Some Thoughts on Commenting

Image by Peter Olexa from Pixabay

This community is fueled by comments, but commenting is something I struggle with. What kind of comments do I need to make? What kind of feedback do slicers want to see? Do I comment on the subject of the slice? Do I comment on the connection I make to my own experiences? Do I comment on the craft move?

I don't believe there is a right or wrong way to comment, but my comments always feel inadequate.

When I write a slice, or anything for that matter, I want the reader to connect with it, to elicit an emotion, or to make the reader think about something in a new way. This is also a writing challenge with a place to try out craft moves with no risk. A place to play and experiment. 

As I read one of my recent slices, I noticed a comment by Fran McCrackin: "I like how your structure is good for describing a journey: you begin and end with today, and in between you chart out the time and events. It works."  Yes, I intentionally did that, and she not only noticed but also commented on it.

I decided to go back and look at Fran's comments on others' posts, and I began to notice the craft moves of the comments she writes. Fran will comment on her favorite line or paragraph, or the perfect word choice and how that word(s) made her feel. She comments on the mood of the piece and what lines or words create that mood. She sees structure and identifies it in ways I would never think of. She always comes back to the writing itself. 

And isn't that what this challenge is really about? Improving my writing?

Moving forward through these next 12 days, I want to be a more intentional commenter, to really look at the writing along with the chosen topic and the connections to it. This will take more time, and I will not get to read as many posts, but maybe I won't feel quite so inadequate!

Thank you, Fran, for being a commenting mentor!

Thank you to Two Writing Teachers for creating 
a space for me and other teacher-writers to share our stories.

Obsession or Fondness SOL #9

I was struggling with a topic for today's slice, so I decided to scroll my phone to find a picture that might inspire me. 

I stopped on this picture some of new markers I bought and sent to a colleague because she also likes markers and pens. 

I thought, "Oh, writing about my favorite writing tools might be a fun slice to write."

Off I went to I went to my writing and reading rooms upstairs and began opening desk drawers and looking at the containers of pens I have.

You all, I think I have an obsession.

Let me introduce you to some of my favorite, and some neglected, writing friends.

These are my highlighters that I use for my Bible and for professional books. 

These are my brush dual tip Crayola markers. Yes, I wanted to use these in journals, but I am not very good at the fancy writing...yet!

These are my twistable colored pencils--the best! I use these to decorate my notebook pages and in my adult coloring books.

These are my Sharpie pens. I use these in my notebooks, but not as much as some of the others.

These are my fine-tip Sharpie markers. My regular tipped markers are at school. 

These are my Paper Mate Flair markers. I use these in notebooks, especially the unusual colors.

These are my erasable colored pencils. Although I can erase mistakes, I have to have a sharpener, which is why I like the Twistables better.

And these are my best friends! The EnerGel pens. At the beginning of the school year, I bought a 20 pack and love, love, love the colors. I use these for everything from grading papers to writing in my notebooks.

So, what do you think? Do you think I have an obsession or just a fondness for writing tools?

Thank you to Two Writing Teachers for creating 
a space for me and other teacher-writers to share our stories.

Remembering My Why SOL #1

 

Join Two Writing Teachers and other teacher-writers as we 
share a slice of life during the month of March. 

I have heard the mantra, "remember your why" in many educational circles, presentations, and professional development sessions. Sometimes, it rubs me the wrong way because I think it can be overused. 

As I contemplated joining the Slice of Life for year 12, those words kept coming up. And honestly, they are the reason why I completed the Google form to sign up.

I continue to join this challenge to...

1. Capture stories.
2. Document memories.
3. Renew connections with other writers.
4. Enjoy "seeing" them again even if it is for just one month.
5. Practice my craft authentically.
6. Set a goal and accomplish it.
7. Learn new writing moves from other slicers.
8. Sharpen my noticing skills while looking for moments to capture in a story.
9. Create authentic mentor texts to use with my students.
10. Receive a natural high when I press the publish button.
11. Meet new writers from all over the world.
12. Push me to do hard things.

