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True story...tenth grade made me hate journals! Daily, I was forced to maintain a journal in my sophomore English class. I learned to despise that spiral notebook because keeping it seemed so very pointless and very messy to me. You see, it wasn't my journal; it was more my teacher's than mine. On certain days of the week, our teacher would give us a literature-specific writing prompt, and we quietly wrote for 10-20 minutes, pretending we cared about the teacher's prompt about what we were reading. After quietly writing, I don't remember ever talking--as a class or in small groups--about what we had written to those prompts; instead, we were "blessed" to hear a lecture about what our long-winded instructor would have written as his response to his own prompt (though he never did actually write--he took roll and graded papers while we wrote quietly in our journals). Basically he assigned us a specific prompt, quietly had us write to that prompt while he took care of class business, then--without asking for our input--told us what his thinking based on the prompt he'd provided was. His "journal program" was busy work. Like many traditional teachers, his idea of writing and literature instruction was lecture-driven, not student-centered.
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More importantly, since switching from journals to writer's notebooks, my teaching skills have improved. When you design a lesson with a writer's notebook element strategically placed to assist with students' pre-writing, you create a better lesson. I know for a fact that I don't ever include enough time for pre-writing, and my lessons that I've created since switching do such a better job at laying a foundation for ideas to grow and or writing skills to blossom. I used to rush through pre-writing; now, it's a purposely slow process that allows for me to strategically teach other writing skills while our ideas are still taking shape for our bigger paper assignments.
I now teach my students that great final drafts begin in well-maintained and thoughtful writer's notebooks; the process of taking a good or original idea from a writer's notebook entry to a revised and edited final draft is exactly what I try to model for my students. When time permits, I very much enjoy writing right alongside my students; when time doesn't permit, I recycle papers I had written in previous years, and I am thankful that I thought to save all my steps of the process. Here are three papers I can recycle because I took the time to save all my steps of the writing process. I share mine here, hoping teachers are inspired by my lead to begin doing the same with their own favorite writing assignments. We maintain a positive writing environment in my classroom because--quite frankly--I participate too.
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Right from the start each school year, we will establish an important routine in my Language Arts class. The first ten minutes of class every day begins with what we call --or SWT. It's sacred because it's guaranteed--even when there's a substitute teacher for the day--and it's sacred because it's quiet and we take it very seriously. My biggest belief about teaching students to be better writers is that you all have to write every day, and SWT is our opportunity to develop that daily practice. Ten minutes may not sound like much time at all, but that becomes almost an hour of new writing per week per student. How often do musicians and athletes practice before playing for real in a concert or game? Certainly more often than we practice in writing class, and I do everything possible to guarantee you writing practice. I want my students well-practiced when they sit down to write a real paper, which we'll do three or four times a semester.
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Whether I am teaching response to literature or specific writing skills that we will incorporate into a paper during a future writer's workshop day, Writer's Notebooks and have become a foundational base for everything I do when I teach Common Core- and other standards-inspired skills. My students (who, like me back in the tenth grade, used to drop their "journals" straight into the trash can as soon as the semester officially ended) now treasure their writer's notebooks. I keep a plastic crate wherein my students can store their writer's notebook between classes over night, but most want to take them home so they can either continue working on a writing idea they started in class, or they just don't feel comfortable having their cherished notebook out of their sight. I often present professional development sessions on writer's notebooks throughout my district and state, and should I ask my students if I can borrow their notebooks to share at my teacher workshops, well, you should hear them make me swear that nothing will happen to their notebooks while they are in my personal care. Does every child on my roster love their notebooks to this degree? No, of course not, because that will never happen, but 90% of my students think the time we spend working in their writer's notebooks is one of the best parts of their school day. Kindly check out the Pinterest Boards I link to below if you want to see the energy my students put in to their writer's notebooks for me.
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