Sharing our Visions with Student Writers

[Melissa LiCon]

I left ISI feeling inspired, excited, positively buzzing with new ideas. (Or was that strange head-in-the-clouds feeling just a symptom of lack of sleep?  The buzzzzzzz due to lack of zzzzzzzzz?) I also left with the awareness that I need to bulk up my knowledge of the “basics” of teaching writing - the nuts and bolts about trait language, revision, writer’s workshop. So, I chose Vicki Spandel’s book Creating Writers as one of my free choice books. Nothing too new or too controversial within it, but lots of great ideas about sound practice when it comes to teaching writing. Just what the doctor ordered for my emerging knowledge base.

There are, in the sidebars of each page, some great quotes about writing, and the teaching of writing. I wish Spandel had also included in these sidebars more teacher and student responses to some of these quotes. As it is, they are sort of hung there, like pictures on a wall, for the reader to react to. My favorite quote is this one from Marjorie Frank:

“You don’t teach writing. You teach WRITERS, and believe me,

there IS a world of difference between the two.”

One of Spandel’s points that resonated for me is this: it’s crucial for teachers of writing to create a clear and compelling “vision of success” for their student writers. Spandel says that when we know clearly what we expect of student writing, we can communicate that to them, and help them achieve it. Writing is an extraordinarily complex skill - or set of skills - and we have to be honest with students about how difficult it is to master. It’s a life-long journey, really. Still, I think we can keep students moving forward along that path when we show them what progress looks like through that vision of success idea. I think it should also include, for teachers, our own reflections of what students do consistently, frequently, in a successful writing classroom. This includes what that classroom culture should look like, feel like, in order to support and inspire great writing. I would love to hear from some of you about what would be on your list - your “vision of success” for your students. Can I close with a personal comment here? (I just gave myself permission.) I really miss all of you, and I so enjoyed the time I had with you this summer! 

Q1. - What's your reaction to this quote:  “You don’t teach writing. You teach WRITERS, and believe me, there IS a world of difference between the two.”   Where do the differences lie between these two approaches - teaching writing versus teaching writers?

Q2. - If you were to write out your own vision of success for student writers and student writing, what would you put on your list? What qualities, practices, habits of mind, quotes, examples, would you share with students to help them know and understand what your expectations are for them?

[Stephen B. Duncan]

HI Melissa,

1. I am only guessing here, but I would have to think that "teaching writing" would be focusing on specific skills (voice, structure, style, genre, etc) and the different methods of implementation that would make them useful tools in the process of writing. "Teaching writers" to me would be to allow students to take all of the those tools they have learned how to use and put them all together in a manner that creates something written that is either expressive, informative, entertaining, or useful in someway to the audience who reads it. At the very least, it should be something that the writer feels good about, perhaps a private journal or poem, etc.

2. My own vision of success would be something along the lines of my previous statement. The qualities I would share with my students that I would view as a successful piece of writing would be the following: Does the piece meet the specific purpose (inform, persuade, entertain, etc.) of writing the piece? Does it provoke an emotional response from the reader? Does it flow in a manner that makes the reading process enjoyable? Does it make the writer feel good about what is written? Does it demonstrate a basic understanding of conventions and grammar? Examples of any writing that meets these qualities could be used to demonstrate to the students these expectations.

I feel that any of these qualities in my mind would indicate a successful piece of writing. There may be more, but to me these pretty much cover the gambit.

Take care, sbd

[Rose Whistler]

Hi Melissa,
1. My understanding of the quote by Spandel is that "teaching writers" allows the teacher to look at her diverse population and start where each student is. If we just "teach writing" we are not assessing our writers, but teaching for the sake of the agenda. As a first grade teacher, children come to me with all sorts of knowledge; some know a handful of letters, others can write words or sentences, still others are beginning to form paragraphs. Their ideas and experiences are varied, and I need to support all of them. I must have high expectations based on their particular development and differentiate according to their needs and strengths. Through assessment and recognition of the developmental level of each student, my writing instruction will be informed and guided.
2. The book I chose to read for this ISI assignment is Vicki Spandel's Creating Young Writers (2004), which she wrote after Creating Writers (1990). In the very beginning, she speaks of "Creating a vision of success" (p. 5) as well. I am presentingly reading The Secret Life of Bees by Sue Monk Kidd (2002), which is a wonderfully amazing example of successful writing. As I'm reading it, I marvel at the beauty which Kidd evokes in almost every line. The book is historical, informational, poetic, and narrative all at the same time. The point I'm making is that as I read beautifully written works, I envision what my expectations are for myself. I know I am setting the bar high, but I can learn from authors of books I love.
Likewise, I read beautifully written literature with my students in order to share examples of great writing. I use picture books, poetry, chapter books, and even my own and other students' writing. I also model the process of writing and use the language of the writing traits to establish a common language in our classroom. I comment on the students' work using the traits and every comment is very positive. I love a quote I read by Ruth Culham in 6+1 Traits of Writing (2005) which says, "Everytime a student works seriously with paper and pencil it should be considered a win" (p. 37).

