Posted in Workshop, Writing, Writing Process Explained, writing prompts

Squirrel Guardian, of the House of Procrastination and Random Mischief

A huge shout-out of gratitude to Angela Stockman: read this first:

Ah, the synergy and serendipity of collaboration and conversation.

I’m sitting in my writing shed, something I wanted forever, am very grateful to have, and am still paying off. And the barn-style door does not stay propped open on its own (does anything?). Returning from a walk, I go back to the shed to see what kinds of inspiration can be gleaned from a sunny, anxious depressing, cortisol-filled day. Now, mind you, the garden statuary of the squirrel has a long story, and not sure I’m going to write it right this minute. But I use this statue to prop open the door, and it came to me that this statue is symbolic of a guardian, a talisman, of mine. Quick snapshot, and onto my IG post of the day. Today is the 218/366 (it’s a Leap Year).

And then I thought–whew– wouldn’t this be a good writing prompt idea for my students? I know we all live in different spaces, sometimes sharing an apartment with extended family. But if they could imagine and fantasize about legendary guardians and protectors, what fantasy objects could their “loose parts” help them create?

I’ve often said being an art major informed my teaching. I use writing territories and many low-risk writing strategies. The trick is I’m not going to be ‘there,’ but merely a hologram. Stockman’s Loose Parts reminds me of writing territories but more refined and functional. When I’ve used writing territories in the recent past, some students are confused and don’t grab onto their own stories. The three timeline writing works, but even that can be traumatic. Allow writers to choose from their own writing territories, or collection of loose parts.

It may be wrong or naive of me to hope that the state standardized testing is gone, at least in its current form. The writing has morphed into solely writing to respond. It’s an autopsy of reading, too, and makes little or no connection to the symbiotic act of reading and writing.

Resources:

https://drive.google.com/file/d/1BioNwpAcdD9daYPPhx_5OAoEGkq6pRwS/view?usp=sharing

Posted in Workshop, Writing, Writing Process Explained

Hugo House and Writing Communities

This summer I read Why They Can’t Write by John Warner and attended a Hugo House event called Write-O-Rama. Often the most valuable professional development include those we do for ourselves, not necessarily as teachers but for our identities and passions that sustain us outside of the classroom, too.

I have been wanted to dismantle/disrupt the five-paragraph essay for some time now--look for other formats/mediums for students to consider instead of the strict, unresponsive format of the five paragraph essay. As Warner states:

The worst of those training wheels is the five-paragraph essay. If you do not know the form, ask the closest school-aged child or, indeed, anyone who has been through school in the past twenty or so years:

  1. Paragraph of introduction ending in a thesis statement that previews the body paragraphs.
  2. 2–4.  Body paragraphs of evidence supporting the thesis.
  3. Conclusion that restates the thesis, almost always starting with, “In conclusion.”
    Warner, John. Why They Can’t Write (Kindle Locations 121-127). Johns Hopkins University Press. Kindle Edition.

I’ll share what others offered during the Write-O-Rama. There are so many great ideas provided by Hugo House: if you have a resource like this in your area, I strongly recommend attending some sessions. We all want to be better teachers of writing, and oftentimes we’re overwhelmed and don’t know where to start. We feel inadequate about our own writing, and writing is, a lot. A lot a lot.

Write-O-Rama at Hugo House has different conference rooms and times so you can attend several of the sessions, but usually not all. Copyright Hugo House.
The class descriptions give a preview so one can choose. Copyright Hugo House
Background on the instructors: and what a great writing exercise for students! To write their own bios and expertise!

I attended these five:

  • Character Development
  • Dialogue Tricks
  • Plotting with Index Cards
  • Better Sentences
  • Write Your Novel Now

I took notes on each class using Evernote. Just re-reading them, in this moment, my note-taking skills need to improve. But I’ll attempt to give the gist of each session:

  • Character Development: study characters in mentor texts and describe what makes them memorable, and keep them centered in the plot.
  • Dialogue Tricks: no exposition in dialogue: “when writing dialogue keep in mind to have the the conflict sustained quickly” – in other words, no adverbs in dialogue
  • Plotting with Index Cards: use index cards to storyboard a piece of writing. Each card is an atom.
My random notes on plotting with index cards

Here are a few more images from the session:

Novel writing
Novel Writing
Sentence Writing
Sentence Writing

If you want to brainstorm or think of applications of these ideas in your classroom please do not hesitate to contact me. These have direct writing instruction for ourselves and our students of writing. We can go far beyond the five-paragraph essay.