 |
Which came First? The Writer or the Story? |
 |
September 22, 2003
Dr. Pamela W. Petty
Assistant Professor of Literacy
Western Kentucky University
What do the following people have in common? Ø Dave Pelzer (A Child Called It) Ø Frank McCourt (Angela’s Ashes) Ø Alice Sebold (Lucky) Ø Rick Bragg (All Over but the Shoutin’) Ø Maya Angelou (I Know Why a Caged Bird Sings) Ø Barbara Robinette Moss (Change me into Zeus’s Daughter) Ø Leon Walter Tillage (Leon’s Story) Yes, they are all writers, but dig deeper. What is the common denominator of all these writers? None of them have zoomed in a space shuttle to the moon, discovered the cure for something that saved millions of lives, or in other ways lived extraordinary lives, yet they have all managed to carve a work of art from one simple thing – their stories. Now comes the big question: Were they writers who wanted to tell their stories, or were they people who felt compelled to tell their stories so they learned to write? Do their stories inspire the brilliance of their writing, or does their ability to write make their stories brilliant? Although the true “answer” is likely more a combination than a clear cut one-or-the-other scenario, the more important question to us as educators is, how do we allow for both circumstances in our learners? Adult learners come to us with one magnificent common denominator – they have stories, just like the authors listed above. Perhaps their stories speak of poverty (McCourt, Tillage, Bragg, Moss), abuse (Moss, Pelzer), violence (Sebold, Tillage), racism (Angelou, Tillage), or other social ills. Perhaps also like the authors listed above their stories are of courage, comfort, triumph, and love. Whatever the stories they are unique to each person and they are all worth telling. However simple or complex, however comforting or disturbing, these personal stories are supreme opportunities for our learners to learn the art of writing, the mechanics of the language, and the pleasure that comes from telling a story that longs to be told. Our challenge as educators is to motivate, support, teach, and inspire these would-be writers. If we value the ability to write, what better way to “sell” the concept to our adult learners than to become writers ourselves? I challenge you to investigate your own stories, your own writing skills, and your writing instruction. As a storyteller I have been writing family stories for several years. These are tips I try to keep in mind as I prepare to write: Ø Stories are “built” around events, moments, sounds, smells, glimpses of time. Ø Don’t expect all the details to come to you at once – start with a kernel of an idea and watch it grow. Ø Keep the “gotcha” part of the story simple. o Some of the most poignant stories are fairy tales and folk tales. o Stay away from didactic language (“preaching”) – allow the theme of your story to linger, slowly be absorbed by the reader/listener, not beat over the head by it. Ø Don’t feel compelled to finish every story you start – they all won’t be worth the time. Some stories need time to “perk.” Put them in a folder and let them age then look at them again. You will get a feel for when they are ready – and when YOU are ready. Ø Read. Read some more. See how others tell their stories, pay attention to how the author manipulates you – makes you smile, makes you cry, makes you CARE. Ø Don’t be afraid to tell YOUR story – no one else can! Once you have walked this path, you will be ready to lead others. Something tells me that the road to true writing is one that is best traveled with a friend. I wish you pleasant and magnificent travels! - Dr. Pam Petty For resources and annotations of each of the books listed in this article, please visit: http://www.pampetty.com/writers.htm To see an original story taken through all phases of the writing process, please visit: http://www.pampetty.com/farmforsale.htm
|
Setting the Stage for Writing
Prewriting PhaseI. Romance Stage“Experiences are the catalysts that ignite expression. The hearing, enjoying, sharing, trying, discussing, remembering, doing, experimenting, discovering of life … flows into writing … NATURALLY.” (Frank, M., 1995, p. 68.) The romance phase of writing needs to set the stage, provide the atmosphere, and take learners to a place where the words in their heads and hearts are freed and allowed to flow onto the paper. A. Music q Enya
q
Trisha Yearwood: The Song
Remembers When q Your Ideas:
B.
q Antiquesq Wallet/Purse q Your Ideas
C. Images/Photographs q Familyhttp://www.pampetty.com/farmphotos.htm http://www.pampetty.com/railroad.htm q Places q Your Ideas:
D. Life Events q Current tasks/struggles/concernsq Newspapers q Your Ideas:
E. Imagery q Mind tripq Your Ideas:
Freewriting - not full sentences - listing - jotting down key words/ideasGraphic Organizers - can be before or after freewriting = KEY element of pre-writing
Research - make notes of information you need to "round out" your story and fill in the holes
… discoveries that entice description sensual experiences that spur verbal images
discussions that dredge up memories questions that beg for hypotheses notions that cry out to be expressed stimuli that release words (Frank, M., 1995, p. 67, edited for brevity)
Bibliography (all book titles are hyperlinked to Amazon.com)Gitter, M. and Anapol, S. (1996). Do you remember? San Francisco: Chronicle Books. Frank, M. (1995). If you’re going to teach kids how to write … You’ve got to have this book. Nashville: Incentive Publications. Keel, P. (1997). All about me. New York: Broadway Books. What you Know First by Patricia MacLachlan, Barry Moser (Illustrator). This book is an excellent prompt for writing childhood memories, making lists of special childhood moments, or reflecting on the trauma of moving. Wendlinger, R. M. 1995). The memory triggering book. Oakland, CA: Proust Press.
Suggested DVD's:Baraka. Mark Magidson Production: Ron Frickle Film. Koyaanisqatsi: Life out of Balance. AND Powaqqatsi: Life in Transformation. Francis Ford Coppola. (2 DVD set at Amazon)
Professional Resources for Writing:
100 Research Topic Guides for Students
The Art of Teaching Writing
325 Creative Prompts for Personal Journals
|
This is an on-line writing laboratory that
offers tremendous resources for educators:
http://www.uvsc.edu/owl/writing.html
This site provides resources including
information on plagiarism:
http://www.indiana.edu/~wts/wts/resources.html
A
link
to
another
set
of
writing
links:
http://www.angelfire.com/wi/writingprocess/secwplinks.html
Online writers' resources for grammar and reference can be found at http://ume.maine.edu/wcenter/resources.html
A list of best practices for teaching writing:
http://instech.tusd.k12.az.us/Bl/BLHS/blwhs.htm.
This is geared for high school, but has rubrics and other useful information that may help guide your writing instruction: http://www.lkwash.wednet.edu/lwsd/pdf/6+1Traits.pdf
On-Line Dictionary and Thesaurus: http://dictionary.reference.com
09/12/2004 10:17:01 PM -0500
Now,
YOU write one and send it to me: 
25 Mini-Lessons for Teaching Writing : Quick
Lessons That Help Students