[Allie Eckert]

Melissa-
Sounds like a great book, that I am incredibly interested in reading! And on a personal note... I miss you too!!

Questions...
1. I like the idea of teaching writing vs. teaching writers. In my mind, teaching writing would simply be the process behind writing- like you discussed, the nuts and bolts, or the prescribed method to get to a specific place. While I most definitely feel that my instruction has been more of the teaching writing approach, after reflecting about teaching writing vs. teaching writers, I am not sure that this is the most effective form of instruction. Rather, it seems that teaching writers would be far more beneficial for the overall success of the students. In this, I feel that teaching writers would fall under the assumption that all students have a knowledge base to draw from in the subject area of writing. As we know is true with all students, there is no prescribed method that will work 100% of the time, rather it is essential that teachers focus on helping writers tweak their skills in order to build upon the knowledge that they already have. So, in my mind, the difference between these two approaches is a prescribed step by step cookie cutter method vs. an individualized writing curriculum that creates success for all students no matter their level.

2. Wow... that is a difficult question!
In all honesty, the most important aspect of writing that i try to get across to my students is the idea of voice/stance. I always tell my students that when they leave my class, if they learned nothing else, my hope is that they learn to write with emotion and passion. In my eyes, I truly believe that if students are able to feel true passion about their writing they will have the ability to convey the message/theme that was asked of them no matter the type of writing, and in that the ideas, organization, and conventions will follow. Quotes that I like that I feel would show this idea of passion and emotion...

"Words, once they are printed, have a life of their own."
Carol Burnett

“They may forget what you said, but they will never forget how you made them feel.”
Carl W. Buechner

“Those who danced were thought to be quite insane by those who could not hear the music.”
Angela Monet

I really like these quotes because I think that they convey all of the ideas that I try to help my students understand when it comes to writing.

Great book and questions!!

Thanks!

[Natalie Russell]

Hi Melissa,
I really miss seeing everyone too and enjoyed getting to know you as well! This summer has gone much too fast, and I look forward to seeing everyone in September!

1. I love the quote you chose because of what it says and also because it took me back immediately to my grad school days when my professors made a clear distinction between "remedial" or "developmental" writers and students in remedial/developmental classes. We were instructed to try to never label the student partly because of how diverse the class was and that it was impossible for this label to fit each one of them and partly because just being in these classes and labeled as such was so demoralizing and detrimental to them already that we didn't need to contribute further to those feelings. When we teach writers, we remember that each student and person is unique with talents, gifts, experiences to share that no one else may have or that they may express or respond to differently than others. We remember that "good" writing should meet certain criteria but that it shouldn't be formulaic or limited to a specific style or voice. And I think this quote goes well with one Allie added below that the students will remember how we made them *feel* above all else. If we're just teaching a discipline and not human beings then we forget that they have feelings and can be just as easily devastated or inspired by a comment we make or writing feedback we provide on their work. What a powerful quote this is, and I'm so glad you shared it!


2. There are many qualities I would love my students to acquire by the time they leave my classes, but one of the most important is them feeling like they have important ideas and a method for supporting and developing them. Many of them have a very difficult time coming up with a main point they want to make about a topic, and some have said it's because they don't care about anything. How did we create this culture of apathy in this generation? This is frightening and sad to me. I want them to be excited about something and be able to express their thoughts about it in clear, original writing so that others are excited or at least intrigued or interested or find something to connect/relate to. I would like them to be able to question the beliefs they have and where they have originated from and I want them to be able to question others in an intellectual way so that they're part of the elite academic community that fosters great discussions and inquiries. I always try to give my students examples of works by other students and professionals that show this kind of critical thought and depth of research and questioning because it helps to clarify my expectations, which vary from class to class as well as between assignments depending on the task. One of the most important obstacles I'd like to help my students overcome is their belief that their writing has to be perfect the first time and that some people are just naturally good writers who have to work very little to turn out interesting and well-designed pieces. I work to help them see that everyone goes through a process and while that process may look differently for each person, a system and practice are essential to improve their writing. Thank you for this question--it helped me clarify some important goals I have for the upcoming semester!

My best,
Natalie

[Kelly Hiatt]

Wow, I love your questions Melissa. They really make you think in depth. When I first saw the quote in the middle of your page, I thought wow I really like that quote. My eyes were drawn to it and I read it a couple of times. I was thinking how much I agree with it. So much so, that I would love to hang it in my class room for all to see, teachers and students.

To answer your first question, I think that as a teacher and a person we first need to realize that we are teaching children who were once like us. They are willing and wanting to become writers. Back in the classroom I look out at all of their eager little faces absorbing everything that we teach them. I think that we are teaching the young writers writing skills. Each child is unique and we need to remember that. At the same time I think that we need to share with them our experiences as a writer as well. I am so blessed to have taken this class, because I feel like I have more to share with them as a writer myself. I am not just teaching writing skills, but instead helping them visualize themseleves as writers. I am also more willing take risks and share my insecurities with them as well. This afternoon I even felt the energy in the room turn positive when the class shared what they already new about writing and excitedly took notes aobut descriptive writers.

