Writing about Reading Books about Writing #1 'Bird by Bird' - Anne Lamott

My interest in writing and the teaching of writing stems from my background as an English teacher. I work with students everyday, some love writing - they will summarise notes, write short or extended responses to questions, pen a poem, a narrative, an essay, all with enthusiasm and delight. Though there's a flipside - students who lump all of their experiences of writing in one pile and label it 'yuck' - my own experiences mostly place me in the first category but I have experienced the 'yuck' - the strain of getting a sentence just right, of extending a thesis throughout a critical response, the effort to articulate exactly what it is that I'm thinking. It is hard.

I have always written but have never considered myself a 'writer.' Since joining one of the ETA Writing Teachers groups I have begun to engage with what it means to be a writer and it is my hope that the experience of writing regularly and sharing my work with others will give me more insight into what my students experience when they set about the important work of writing.

To further my understanding of the writing process I have engaged with literature exploring pedagogical approaches to the teaching of writing at word, sentence, paragraph, and whole text level but it becomes especially apparent, (especially after my foray into the delight that is the work of Nancie Atwell) that there is something missing. The human element, the grit and determination needed to mould and build pieces of writing. I needed to know more about the compulsion to write and how people overcome blocks and garner inspiration.

A few months ago I started listening to the Australian Writers' Centre podcast  'So You Want to be a Writer' (featuring authors A.L. Tait and Valerie Khoo). Besides being entertaining, the podcast provides insight into the process of writing fiction, non-fiction, as well as publishing, blogging, and what it means to be a writer in the world. One of the segments that I particularly enjoy is the suggestion of a book about the craft of writing. In Episode 61 Valerie and Allison discuss several texts that they count as influential and worthwhile. I must say, from this initial introduction I have developed a strange love of these non-fiction volumes exploring the writing process and have now filled an entire shelf in my bookcase. The joy!

I started with Anne Lamott's 'Bird by Bird' and I loved it. Here's a few points I pulled from the text:

Ten Snippets of Advice from 'Bird by Bird'


1. Words and writing are what paint and canvas are to a fine artist, a way to interpret and see the world and in Lamott's case, when struggling to find her place as a teenager, to gain some acceptance. The power of story is evident throughout the book.

2. The one-inch picture frame is the precursor to the 'bird by bird' anecdote. Both are suggestions as to how to avoid the all encompassing, desperate, and overwhelming feeling when embarking upon a journey into the unknown. I love how honest Lamott is, an author who has written many novels and books, yet she comes back to first principles - the one inch picture frame, bird by bird.

3. The best possible writing advice? WRITE! Thanks Lamott and also, thanks Goldberg (I will read your work after Stephen King!).

5. The emotional acre we all receive at birth is the perfect pasture to explore what matters to a character - what is happening behind the fence? What is planted there? Who is allowed in? Food for thought and a delicious opportunity to uncover the inner workings of an aloof protagonist. The emotional acre is suitable for writing and life, especially since unwelcome visitors can be told to leave, stat!

6. Character development propels the plot but it needs to be on the page! Write first, smooth later! Lamott's step into dialogue in the following chapter is a joyous one - references to Hemingway and reminders: keep the dialogue 'sharp and lean', ensure each character has a distinct voice, and avoid dialect - good advice!

7. Drafting 'short assignment by short assignment' is a way forward when the going is rough.

8. To be a writer one must be reverent. I love the beautiful stories of friends, family, the world, and her students that Lamott weaves through 'Bird by Bird.' It is a real account of a writerly life - worries, anxieties, panic, self-doubt, alongside the occasional exaltation, however short lived, when a book is published.

9. Live 'big round hours' and write what is most important. Lamott refers to a moral purpose in writing, not in a gratuitous, over-the-top way, but to explore the world to say, 'this is who we are.'

10. Give your best, everyday. There will always be more.

Next: Stephen King's 'On Writing'

Review Reading #2 'Systems to Transform Your Classroom and School' - Nancie Atwell

Review Reading #2 Systems to Transform Your Classroom and School - Nancie Atwell

ISBN: 978-0-325-04266-4 

ISBN-10: 0-325-04266-7

Publisher: Heinemann Publishing

Publication Date: 2014

Stockists

Sample Pages

Here is my second 'Letter-Essay,' this time reflecting on 'Systems to Transform Your Classroom and School.'

Dear Reader,

About a month ago I finished reading Systems to Transform Your Classroom and School written by Nancie Atwell. I love Atwell's prose and found, again, that the expression and explanations were clear and detailed. The anecdotes add a personal touch and were engaging whilst also being honest and heartwarming. The text provides an overview of key systems that operate effectively at Atwell's school the Center for Teaching and Learning (CTL). As a reader there is a clear image of what each day looks like at CTL and it is easy to see that an encouraging community is created through the routines of Morning Meeting, the established Bill of Rights, and the development of school traditions, all of which underpin the focus of the school. The DVD accompanying the text provided great insight and exemplified all of the processes Atwell explored in Systems. It was really exciting to see how engaged the students were in their learning and to listen to the language used to discuss reading, and writing.

