We can’t give children rich lives, but we can give them the lens to appreciate the richness that is already there – Lucy Calkins (1991)
As teachers, our job is to help children claim more control over their own lives. One of the ways people most lack control over their own lives is through lacking control over words. Especially written words. – Peter Elbow (1998)
Within a vast educational literature there is a substantial number of treatises that deal with the failure of the primary school to make connections with the lives of working-class children. –Carolyn Steedman (1982)
Think about it. Is there any lower expectation than thinking children will have nothing to write about?
Continue reading “They Won’t Have Anything To Write About: The Dangers Of Believing Pupils Are ‘Culturally Deprived’.”
As you may have read here, this half term we focused on the teaching of memoir.
In our first week we discussed the genre using our genre-booklets and this created a buzz for the rest of the project. Focusing on the genre and why people write memoir allowed the generating of ideas to happen fairly quickly.
We used around three techniques for generating memoir ideas. These included:
- Questions for memoirists – Children answer questions to jog their memories for potential memoir ideas (see our article about memoir writing).
- Using the ‘Michael Rosen’ effect. This is where children can take an otherwise ordinary moment and make it extraordinary. This can be an alternative to memoir writing for children who would much rather not write about anything overly heartfelt or emotive – which we can occasionally come across.
- Creating an Ideas Heart and allow children to add to it throughout the year.This includes: ‘What makes me happy, angry, scared or upset’ lists.
Continue reading “Children Writing Memoir : A Great Literacy Topic.”
This half term we are focusing on teaching memoir. Memoir differs from what is commonly referred to as recount in a number of profound ways. Recount’s major role is often to ensure that chronological events are described within a conventional time order. However, memoir is very much in the business of storytelling. A good memoir will have a topic which has meaning not only for you as the writer but also for your reader. This means children finding a subject which rouses emotions in them and which reaches out to their readers, creating the possibility of reflection and empathy. Memoir also affords young writers the opportunity to explore the literary qualities of stories they read through their writing about a personal experience. Memoir is a hugely rewarding genre to teach. It provides the best platform for children to feel they are experts in their topic before they begin writing, and gives them enough scope as a genre to be playful and try out many of the things they like writing best.
Continue reading “Trials & Triumphs: Teaching Memoir Writing.”
We have moved! This blog is now archived. You can visit our new website at http://www.writing4pleasure.com
This post was originally written in 2016.
I should start out by stating quite clearly that this is not an article advocating for the removal of stimuli or book inspired writing projects from classrooms. Instead, this article will reflect on what contemporary writing research is telling us about how these dominant writing practices may need to be adjusted to be at their most successful and meaningful (Young & Ferguson in press).
We begin with some wise words from Donald Graves, writer, teacher, researcher and thinker: ‘children want to write’ (1983 p.1). However, the provision of cross-curricular topics or stimuli for writing in schools could be inhibiting children’s desire to write and the quality of the writing they produce. Children are failing to realise that they can do more with writing than simply imitate or produce ‘writing to order’.
Continue reading “Why The Over Use Of Writing Stimuli & Book Planning Could Be Damaging Children’s Writing Potential.”