Writers Take Flight: My Forever Books On Writing

When I work with a group of teachers I often find myself asking the question, “Raise your hand if you are a reader.” And the room soars with eager waiving hands as I look out and see the sheer pride that comes with this identity as  reader. If I wait a bit they turn to each other and automatically start talking about the books they have read, are reading or want to read. As teachers we are, for the most part, comfortable in our identities as readers.

images (1)Then comes the second question, “Raise your hand if you are a writer.” Immediately the tenor of the room changes and small hands start to make their way up and then just as quickly glide  back into their wing holds. Very few, if any, hold their hands as highly or as proudly as before. Even those who DO write are reticent to give themselves up as “writers”. Even when I soften the question and ask, “how many of you write?” there is great reluctance and the murmurs sounds something like, “Well…I keep a journal” “Ummmm, I do like to write poetry.” And slowly I begin to see people coming out of their self-imposed closets of shame and trying on this new identity as “writer”.

Perhaps this is because writing is like nothing else  we teach. Writing is generative in that EVERY thing about it comes from the writer, whether it is the answer to a prompt or a fantastical story from beyond, it is the writer’s words on the page there for anyone to come and poke, prod and make fun of;  where as anything else we teach we are interacting directly with something, be it a novel, the scientific process or numbers. Writing does not provide this safety net. It is the writer, the blank page and the words of the writer. That is IT!! Donald Graves always used to say that sharing your writing is akin to getting naked in front of everyone. It is THAT personal.   (But I don’t mind saying that I will choose words over nudity at this soaring age of 50!)

3544491497_e7bf73996f

Photo Credit to: .flickr.com

So here are my “forever” books on teaching writing that I will always hold near and dear to my heart but more than that they are books that really changed my thinking or gave flight to my beliefs.  It was hard to narrow it down to five because we almost NEED these books more than we need any other books because the teaching of writing is always the first of the three r’s to be let go. It is the adopted step child that never seems to get its’ due and I believe a big part of this is because we have teachers who do not identify themselves as writers…yet!   I would argue that we need writing in our schools more than ever. Information is cheap. Everyone can find anything at the touch of a keystroke, but communicating that knowledge in a clear, concise and interesting way is something else completely.   I just have to start with the great “Don’s” of UNH in the names of Murray and Graves.

86709243I first met Don Murray at Young’s restaurant in Durham, NH. He met me there after reading some of my work. He showed up with a bound collection of quotes, writing ideas and the famous laminated latin phrase, “Nulla dies Sine Linea” (Never a day without a line) of which I still have as a keepsake forever. Murray in his suspenders sat across from me and talked about what I had written and then asked, “What is this really about?”. He was the most down to earth person I had ever talked with about my writing. He was encouraging and questioning and an amazing listener. The day he came to my house and asked me to “name that poem” was a story I still hold dear and tell to this day. (See earlier post Ramblings on Lobsters, Testing, Brownstones and Poetry over the John ). From his Boston Globe columns (some of my all- time favorite works of his) to his writing handbooks I would have to say that Expecting the Unexpected is top on my Murray list!

“We must allow-no, encourage-our students to make use of language to explore the inner and outer worlds each is driven to explore. And when students have found their territory, they must search it with the language-and the language skills- they have, not what we wish they had. Once they start grappling-on the page- with the meanings they need to discover, we can help them see how the traditions of form and language help clarify thinking.” Because, “Writing is not thinking reported, it IS thinking.” (Pp.102 – 110 in Expecting the Unexpected)

5157S3BDGBL._SY344_BO1,204,203,200_Then there is Donald Graves, a former minister who when he would speak in his gentle voice, the room would instantly get quiet.   I would have to say the book that I grew up with and stuck with me the most is the brown Bible, WRITING: Teachers and Children At Work.  It that maps out the original work done in Atkinson, NH where Graves brought to Elementary school, The Writer’s Workshop from a college model. The major shift was removing the teacher from the front of the room and putting the students in charge of their own processes.