As an English teacher I was especially interested in the breakdown of the Writing, and Reading Workshops and how exactly these are structured. I love that the routine is very specific from K-8 so students know exactly how things will run and they can trust that a decent chunk of time is allocated  in every workshop for them to read or work on their writing. The regularity allows for 'voluminous reading' and writing which really underpins the success of the students at the school.

When perusing the section on Reading Workshop I was surprised to see that Mini-Lessons were utilised at the beginning as they are in Writing Workshop. Students are taught how to choose books by 'interviewing' them, to develop a personalised criteria for abandoning a book they do not like (I LOVE this - how often do kids open up to a page randomly to appear to read instead of finding something they can't stop reading!?), and to write their Letter Essays in response to material they have read. As with Writing Workshop, the Mini-Lessons are provided to establish routines early in the year and from then, when they are needed.

The things I totally loved about Systems to Transform Your Classroom and School are:

• The discussion of writing as a 'slow growth process' that requires the investment of time. 
• To perfect writing skills students should learn and review conventions, fail, succeed, and practise (practise, and practise)!
• The important proviso that it is desire and purpose that lead to genuine self expression.
• Gifts of Writing is a beautiful concept and the thoughtfulness of this gesture, of writing well for someone important, is emblematic of the CTL ethos.

QUOTES AND ANECDOTES:

Systems really breaks down Atwell's approaches and it is an excellent overview of the way the school operates. Each chapter includes relevant research that provides further information or the background to a particular aspect which is great when looking for further reading. The key quote that stood out to me is:

• 'I have a voice as a writer, and this is a worthwhile subject for me to advocate.'

Before you read Systems to Transform Your Classroom and School I suggest that you jump online and order In the Middle: A Lifetime of Learning about Writing, Reading, and Adolescents, it will change the way you think about the teaching of writing and reading.

Yours truly,

K

ETA Annual Conference 2015 Off with their Heads! Deconstructing student writing

BLURB: The literary merits of student writing are often unexamined. Facilitating student understanding of the way their own writing is constructed allows for real improvement in writing. This workshop focuses on practical strategies for teachers to engage and empower students.

PRESENTERS: LB and KB

RESOURCES:

Board of Studies - HSC Glossary of Key Terms

SMART Teaching Strategies 2014 and 2015

ARBs - Assessment Resource Banks

Uni Learning

Features of Academic Writing

Turning Good Adjectives into Great Nouns

Ginger Grammar Rules

Grammar and Meaning, Sally Humphrey, Louise Droga, Susan Feez, Marickville Metro, NSW Primary English Teaching Association Australia, 2012.

A New Grammar Companion for Teachers, Beverly Deriwianka, Marrickville Metro, NSW Primary English Teaching Association Australia, 2012.

Conversations About Text: Teaching Grammar Using Literary Texts, Joanne Rossbridge and Kathy Rushton, Marickville Metro, NSW Primary English Teaching Association Australia, 2010.

PowerPoint and Handout available HERE!

Review Reading #1 'The Reading Zone' - Nancie Atwell

Each year several scholarships are awarded to NSW teachers who wish to embark on a study tour to collect resources, conduct interviews, create resources to ultimately enhance their pedagogical approaches and those of their colleagues. I applied for the Premier's English Teachers' Association English Scholarship in 2016 and whilst I didn't win, I thoroughly enjoyed the application process - reading, writing, and reflecting on the ways in which I teach writing and reading. In preparing, I contacted several schools to possibly arrange visits and I also applied for an Internship at the Center for Teaching and Learning. 

I was lucky enough to be accepted into the Internship program at the Center for Teaching and Learning (CTL) in Edgecome, Maine. One aspect of my proposed study tour included the internship to further my understanding of Nancie Atwell's approaches at the Center for Teaching and Learning, the demonstration school she established in 1990.

Flying to America to to partake in an internship is not something one can usually just do but it just so happened that my partner and I were planning to go to America for a belated honeymoon. We had been putting it off (for nearly three years) - saving a bit more, waiting for a better time, etc. Sometimes you just need a bit of an incentive to get organised and the Internship was it! So work and touristing have combined into our 2017 trip! We will be visiting a range of places before I visit CTL for four days in April before we fly back home.

To prepare for the Internship I have been assigned some readings. I am going to tackle these as well as my preparations for next year - a unit of work to write, Faculty Handbook to collate, Scope and Sequence to update, etc. over the next month before school begins for 2017.

I have been reading Atwell's work for a few years now after I was directed to her texts by Professor Wayne Sawyer from Western Sydney University. He sent me some initial chapters from the first edition of 'In the Middle' published by Heinemann in 1987 and then I went hunting for all of her texts. I was overjoyed when a new edition of 'In the Middle' was published in 2015 - how serendipitous! After engaging with the work of Nancie Atwell I am reminded of what a driven person she must be - she is a prolific writer, reader, and you know, has her own school. Amazing.

