The book Dancing with the Pen is full of wonderful examples of this very idea. The first two chapters cover principles and beliefs as well as a set up for the writing process. Chapter three is where things get going. It begins with the poem, The Thin Prison by Leslie Norris.
Chapter three focuses on four aspects of the writing process, each is broken down into the key learning outcomes, the learner’s as well as teacher’s role, and the learning through writing that takes place.
Forming Intentions:
The key learning outcomes for a writer to form intentions got very detailed in the book. Basically planning is what writers do, and this needs to be taught to young writers learning the trade. It discusses topics and how to successfully choose. It does not say a topic must be assigned. I see this as an area where some may assume the topic must be teacher directed, but I read it as the writer processes to a topic.
A writer needs three things, experience, observation, and imagination, any two of which, at times any one of which, can supply the lack of the others.
William Faulkner in Writers at Work: First Series
William Faulkner in Writers at Work: First Series
Faulkner’s quote is featured on page 27 of the book and sums up for me what influences a successfully selected topic. I can especially agree that sometimes one or two of these holds more weight when it comes to the writing. Kindergartners, being some of the youngest learners, occasionally lack one or more of these needs. As their teacher, I guide them to fill in the blanks when they are without any one of these three needs.
The teacher needs to model the process of planning in order for students to take on the value of this important starting point. From there, the act of writing and completing the process through publishing is also important as the modeling progresses. Showing full circle what occurs within the writing process. Knowing the students, encouraging their participation in topic selection, supporting and respecting where the students are within their learning will push them to the next step in writing.
Conferring is an opportunity for students to talk through their ideas, revise their thinking and their writing. Frequently, young learners of writing don’t realize they even have an audience. This too, like all the other processes, needs to be intentionally taught and time devoted to the idea that there is always an audience.
Donald Graves expressed that “children need to be able to write freely without interruption to their thoughts.” Spelling is simply a tool for writing, to convey meaning, not a road block to the process.
Spelling is an interesting topic, one that my school district has become more interested in within the last year or two. We are dappling in the idea of adopting a spelling program. This concerns me a bit but at the same time, my understanding of the importance of spelling within the writing process is limited. How much weight should I really place on spelling when writing is about the expression of ideas? However, how do those ideas bloom if the words are without meaning for the audience and can only be revealed by the author? Dancing with the Pen elaborates on spelling in the middle of chapter three, the section on composing and drafting. I will dedicate my next post to spelling to explain the point of view of the book.
I began reading the book, Dancing with the Pen a couple months ago. Click here to read my first thoughts.