“The directive, pushing teacher began to move back from her position of control so that she could return control and responsibility for the writing to the child.” 

This was revolutionary and changed the way everyone taught forever. In the words of a dear friend and colleague, Karen Atherton, “Why do what they (your students) can do better?” It is tried and true still to this day. It is a book that should be on every Writing teachers shelves.

510ZF8P39CL._SX375_BO1,204,203,200_Wondrous Words by Katie Wood Ray HAS to be at the very top of my list. Sure I had implemented the Writer’s Workshop for years, but it was really Katie’s ideas about “reading like a writer” that changed the way I taught writing forever in that it helped me find authors to ground me when I was “winging it” with kids.  And while this idea has been adopted, stolen and borrowed by so many, I really believe it was Katie who brought it to the forefront and mapped out how she used this lens to make the teaching of writing more concrete and accessible to all. This is ABSOLUTELY a life changer, forever book on my shelf! And while I want desperately to add a Katie quote here I realize that once again, this book has flown away and been temporarily (I hope!) adopted by someone else!! I invariably lent it to someone and it never found its way back to the nest. (If  you are who I lent it to please return as soon as possible!!) I love this look, the smooth feel of it, the color, the content and absolutely everything about this book and see that my shelves are bare without it!

In The Middle by Nancie Atwell is one of those books that I have seen sustain the test of time. There are very few from my “generation” of teachers who have not leafed through, dog-eared and tried on Nancie’s teaching in some way, shape or form.

“As a writer I tell stories so I may understand, teaching myself and trying to teach others through the actions and reactions of those “people” on the page.”

516kWKLsADL._SX378_BO1,204,203,200_In the Middle reads like a  collection of stories, of teaching stories, that invite you into Nancie’s classroom, to sit down beside her and her students and see what it “feels” like to teach responsively. One of the greatest days in education was the day she was awarded the Global Teacher Prize (http://www.globalteacherprize.org/winner) as it gave credit to all of those out there fighting the fight to teach children and not curriculum. Thank you Nancie for all you have done!! It gives us all hope.

Finally I include, Minds Made for Stories by Thomas Newkirk and while you may think I am brown nosing here to include Newkirk and only Newkirk on both my reading and writing lists, be assured that they made their way onto both lists because they deserve to be here.

9780325046952Tom writes books that make me think and if I am totally honest here I find these books are becoming more rare as time goes on. Not to say there are not some great professional books out there, but so many of them are not new! They are simply re-hatched from old ideas, but are often missing the meat, or the theory behind them. Perhaps I have just been in this for too long, but I always know Newkirk will prod my thinking and in this book he does just that.

At a time where we have narrowed writing down into 3 major categories of narrative, persuasive and informational, Newkirk argues that narrative; stories are at the heart of all writing because it is through story that we are able to make sense and comprehend what we are reading. This is a MUST read for anyone stuck on the Common Core flight to writing hell!

“Voice is a constant, a human presence, a sensibility, a character, a narrator and guide. Only in a phone book or the equivalent do we get information “raw”. But in sustained writing, any information is mediated by a teller, and that teller is part of the reading experience, just as a tour guide is part of the experience of visiting Monticello. When that teller is hidden (often the case with textbooks) or undetectable we have trouble sustaining a reading. The more we sense this human presence, and feel attracted to it, the more willing we are to stay with the text.” Pp 38

call-yourself-a-writer-Chuck-TWL

Photo Credit: thewritelife.com

What all of these books have in common as I look back at them is that they invite teachers to write and to “see” themselves as writers. While this may sound strikingly obvious, it is one of those simple things that makes the biggest impact and so with these books under your wing, hopefully you too will find the courage to let go, raise your hand high and proclaim your identity, “I am a writer!”.

