Modelling writing skills

“Art is the overflow of emotion into action.”
– Attributed to Brian Raif

As my regular readers would be aware, I have been utilising a short burst of creative writing, called quick writing to provide my students a more engaging way of practicing their typing skills. The students have been overwhelmingly enjoying the time. I have been trying to find a way to make it a more rigorous learning opportunity and to encourage them to improve their creative writing as well as their typing.

I had begun to provide four images as options, to allow for those students who did not connect with the initial image that was provided, and this has helped a number of students engage with the process and enable them to write more than they had previously, and those students whom are more advanced writers have an opportunity to extend themselves, through the challenge of connecting two or more of the images. What I have been noticing with the writing that students have been doing is that although they are writing at length, their output is quite surface-level, with very little detail enabling the reader to visualise the scene they are writing about.

The engagement of the students has created a situation where I have been able to sit and join them in completing some creative writing, something which I have not done in a great while, and have missed. Yesterday I listened to a few of the students read their writing out, as I have been doing, and decided to model to them what I meant when I have been asking them to provide more detail in their writing, and read out a few paragraphs of what I had written.

Having done so, I asked the class if they could visualise the scene in their heads, and then we had a discussion about the use of language to paint a picture for the reader, and how the use of language can play a role in determining the interest level of the reader. The challenge was then put back onto the students to revise their writing, to use their language to paint a picture of the scene and the characters they were describing.

For a number of them, it was a light bulb moment, and they immediately dove back into their writing to improve it, and I hope that this segue will pay off in the long run with higher quality writing. The other challenge I laid down for them was to remove the boring words, such as said with more interesting vocabulary, and we had a brief discussion about how to find more interesting vocabulary.

Thank you for reading, as always, and I would like to hear from anyone about how you have encouraged students to make their writing more interesting and more visual, while removing the boring words.

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