After 738 posts on this blog, I am a writer who puts marks on paper for so many reasons. Some days I celebrate stories of joy, family events, and life. Some days I invite learning: new ideas, clarification of previous learning, or to synthesize the thinking after learning. Some days I review and revise my own ideas, updating a post or adding in new ideas, thoughts, and applications. Some days I share resources and books that are a match to my current understanding of reading or writing. And some days I write because of a compulsion to open up the faucet of ideas and let them flow.
Writing as a process takes many forms. Some are familiar and comfortable, while others are still stiff and rigid. Defaulting to poetic forms means that I can avoid rules of correctness and conventions that seem so stifling. When the goal is expression, rules become the fog in the brain that STOPS production. Frozen – unable to move forward or backward. Time stolen away, minute by minute, until the fear of “incorrectness” or death by “red ink” recedes. Unrecoverable time. Time lost unnecessarily because there is no one process, no one way to research, no one way to put marks on the paper!
Today is the National Day on Writing. You can read more about it here including an interesting fact about how much email writing an average office worker does in a year or just check out writing trivia.
Why do you write?
Why does writing matter?
As a reader I have many “Fan Girl” moments. The list of favorite authors is even longer and my “TBR” stack has collapsed upon itself. So it’s time to write. Pick up the book. Test out some of those post-it marked pages and try it on.
But wait . . .
I signed up for the webinar.
Please, oh, please
Procrastinate until the webinar.
And that gem . . .
The idea of waiting
Have you noticed?
One of my all time favorite topics is writing about my learning!
Ahhh, you have noticed!
Thanks for traveling this learning journey with me!
As a result of my learning . . .
A Heinemann PD webinar with Georgia Heard,
I created a heart map with some of the best quotes.
Not an assignment.
A way to collect and perhaps savor some ideas that I heard.
And now I know that this is bigger than a topic list.
It’s bigger than just writing any old ideas into a heart shape.
It’s about REAL writing.
Writing that comes from my heart.
(Crap . . . can’t fake it . . . Must make it real . . . Writing!)
It’s about “an ache with caring”.
The passion to write comes from the connections I have to that topic that I have chosen …
Checking out Mentor Texts . . .
So many REAL reasons to write . . .
To Capture Thoughts . . .
I don’t just write to persuade, to inform or to entertain. (PIE)
I reject only having three reasons to write.
I write for many reasons.
Most of all, I write for me.
I write about ideas that matter to me.
Why do you write?
Plan: To create a heart map after PD to hold onto favorite quotes or ideas. That visual learning map of the important parts that I choose to store visibly so I can return and unwrap their precious wisdom. My Learning Map.
Text Based Questions (Close Reading of my Webinar):
Phase 1: What are Heart Maps? When would I use them? Why would I use them?
Phase 2: How does the design of a Heart Map support its use?
Phase 3: How will students be able to use Heart Maps to increase their passion for writing?
How can models of Heart Maps result in crafting authentic, personal writing?
Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Lisa, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here.
Additional Information about Heart Mapping:
My worst fear.
My paper is bleeding red ink.
She didn’t like it.
It was my choice.
Write about anything.
Apparently anything but that.
What did you do to my paper?
I gave you a chance to do it over.
You can revise, fix, and return it.
What do you want?
Just tell me!
What should it say?
Your completed assignment without errors.
With YOUR changes, it’s not my work.
Don’t you want to do your BEST work?
But it is no longer MY work.
You must fix the errors before you recopy it.
Final copy written in red ink.
And yes, I used a fountain pen.
It was the 1960s after all . . .
Cursive, a fountain pen and a Big Chief tablet. . .
Writing materials from the 60s!
No way for my final copy to be “red inked” by the teacher!
My third grade solution to a “red inked” paper.
Now I write to explore how writing instruction should look and feel in the 21st century from both a teacher and student perspective. Red ink didn’t make me a better writer in the dark days before Columbus discovered America. It won’t help a writer today either!
Why do you write?
Have you ever had your work “red inked”?
How did that feel?
How did you respond?
Thank you, Betsy, Beth, Dana, Deb, Kathleen, Lisa, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here.