 

Ramblings on Lobsters, Testing, Brownstones and Poetry over the John

One sticky New Hampshire July summer evening while hosting the annual lobster and clamfest for our UNH Summer Literacy Institute, Donald Murray was in the house.  Now you must know that to have Don in my house was an honor.  He was a man I had admired since I was an undergraduate and then here he was all hot and buttered fingers and faces on the back deck with the rest of us.

Image

Donald Murray

And then it happened.  He walked right up to me and asked, “Who wrote the poem, ‘Over the John’?”  I froze.  What?  The ultimate test had come my way and as my face heated up and I began to sweat, I flipped through the suddenly empty files in my brain, wracking it for any poet I could think of.  The words, who wrote Over the John? Over the John?, Over the John?, reverberated in my head.  As I agonized I realized he was staring at me…waiting for an answer and so finally, in the ultimate defeat I simply admitted, “I don’t think I know that poem.”  At which point Donald Murray let out a larger than life guffaw of a laugh and re-stated, “No, the poem over the john in the bathroom, who wrote that?”

And in my state of stunned stupidity it still took me a moment to actually realize that he was not testing me at all but simply asking me a question to which I knew the answer.  “Oh!  My daughter wrote that in 3rd grade.”  To which he responded that she was quite a little writer.  And then he left me there in all of my shame to melt in my sense of stupidity.  I hate tests.  I have always hated tests and this was a self-imposed one.  The pressure makes me stupid.

Image

The “actual” poem over the john!

So what if we are all made stupider by tests?  And if that is not the case then what about the some of us that are?  I will admit it; I am one of the worlds worst test takers.  When I see a question and then the 4 possible answers I try to think about the “right” one and while one might seem “more” or “less” right, I get stuck on imagining the possibilities of what “could” or “could not” be right.  I see grey in a world of black and white.  I stammer in the ideas that the test is probably trying to trick me and so I get obsessed with thinking about outwitting, outplaying, and outlasting the test.  Yes, I want to be the sole Survivor, but I get too caught up in the game and then I simply freeze and ultimately I am blindsided and voted off the island.  I lose.

This past weekend in NYC at Barnard (see previous post as well as here:  Totalwebcasting.com/live/columbiatc/20130504/ for live on streaming) was eye opening on so many levels.  It made me wonder about so many things…many of which have to do with testing and beyond.  I heard stories, saw grown men weep, and felt passion so great it was palpable.  I met people that I have only “known” on-line for the first time in person.

I was welcomed into Renee Dinnerstein’s (See her blog here:  http://investigatingchoicetime.com/)   home in Brooklyn…our first face to face meeting ever and she hosted me for 2 nights.   We talked for all the time I was there.  She introduced me to her husband, Simon and his incredible works of art that line their Brooklyn Brownstone and beyond.   She took me to the public schools of NYC, gave me history of the area, of her life, the schools, the system.  We visited an exhibit at the Brooklyn art museum by Anatsui, amazing!!  Thank you Renee for your kind hospitality and for bringing together great minds for brunch where I also met Vicki Vinton, (See Vicki’s blog here: http://tomakeaprairie.wordpress.com/)  on-line colleague, for the first time.   But most of all I learned that I am not alone in this endeavor.  There are so many of us out there who are so discouraged, outraged and ready to take action.

Image

Tomasen and Renee at Anatsui exhibit

And while I was hoping to have a great post synthesizing the weekend, I realize I still have a great deal of processing to do.

And so as my 16-year-old Zachary heads out the door for his annual NECAP testing this morning he seems to be fine with it.  Both of my kids are better test takers than I am.   In fact, he enjoys the testing perks…early senior privileges and the fact that teachers are not allowed to give homework during testing because they want students performance to be stellar.  (Is it just me or can you see how ironic this is?)  Our schools are ready and willing to help students get more sleep FOR the tests, but not for everyday schooling.  Sometimes I think I am crazy, or just looking for answers in my brain that are just not there.  Am I asking the right questions?  That is the real question, or am I just searching for something over the john?

You tell me.

sols_6 (2)