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Using Free Writing to Reclaim Voice. Kellie R. Heckert North Star of Texas Writing Project Summer 2005. Your Writing History. What were your positive writing experiences? When did they occur? What were your negative writing experiences? When did they occur?. Negative Writing Experiences. - PowerPoint PPT Presentation
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04/22/23 1
Using Free Writing to Reclaim Voice
Kellie R. HeckertNorth Star of Texas Writing ProjectSummer 2005
04/22/23 2
Your Writing History What were your positive writing
experiences? When did they occur?
What were your negative writing experiences? When did they occur?
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Negative Writing Experiences How have they affected your
writing? Have they affected your attitude(s)
about writing?
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Free Writing What do you already know about
it? Stream of consciousness Try it!
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Theory Base Freedom of choice does not
undercut structure (Atwell 1994).
Voice is the writer’s presence on the page (Romano 2004).
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My Initial Questions & Problems
Student writing was dry and formulaic Student writing lacked voice Students had little to no concept of
writing for pleasure and/or for themselves
Without voice, helping them to improve their writing was like making a soufflé out of a stale saltine
Without emotional investment and some pleasure, TEKS and TAKS requirements were harder to fulfill
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Voiceless writing is addressed “to whom it may concern” (Graves 1994).
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My Students’ Stories, My Stories
Lower elementary writing was fun!
A.J., Juan and The Girls
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Student Insights “I’ve never written this much in my
life.” “Writing helps me deal with things.” “I didn’t know I had so many
stories in my head.” “Writing is supposed to be fun
when you’re little, but not when you’re older. Then it’s serious.”
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ELA TEKS Addressed by Free Writing 15A-Write to express, discover,
record, develop, reflect on ideas, problem solve
18A-Generate ideas and plans for writing by using pre-writing strategies
18B-Develop drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs with larger units of text
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TAKS Writing Criteria Score Point 1: The writer does not
engage the reader, therefore failing to establish a connection. The composition does not sound authentic… (They engage me constantly, they are some of the most unique people I have ever met, and connections? We have TONS of connections…)
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TAKS Writing Criteria Score Point 2: There may be
moments when the writer engages the reader but fails to sustain the connection. (Maybe, but for the most part, their voices sustain a connection with me even when I’m not at school…)
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TAKS Writing Criteria Score Point 3: The writer engages the
reader and sustains that connection throughout most of the composition (Getting closer here…)
Score Point 4: The writer engages the reader and sustains that connection throughout the composition (YES! Now they’re describing my kids!)
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Literacy involves the written AND spoken word. They HAVE voices. Where do they go when they write?
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[Peter] Elbow felt it was crucial to separate
composing from editing: writers should first write freely to get their ideas down in an unrestricted
fashion….(Dornan, Rosen, & Wilson 2003).
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Collaborative Reflection What can you use with your own
students? How would free writing have to be
modified for your students? How do you feel about free writing
when it comes to your own generation of topics/ideas?
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BibliographyAtwell, Nancie. (1998). In the middle: new
understandings about writing, reading, and learning. Portsmouth, NH: Boynton/Cook Publishers, Inc.
Dornan, R., Rosen, L., & Wilson, M. (2003). Within and beyond the writing process in the secondary Englishclassroom. New York: Pearson Education Group, Inc.
Graves, Donald. (1994). A fresh look at writing. Ontario,Canada: Irwin Publishing.
Romano, Tom. (2004). Crafting authentic voice. Portsmouth, NH: Heinemann Publishing.