Writing Alone and with Others

[Stephen B. Duncan]

I have finished reading Pat Schneider's book Writing Alone and with Others and chose this book as it seemed to offer insight into not only finding reasons to write, but how to write in many different ways.  It covers the entire gambit of writing starting with facing one's personal fears of writing and becoming a continuous writer, to setting up workshops to help empower others to become writers.  There is much that was covered in our ISI such as finding voice, helping others to find theirs, creating an environment that encourages writing to take place, promoting journals, experimenting with different genres, imitating different styles, and so on. 

I would recommend this book for anyone that is looking to teach writing full time.  I found that it covers well beyond the scope of what I would be able to accomplish in my PE curriculum.  I would have to say that while reading it I felt as though I was being seduced into not only becoming a more active writer, but also found myself considering what it would be like to teach writing as a full-time curriculum.  Schneider makes it all sound so easy but exciting at the same time.  So much so that I feel I have to be careful not to go overboard in my implementation of writing in my classes.  I find myself asking these questions.

How do I create this excitement for writing in the PE curriculum without becoming a writing class that covers PE content?

Just because I feel seduced by the benefits of writing, should trying to pass on that excitement be included within the scope of my instructional goals?

[Julianne Dillard]

Hi, Stephen! This is a book I was just looking at on-line and I was interested in seeing what you thought!

It sounds like it offers a good deal of inspiration. I like the idea that it offers some insights for both the individual writer and the person who works with a writing group. It must be a good one if it had you considering a career change! :)

I think there definitely is room to share your enthusiasm for writing within your curriculum. I can't imagine athletes, too, can't benefit from being good writers. :) It will just be a matter of focusing in on your goals. For example, if you want students to use writing as a tool to build/assess understanding of concepts you're teaching, you won't have to focus on all the surface issues (spelling/punctuation), but can just respond to "Did they get it?" There's room for incorporating some group processing of writing and for using writing to focus their attention where you want it (burning quads for example?) I bet you could take the techniques Schneider describes that most interest you and find applications within your class--you've got a humorous and creative side (as evidenced by your presentations!).

Thanks for the recommendation! Julie

[Natalie Russell]

Hi Stephen!
This sounds like an inspiring and useful book for teachers and students alike! I like that part of it focused on facing one's fears of writing because I've found this to be such a huge part of my students' struggles across class levels. It seems to only take once to have a teacher or mentor criticize a piece of writing to make students afraid to take any risks at all in their writing.

I think just the fact that you're so excited about incorporating writing will shine through in your classes and be infectious! Of course there will always be students groaning and complaining about having to write something AGAIN in their journals or wherever, but if you can show them how much deeper and complex their thinking, discussions, and writing assignments become through more ongoing informal writing, they will start to see the value of it. You can use it in so many ways--activating background knowledge before performing an activity, reflecting on past experiences with PE or content knowledge, or summarizing what they learned about a particular sport, activity, or system, just to name a few--and once you show them how you're transferring such an important skill across the curriculum, they will also see why it's essential to continue to build their writing skills even in nontraditional ways.

I love that you used the word "seduced" because it has such powerful connotations, but I think that's what we're doing when we teach in a lot of ways too. We're convincing our students that what we have to say is important and they should respect us and the information we impart, and we're trying to get them to "buy in" to our message and information. I don't think this is much different than trying to seduce a potential partner, which you can't do unless you're excited about who you are and what you have to offer. I think you've given us a very important reminder that excitement about our subjects is vital when we're passing along info to our students, so please don't lose that! :)

My best,
Natalie

[carol bergin]

Hi Stephen;
Was it kinda hard reading and doing squats at the same time? I think it's great that you became "seduced" by, what seems to be, such a "deep" book!
Instead of starting with complicated writing and revisions, how about just having your classes just write down the rules of a game; or making up a new game they'd like to introduce, with detailed directions? Also, you know how you said there were often comments about "why do we have to write for a PE class?" This might alleviate some of those complaints.
I think you should definitely "pass on" the excitement you've developed from the book, (and all of us). If you are able to inspire just one or two students, it will be worth it!

[Karen Pedersen]

Hello Stephen:

This book sounds like a must read for me as I am on a constant quest to help build confidence in my young writers. There is such uncertainty in them. I continue to look at ways to improve my writer's workshop format because the writers come with different needs.

1. Excitement in writing in PE is a challenging question because, like music, it is not a standard classroom setting with desks, etc. So, how will that look and what would the purpose be? I noticed you really isolate techniques in all areas of physical education through games, dance, and team sports. When doing this, do you have the students read directions, game books, or other text that guides them to successful competition and play? If so, do you think you could develop a routine at the end of each "unit" in which they journal response to the following:
1. How can knowing this " " support you throughout your life?
2. What is one question you still have.
3. If you could modify this " ' how would you do it and why?

I don't even know if that would work, but it is a start. Your's is a tough one. In music, we actually have students composing thier own pieces by 6th grade, so that is much like writing but in a different language.

2. I love this question because it really shows reflection on your part as far as practicality of writing in your content area. To me, the key is you feeling seduced by writing. Perhaps just being a role model for writing works. I don't know. But, you know the kids are writing through out the day; how might those experiences be brought into your curriculum? Maybe you can add a "parking lot" to your learning environment in which students could leave a question or comment about something in your class. From there, a discourse in writing can begin. I am not sure what that would look like, but you have got me thinking.

See you Friday.
Karen

[Kelly Hiatt]

Stephen I think that what you are currently doing according to what you presented in class is creating excitement in the classroom. The fact that you are branching out and showing students the ability to write across the curriculum is excitement in itself. Teaching the students that they can write even in P.E. must show the students that they are capable of achieving more. Keep up the good work.

As for your second question, including your passion for writing will only help persuade your students to write even more. This way they won't think that you are just making them write to write. They will realize that writing is important and you can even love it if you give it a chance. Having the excitement in your instructional goals may me the only excitement they get when it comes to writing. So, you should defintely pass this on to your students.