What Can We Learn From One Who Grows Writers?
By: Sarah Stratton
What is the best way to teach writing? This is the question of the hour. We are all wondering–where do we start? I’ve pondered long and hard on WRITING since retirement. How do we best teach writing, so students actually become better writers– especially when most students hate to write?
We’re taught to TEACH (for the most part–experience is probably our best teacher.) We know more about teaching READING. However, we are not really taught how to teach WRITING. We know grammar and punctuation matter. We know the organization of a paragraph and of an essay matters. We know sentence variety matters. We also know this ISN’T ENOUGH because students can get all of this and still not be able to write.
In my pondering, I have realized that TEACHING WRITING is not enough. We also have to GROW WRITERS. And we can only GROW WRITERS if they want to write. If they like to write. If they become writers, not just students completing what we’ve asked them to do.
Writing is more complicated than that. It’s hard. It requires skill. It’s like artwork–most of us are not automatically good at doing it. And if we equate writing to artwork–most of us cannot be taught to draw or paint magnificently–so it must be the same for writing.
Why do IDIOM STORIES grow writers? They grow writers because students make the necessary realization that they can become better writers–that good writing is the techniques they use in their syntax choices, their diction choices, and their organizational choices. Techniques can be taught; sophistication is attainable.
I had the pleasure of observing Jason Campbell’s first two classes (Ruth Doyle Middle School, Conway, AR) this morning (Thursday, Oct. 3rd), and his 40 something 5th graders.
He has a lot to teach all of us about what it takes to GROW WRITERS. I would be remiss if I didn’t share what I saw with you all–foremost–engagement was strong from start to finish in both classes this morning.
Logistics and Background
The chromebooks were already on the students desks. One student passed out their idiom journals (folders) that are kept in the classroom and contain all of the idiom stories they have written to date. Students picked up colored pencil pouches as they entered.
There are multiple anchor charts on the walls instructing students how to use their techniques.
Students have written 11 idiom stories to date (including the one they wrote today). They’ve learned LY Openers, ING Openers, Full Circle, Dialogue, Simple Sentences, and Compound Sentences. They are transitioning to full narratives next week.
Students are currently focusing on dialogue–in fact–they have a dialogue assessment tomorrow.
Beginning of Class
Their opening activity (bellringer) was to type their dialogue lead from Tuesday’s idiom story in their discussion board in Schoology. They typed their dialogue into the discussion board and could like and comment on their classmates’ dialogue examples. Students were highly engaged. As they were doing this, Mr. Campbell was commenting on their dialogue leads (he taught them to hook the reader with dialogue) and praising them. The look on their faces when Mr. Campbell read and praised their skill was priceless. At the end of their opening activity (it wasn’t long), Mr. Campbell asked students to share which dialogue leads they liked best. “Tinley, what is one you really liked?”
“Morgan’s.”
[Mr. Campbell read Morgan’s] “I can’t handle this anymore!” I screamed. The student beamed.
He earlier had told a student, “I like that you used real characters–almost like you’re writing historical fiction. That’s good, Ella.”
Idiom Story #11 (the last one)
Next the students moved onto writing their last idiom story. Campbell thoroughly went over the definition and etymology of the idiom–with flying colors. (If you attended one of his workshops this summer–you already know that he easily engages his audience with his enthusiasm, his sincere interest in the topic and lesson at hand, and his deep voice.) He gave examples and gave the students opportunities to share their examples. Then he read his example idiom story using the idiom; his students then were asked to locate the techniques he used to enhance his story. He ended with reminders–indenting–starting new paragraphs when a new character speaks–and most importantly–choosing dialogue that helps us (the readers) get to know the characters. (I loved this–what a great way to frame the function of dialogue in a story.)
Their task was to write the idiom story independently while he conferenced with each of them about their dialogue lesson they had recently completed. Students had a writing form/template that they filled in. It outlined their criteria for that particular idiom story.
This was their last idiom story of the week, so students had to pick which idiom story they were submitting for a grade–Tuesday’s or today’s. They had to label their devices in color and staple their choice to the rubric.
This is when I circulated the classroom, asked questions, and took pictures of their masterpieces.
Dialogue Conferences (held during idiom writing time)
Campbell called one student up at a time to conference. They had practiced all of the aspects and particulars of dialogue–capitalization– punctuation (placement of quotation marks, commas, etc.), and Mr. Campbell was letting them know where they were as far as mastery goes. “Your dialogue is getting better,” he told one student. “It’s almost perfect.” (I don’t know about you, but that would motivate me if he told me something I did was close to perfect!)
Ending Class
With minutes left, Mr. Campbell began gently warning them about time. They quietly began getting ready to leave, and as they were busy doing this, he asked them to share their favorite LY Opener sentences. Boy did they have some good ones, and boy did they get smothered with sincere praise.
His students love him. One student shared his successes as a writer and then proceeded to tell me how good Mr. Campbell was teaching writing (as evidenced by how much he had learned so far). “He is one of my favorite humans," I whispered to him in confidence. He giggled.
Question Posed to Students: Which technique is your favorite?
“I like to use LY Openers and ING Openers.” (Me too, young writer, me too!)
“I like full circle.”
“LY Openers are my favorite.”
“Probably the dialogue. It adds a lot of details.”
“Dialogue–it shows a lot about the character’s personality. We’ve practiced it a lot, and my writing has gotten better.”
“Dialogue–it tells more about the characters that you didn’t know before.”
“Dialogue–it expresses the feelings of the characters and how their personalities are.” (Dialogue is a clear favorite!)
Question Posed to Students: How has learning specific techniques impacted your writing?
“I write longer writings, and now I can understand what I’m writing.” (She went on to explain to me that when she first started writing, she just wrote without really understanding what she was doing. What she was communicating to me is that she is now intentional–what she writes now is on purpose.)
“We are learning new things and can make it part of our stories.”
“I used to write 10 sentences. Now I’ve written up to 31 sentences.”
“Dialogue makes my writing best.”
“I think I’m getting better at dialogue, especially the punctuation.”
Idiom stories GROW WRITERS because they produce humorous and engaging tales–tales that show noticeable skill. Students begin to realize–hey–I can write. Dang–I’m a good writer.
How did Mr. Campbell know when his students had become writers and were invested in their growth as writers?
They could write independently.
They would ask questions. “Can we use our SAID handout?” (This showed she cared.)
They wanted to show off their work.
They allowed others to see their writing and didn't shy away from vulnerability.
They owned their writing. (It’s mine, and excuse me if I am a bit smug about my skill/talent.)
They could verbalize how they had improved.
They liked some techniques more than others. (which showed they liked writing)
Their punctuation started to improve. (They actually cared and were willing to learn the rules they hadn’t mastered even when previously taught.)
What Can We Learn From One Who Grows Writers?
Praise matters. The praise from Campbell and other students was sprinkled into every aspect of their class period. It was evident on their graded rubrics too. (Notice Campbell did not write on their masterpieces–which are sacred–just their rubrics.)
Idiom Journals transform non-writers into writers. Campbell’s leadership in teaching several techniques to his students in this short amount of time led to confident writers. They recognized their skill and owned their work.
Grammar & punctuation do matter–but when students learn the punctuation within their techniques–they learn it and use and own the knowledge. (One student pointed out to me how his dialogue punctuation had improved. He was proud!)
Sentence variety does matter. Students can recognize their skill when they use their LY Openers, ING Openers, Complex Sentences, etc.
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