As for your second question, my vision for success for student writers and writing would included many of things that we learned in class. I would and currently am telling my students that writing is a process. The most important thing for them to do is write. I encourge my students to write in their journals as much as possible. My expectations are that they take risks in their journal and try new strategies as well as share with their peers what they are working on.

[Melissa LiCon]

Hi Natalie:

I'm having one of those can't get to sleep nights, so what better way to deal with insomnia than reading and writing what my so-very-intelligent writing teacher friends have to say? Late nights and deep questions seem to go together. Something you said really tugged at my heart. It was about the problem of engaging those poor lost souls who tell you that "they have nothing to write about because they don't really care about anything." We have all encountered those students, I'm afraid. I ask myself, where does that profound sense of isolation come from? How does it get started in someone so young? How to we as teachers lure them out of it? I think that isolation like that is all too often a symptom of the world we have created - that fierce sense of independence, of "I can make it on my own cause that's what it means to be an American" kind of attitude clearly has a dark side. But I also think that we all thrive on having multiple connections. That's what it means to be human, doesn't it? Aren't we the most social of all species? Helping these little lost souls to understand that writing is all about making connections. That's the point of it, really. Thinking about and writing about the isolation we all feel from time to time can be a powerful topic. I guess I'm saying that sometimes we have to meet that student where they are, even if the place where they are ain't so pretty. Hope this helps... I know these students can be the hardest to reach!

Natalie Russell said:

Hi Melissa,
I really miss seeing everyone too and enjoyed getting to know you as well! This summer has gone much too fast, and I look forward to seeing everyone in September!

1. I love the quote you chose because of what it says and also because it took me back immediately to my grad school days when my professors made a clear distinction between "remedial" or "developmental" writers and students in remedial/developmental classes. We were instructed to try to never label the student partly because of how diverse the class was and that it was impossible for this label to fit each one of them and partly because just being in these classes and labeled as such was so demoralizing and detrimental to them already that we didn't need to contribute further to those feelings. When we teach writers, we remember that each student and person is unique with talents, gifts, experiences to share that no one else may have or that they may express or respond to differently than others. We remember that "good" writing should meet certain criteria but that it shouldn't be formulaic or limited to a specific style or voice. And I think this quote goes well with one Allie added below that the students will remember how we made them *feel* above all else. If we're just teaching a discipline and not human beings then we forget that they have feelings and can be just as easily devastated or inspired by a comment we make or writing feedback we provide on their work. What a powerful quote this is, and I'm so glad you shared it!


2. There are many qualities I would love my students to acquire by the time they leave my classes, but one of the most important is them feeling like they have important ideas and a method for supporting and developing them. Many of them have a very difficult time coming up with a main point they want to make about a topic, and some have said it's because they don't care about anything. How did we create this culture of apathy in this generation? This is frightening and sad to me. I want them to be excited about something and be able to express their thoughts about it in clear, original writing so that others are excited or at least intrigued or interested or find something to connect/relate to. I would like them to be able to question the beliefs they have and where they have originated from and I want them to be able to question others in an intellectual way so that they're part of the elite academic community that fosters great discussions and inquiries. I always try to give my students examples of works by other students and professionals that show this kind of critical thought and depth of research and questioning because it helps to clarify my expectations, which vary from class to class as well as between assignments depending on the task. One of the most important obstacles I'd like to help my students overcome is their belief that their writing has to be perfect the first time and that some people are just naturally good writers who have to work very little to turn out interesting and well-designed pieces. I work to help them see that everyone goes through a process and while that process may look differently for each person, a system and practice are essential to improve their writing. Thank you for this question--it helped me clarify some important goals I have for the upcoming semester!

My best,
Natalie

[Nadyne Burra]

Q1. - What's your reaction to this quote: “You don’t teach writing. You teach WRITERS, and believe me, there IS a world of difference between the two.” Where do the differences lie between these two approaches - teaching writing versus teaching writers? This question reminds me of "which came first the chicken or the egg?", but in this case we may have to assume that students are writers and that it is our job to teach them. Our students come to us with many levels of ability and we have to raise the standards of what writing is to help them grow.

Q2. - If you were to write out your own vision of success for student writers and student writing, what would you put on your list? What qualities, practices, habits of mind, quotes, examples, would you share with students to help them know and understand what your expectations are for them? In my classroom success comes in many forms. For example, I am trying to always model from them what journal writing is. But my overall list would include: sharing, personal reflection of your own writing, modeling, and there are many types of writing and in this classroom we will be focusing on more than one, along with letting them know that it is ok to just write, that spelling and grammar are not the most important thing during the drafting stages. My list could go on about what I want for my student, but for the moment these are just a few that I am trying to reiterate to my students now.