The Calkins text that I am reviewing is targeted toward elementary age students and the habits they should develop early on in their writing lives. When I was first assigned this text, I will admit that I felt slightly disappointed by Calkins' focus on younger students rather than 7 - 12 ELA students. However, I must say that the book has grown on me!
Calkins focuses on the importance of journals in classrooms, which is certainly reminiscent of Nancy Atwell and something we have all heard before. What is new with her discussion, however, is the focus on specific journal content. Calkins suggests that we encourage students to write small "threads" in their notebooks, which can be simple daily observations, or small questions that run through their minds, such as, "I wonder if a tulip can fill itself up with water when it rains outside." These small bits do not need to be connected to other "paragraphs on the page", nor do students need to worry about filling an entire page with babble.
Calkins uses the example of one author who gets writing inspiration from signs on city buses, or by observing a child lifting up the dress of a doll to see its underwear. Small observations like these prove to be great threads for future stories, and so students should develop the habit of capturing these kinds of moments in a notebook. Rarely have I heard a teacher say to write down a small description of our own isolated moments of pondering, because it might turn into a great novel a few years from now. Mostly, I have heard teachers say, "Write something, anything, and no one will read it but you." I agree with Calkins (and others) that this kind of message signals to students that writing is unimportant, unworthy to be shared with others, and pointless.
Introducing writing in journals as a "collection of bits" lets students know that the work of a writer is constantly happening throughout the day. Writing can happen in the mind when we are inspired by small things we see and do. I think this is writerly life, learned early. -Sofia
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Sofia, I also really liked the idea of using small pieces of daily life as jumping off points for later writing - I think more students would be willing to think of themselves as "writers" and "authors" (as Calkins refers to her students as) if they had been introduced to this habit. It may be difficult for us, as secondary teachers, to convince them of the significance of their lives (another thing Calkins talks about in the first few chapters) if no one has taken the time to show them how these small observations and questions, which may seem INsignificant, can become larger pieces of writing.
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