One area of writing I’ve been meaning to touch on is how to continue to guide students in their progress. With the plan one day, write the next, students are able to use their time wisely in class, but there are still others who just don’t get the process yet or they simply didn’t read the required material, so their planning and writing time turns into unintentional reading time.
Posts from the ‘In the classroom’ Category
Using the take-your-time approach, you may wonder what sort of comments did I make that would require much thought, even deliberation. Please keep in mind that since this was the freshmen students’ first timed writing, I allowed a four-paragraph essay (an introduction, two body, conclusion). Through the 55-minutes, I did check in with them just about every 10 minutes for them to self-asses where they were at in the writing process.
A new collection of poems…like they just popped out of any book.
As I continue the poetry study with my juniors, I gave them yet another task in writing one. This time, it was not about themselves. Nor was it regarding a topic I assigned. It wasn’t a topic of their choice either.
After their daily reading time, I gave each student a book. A random, beat-up book I received from the library’s dead, discarded pile.
I started by showing them a sample of a found poem, explaining that it came from a book. Any book.
I grabbed one myself, about reincarnation, and directed them to skim through the words on the page. “Don’t worry about sentences. Don’t worry about finding meaning of the story or of an author’s point. Let the words spark your creativity.
“Once you find the right page…rip it out of the book.”