Thoughts on Chapter Six

Reading chapter six was a very enlightening experience for me. It was refreshing to see prolific writers such as L'Amour state that a "writer's brain is like a magician's hat" (121). Oftentimes, we educators are more concerned with the final product than the strategies which contribute to the final draft. Prewriting is the most critical stage (in my opinion) of the entire process. I tell my students that prewriting is similar to driving across the country with no directions. You may have a general idea of where you're going, but you may be confronted with obstacles. The students who refuse to prewrite, often "get lost" and only skim the surface. In contrast, those who have a graphic organizer know where he/she is going.

When I first started teaching, I assumed my students had been exposed to various prewriting strategies. I remember one prompt where the students were to select an individual who greatly influenced their life. I remember reading my paper to the class and discussed the expectations for the following day. I was dismayed the next day when I had very few rough drafts.

"What," I asked a student "did you not understand?"

"How to get started. I don't know what to say," she stated.

Together, the class and I selected a famous individual and I modeled a chart which included physical appearance, personality, actions, speech, what others think, and how the person sees himself. For homework, the class had to give examples (supporting details) to share in a writing group the next day. I learned very quickly that day a teacher must model and then model some more. Unfortunately, I taught my first year the way writing was presented to me as a student. I was given a prompt and merely told to write. Then, I would edit all the red marks and still not understand how to improve the content.

I have done various types of planning strategies including the inquiry and the prewriting as described on page 122. The only time I have done the strategy instruction is in preparation for the tenth grade writing test. Generally, I present various types of techniques throughout the semester and allow the student to select what works for him/her. I like giving the students some type of ownership. However, with the writing test, I told the students to choose the graphic organizers we utilized in class. Due to time constraints, I think it "frees time" for the student to focus on the rough draft. Again, the product is what's graded...

I agree with the authors that one must emphasize the importance of prewriting. When I taught tenth grade, I would assign the prewriting as homework. Then the students would go to their assigned writing group the next day and share their ideas. I would circulate and ask for volunteers. I tried to create an atmosphere where the students could confide to their writing peers or me. I emphasized remaining positive and how to give constructive critcism. With my struggling writers, I had to meet in small groups instead of individually. In one writing class I had thirty-one students. Unfortunately, while I was meeting with some students, others did not want to focus.

I will also admit, I really had to battle some students. On page 129, it mentioned how some students don't value the strategy for many reasons such as authenticity. For example, on the day of the writing test one student came in that afternoon and slammed his binder down and glared at me really hard before speaking.

"Well, I hope you're happy," he said. "I did that stupid prewriting you told us to. I barely had enough time to rewrite my final draft. I've never used it before and made passing scores."

Needless to say, I prayed he would pass in order to understand the value of this skill (he did with a three...)

The conclusion of the chapter gave some suggestions for helping students to write various papers such as reports, persuasive papers, or compare/contrast. The most impressive to me was the six week long report the students created described on pages 132-136. If only every teacher had the resources, time, and training to teach this way. Imagine the budding young writers who would emerge as a result! What impressed me was how the teacher verbalized what she wrote and the words to keep herself on task.

In my high school, we utilize a mnemonic device to help our tenth graders break down the writing prompt. We call it RAFT. I've seen other forms of this in journals; it really does work. R-role, A-audience, F-format, and T-topic. Once the students have memorized this and have been taught how to analyze the prompt, the most difficult part is over. I include this as part of the prewriting. In several weeks one of my classes will be writing a persuasive paper. I plan on using the suggestions on page 138. I am anxious to see how their papers will be in comparison to my techniques of the past. I love how this book includes actual tips you can implement the very next day!!

Dr. Frye, do you have any suggestions you could share next week concerning elementary children? I would like any books, journals, or tips concerning prewriting. I don't have any knowledge except for our readings so far. Does anyone else have some thoughts? I would be very appreciative.