Two Different Strategies of Writing to Think

Two Different Strategies of Writing to Think 

The purpose of teaching minilessons on writing to think is to help writers to expand their thoughts and perspectives on both one topic as well as various topics. One topic could be written about all year using strategies such as “Writing Only with your Eyes” versus “Writing Only with your Ears”, “Writing towards What is Significant” versus “Writing What is Trivial”. The student could incorporate “Layering Thinking” towards the end of the school year in order to see how his thoughts have changed. The writer gives several suggestions on how to write to think. Different strategies would be more useful on some days rather than others. I like the idea of using “Accepting What Comes” first thing in the morning or right after lunch. This would allow students to get back into learning mode. This strategy has the writer sit quietly and then write about the first thing that pops into their mind. This is a quick write that simply lets the mind relax and refocus. 

My favorite writing strategy presented in this chapter is “Writing from Multiple Perspectives”. I like this strategy the most because everyone’s perspective will be different. This strategy also forces students to see things from many perspectives instead of just their own. They must write from each character’s perspective. I would introduce this strategy with a very short film. There are two cars. Each car contains the driver and a passenger. There is an elderly lady slowly making her way across the street. There is a young man waiting for the light to turn who is watching the traffic but is wearing headphones. There is a girl, who is late for her waitress job and is considering crossing against the light and lastly, there is a cyclist coming up behind one of the cars in his blind spot. There are eight people who will be affected by the car whose driver is distracted. I would have the students write the story from each person’s perspective. How does the story change? Do they identify with one character more than another? How could things have turned out differently? Do all the characters have the same memory of the event? How do their stories differ? How do the students feel about what happens? Have they ever been in a similar situation? How was it resolved? This could be another jumping off point after the multiple perspectives paper. 

My second strategy is “Thinking About a Person”. I like this strategy because there is so much to explore about people and the qualities that make them who they are. This is a descriptive writing activity used to help lend human qualities to characters that a student may be writing about. As the teacher I would use someone that everyone in school loves as an example. The school secretary who always has a smile on her face and remembers everyone’s names. She reminds students to bring in their permission slips and always asks about the big game. She could be described as someone who is very tiny and fast as well as funny and on top of things. The class could discuss how this secretary is so reliable that she is an institution at the school. I would then ask the students to choose a significant relative in their lives such as a grandfather. He could be described physically, such as tall and strong. The student could describe his booming laugh. He could be described emotionally as a calm and patient man. The grandfather’s history of the war could be incorporated and how that changed him or made him the man you know today.  

This writing activity could branch out in several ways. This is another example of gaining insight into people’s lives and “walking a mile in someone else’s shoes.” Everyone always says: “I would do _______ if I were in _________ situation.” but how would you really handle it? What effect does the secretary have on you when you are having a bad day? What kind of role model was your grandfather? How do you think his example will change how you act as a parent or grandparent one day? 

Intentional Strategies are designed to help students think about writing in different ways. It helps writers to expand their writing ability by giving them opportunities to write in various context. The strategies listed in this chapter help the write to “flesh out” what they are trying to say and how they to express that thought. These strategies help make non writers into writers and good writers into better writers. The student's notebook is a place for their thoughts and creativity. It should be a positive place and a safe place to put their feelings and ideas.  

I feel as if the writer is saying that a writer’s notebook is no place for assignments. Assignments are required. They are checked for grammar and punctuation. Everything is examined. There is a place for assignments. Teachers are required to give students certain assignments and take them up for grades. I feel like the author is simply saying to not combine the requirements of assignments in the same book as the students writing notebooks where creativity should flow and not be stifled.