Look at those verbs! This is my why as I say hello to year 12!

A Little Chuckle 22/31

Image by Jan from Pixabay

Starting a new unit with my students is full of anticipation. What new texts and new teaching ideas do I add this year? What do I want change? What do I want to do again?

To begin our unit this week, we immersed ourselves in reading argumentative texts. This year, I added one about changing Halloween to the last Saturday in October. Teachers would love that idea, and I thought students would enjoy reading it.

The only problem was that it wasn't well-written. I debated on how I was going to use it. Do I show it as a bad example, or do I let students figure it out themselves?

I chose the latter.

After dividing students into groups, I passed out a different text to each one. They were to read the text, find the parts of the argument, and determine its strength. As I passed out the text, I gave the Halloween text to a group of boys who are strong thinkers and problem solvers. I circulated the room yet tried to listen more to their conversation. 

"Is this the claim?

"I think so, but they say the opposite here."

"Why did they write a new paragraph here?" 

"Is this a new reason?

"This doesn't make any sense."

I let them struggle a bit, and then went over to tell them I gave them the more difficult example. After groaning, we talked a bit about why this argument wasn't strong, how the writer rambled, and how the text was poorly organized.

Finally, one student looks at me and says, "Is this how you feel when you read our essays?"

I laugh and tell him, "Yes, sometimes it is!"

Join Two Writing Teachers and other teacher-writers as we 
share a slice of life during the month of March. 

5-4-3-2-1 Weekly Reflection 9/31

Sometimes I like to end my week with a 5-4-3-2-1 Friday reflection in my notebook. It gives me a chance to look back and count the blessings in my week and to look forward to the weekend. This is also a great way to find slice possibilities!

5 things that made me smile:

• reading aloud to students
• connecting with former slicers
• listening to Elvis with Mom
• buying house stuff with Megan
• reading a book

4 words to describe my week:

• deadline
• rainy
• book-ish
• spring-like

3 plans for the weekend:

• spend time with Ethan
• move Megan in to Mom's house
• Gena's surprise party

2 things I learned:

• middle schoolers still like to be read to
• it's ok to ask for help

1 goal for next week:

• survive the week before Spring Break

Here is a picture of my notebook page--minus two of the words to describe my week that I forgot to finish before I took the picture! 

For those of you who focus on counting your blessings, have you heard this song? I listen to this song every day at school before my day begins.

Join Two Writing Teachers and other teacher-writers as we 
share a slice of life during the month of March. 

Stories That Start with a Kitten

"Sometimes stories start with a bang, and sometimes stories start with a whisper, and sometimes stories start with a car chase or a fist fight or someone being born or someone dying. Sometimes stories start with a kitten. I mean, the funny thing about stories is that they don't really start or stop at all...It's just the telling that starts or stops."

This is the opening paragraph in the new book, Coyote Lost and Found, by Dan Gemeinhart, which is due out March 5th. I feel this is not only a great opening paragraph, but it also describes my relationship with slicing. 

As I get ready to jump into the March challenge in just a few weeks, I realize another year has gone by, and I have let my practice of slicing fall away. I always make a goal to continue slicing after I turn the page on my calendar, but for several years, I have fallen short.

But do my stories really start on March 1st and end on March 31st? If Coyote is right, then my stories haven't stopped...only my telling of them has.

My life right now is full of stories, but stories that are hard to share, and honestly, are quite depressing. I need to find those stories that "start with a kitten," that start with a little happiness.

It's time to find those stories hiding in my ordinary; it's time to start slicing again.

 

 Thank you Two Writing Teachers for creating a space to share our stories.

Writing Reflection

As the year makes its way to the home stretch, I took some time to reflect on my writing habit. Or maybe I should say my lack of a writing habit.