Review Reading #1 The Reading Zone - Nancie Atwell

ISBN: 978-0-439-92644-7

ISBN-10: 0-439-92644-0

Publisher: Scholastic Teaching Resources

Publication Date: November 7th, 2007

Stockists

Sample Pages

I am going to respond to the texts by writing a 'Letter-Essay' - a technique students at CTL utilise to reflect on the texts they have read. This is the letter provided for students to guide them when writing their own letter-essays. Students receive a copy of this letter to stick into their workbook.

Dear Reader,

I have just finished reading Nancie Atwell's The Reading Zone. This text explains what constitutes the 'reading zone' and a range of methods and strategies to assist students to reach this place in their own reading. I felt an immediate magnetism to the idea of the 'reading zone' because I have always loved reading and I have the propensity to get so caught up in a story that I simply must continue to find out what is going to happen next. I love the anticipation of continuing reading a text and the feeling when dipping back into a book to see what the characters are up to - will they solve the problem? Will there be an explanation? Will they find the inner strength to overcome an obstacle? The thrill is almost addictive and it is why I have sometimes have trouble choosing books because I do not want to waste my valuable reading time. I want to be immersed in a world and drawn immediately into a story so I am back in the 'reading zone.' So, is it any wonder that I am deeply saddened when my students loudly proclaim - 'I hate reading' and 'I don't read' like it is a feat? Atwell's book gave me some practical strategies to utilise to assist students with their reading to ensure that they too can develop the habits of a reader and experience the joy that accompanies the 'reading zone.'

Atwell writes in a very honest and straight forward manner with references to both research and anecdotes from her time in the classroom. She effectively details the practices and approaches at CTL whilst reinforcing the school's vision and the humility of staff/student interactions. The underlying element to each successful strategy is exactly that humility, the staff member who cares about and knows their students. The conferences between pupils and their teacher are evidence of adults who put the time into knowing what it is that each student needs. I love the reinforcement of this throughout The Reading Zone and all of Atwell's texts. Schools are places made up of people helping other people.

I often get asked about what 'work' students do with our reading program at school what students do once they have finished reading? The Reading Zone outlines an effective way for students to respond to texts using a 'letter-essay' to their teacher or peer. This accompanies regular reading conferences to determine where students are up to with their reading and whether they are reading texts that are too hard, too easy, or 'just right'. The letter-essay gives students a chance to write an in-depth response to a text that they have read. This text is not something assigned by a teacher or on a prescribed reading list but it is a novel chosen by the student after listening to 'Book Talks' and having conferences with their teacher who knows a range of texts to recommend to readers. There are no chapter questions, reports on every single text a student reads but a considered response to a text a student feels strongly about – either positively or negatively!

The Reading Zone provides an excellent overview of the way that the reading workshop at CTL runs and whilst it is filled with success stories, it provides honest ways to work through issues to provide structures to help students who aren't regular readers and ways to give all students an opportunity to experience the reading zone. 

The things I totally loved about The Reading Zone are:

THE IDEAS AND STEP BY STEP PROCESSES:

• Students complete 30-minutes of reading every night for homework.
• CTL works with parents to ensure students are successful as readers. A letter goes home at the start of the year and parents are sent a letter if students are not partaking in their reading. After the third contact a meeting is arranged to discuss reading (as it is so important to student success!).
• Students are given choice of reading material in reading workshop.
• Reading voraciously and reading quality texts supports the development of comprehension skills so comprehension strategies are taught in Mini-lessons - to individuals, small groups, or the class when and if there is a problem. 
• Teachers conduct quick conferences to determine whether texts suit students' ability and to ensure they are not holding onto a text they should have ditched. They also record pages read to ensure HW is completed.
• ‘Someday’ titles – after listening to a Book Talk by a teacher or peer students are encouraged to write the title down if it is something they think they may enjoy.

QUOTES AND ANECDOTES:

I love the way CTL operates and the way students are exposed to a rich and worthy curriculum that builds their autonomy and abilities as critical consumers of texts as well as effective composers. The quotes Atwell disperses through her prose just sing to those wanting to try something different:

• ‘The book which you read from a sense of duty, or because for any reason you must, does not commonly make friends with you’ – William Dean Howells.
• ‘Children learn to read only by reading. Therefore, the only way to facilitate their learning to red is to make reading easy for them’ – Frank Smith
• The personal anecdotes like, ‘I’m being realistic. I cannot read all the literature and also edit all the writing and plan all the lessons, write all the evaluations, attend all the meetings, and teach history, too. But I can become intimate enough with young adult literature to connect particular readers with the particular books they crave. Intimacy with my kids’ books has become the goal.’

I loved this text for an overview of what Atwell does and if you are interested in the ideas I recommend that you jump into In the Middle: A Lifetime of Learning about Writing, Reading, and Adolescents

Yours truly,

K