I am almost to the end of a notebook, which has taken me much too long to fill. Running my fingers over the slight indentation of the ink on the pages, I reread some entries tonight. The poems, reflections, and memories came flooding back, and I realized how much I miss regular writing in my notebook. I have written a lot this year, but it has been more professional writing. But writing in a notebook is just...well it's just different.

I made a list of what kept me from writing this year. Three things bubbled up:  my phone, not creating a habit, and making excuses. These are three areas I intend to improve on in the coming year, and I know these will be the catalyst for my writing goals for 2024. 

My next decision:  Do I abandon a notebook that has taken too long to fill, or do I plug away and finish it before starting a new one in 2024. This is hard for me, as I am one who likes "fresh beginnings." 

What about you? Do you like new notebooks at the beginning of the year? Or are you a start-to-finish kind of notebooker?

Here's to writing in 2024! May my words return and find a home on the page.

 Thank you Two Writing Teachers for creating a space to share our stories.

How is your writing life going? #SOL23

This past weekend I attended and presented at a conference at Notre Dame (which is giving me more slices than I ever anticipated!).  Friday night, Donalyn Miller gave a keynote about reading lives and how people, adults and children, are struggling with finding that reading joy again.

It was a phenomenal keynote, and at one point, she had us turn and talk about how our reading life was going. The room buzzed with conversations from every table. 

My presentation was on journaling as a way to well-being. I decided to add that question to start off my presentation:  "How is your writing life going?" 

After asking this, some just looked at me with a blank stare, some looked down, and some let out a chuckle. It was obvious to everyone there; writing was not something they did regularly.

I asked them what the last thing was they wrote outside of school. When the only things mentioned were a grocery list and a to-do list, I knew this audience needed to hear what I had to say.

Since we are a part of this writing community, we understand the importance of having a writing life. But it's also important why we must continue to share its value with others who are willing to listen.

 

Join Two Writing Teachers and other teacher-writers as we 
share a slice of life during the month of March. 

Making Thoughts Permanent #SOL23

As February was winding down, I began to question my decision once again on joining this challenge. Do I really have time? Do I really have 31 stories in me at this point in my life? Do I really want to do this?

This is year ten for me, so there is a nice round feeling about that number. I mean, I couldn't quit at nine. That feels like I am half-dressed or something.

I began to look through my slices from past years. I realized I missed this type of writing. This storytelling. This finding small moments out of my day. Poetry, journaling, and writing professionally take up most of my writing time, but story takes a backseat except for the month of March.

As I looked at my previous years' posts and comments, one comment seemed to grab me. The commentor said something about although she may not have had many visitors or comments on her blog, she enjoyed writing and "making my thoughts permanent." 

This is it.

This is really why I do it.

So, I am taking advice from a slice I wrote last year and celebrating year ten! Thanks for letting me join you.

 Advice from a Slice

Find the ordinary.

Capture the small moment.

Look for the unexpected.

Look everywhere.

Keep a notebook.

Write from the heart.

Tell the story.

Warn your friends and family.

Silence the critic.

Tame the fear.

Accept grace.

Just hit the publish button.

Celebrate.

Join Two Writing Teachers and other teacher-writers as we 
share a slice of life during the month of March. 

More Advice from a Slice #SOL22

It is March 1st and once again, I have convinced myself to participate in the March Slice of Life Story Challenge for the ninth year in a row. 

I will say, it took a little bit more convincing this year. My life is slowly transitioning back to normal with less stress. But my writing life is still stuck in a rut, and I need something to pull me out of this hole I have been wallowing in.

If a slice could talk and tell me why I needed to complete this challenge, what would it say?

For my last slice of the 2021 challenge, I wrote a post titled "Advice from a Slice." The post seemed to have resonated with many people. As I reread it to begin the month's journey, I decided I needed to repost it to remind me just what this challenge is all about. 

It's not about the prizes, it's not about a competition, (see Terje's post) and it's not even about people reading my stories (although community a BIG plus to anyone's writing!). It's about creating a habit. It's about writing for me. It's about finding and telling my story because no one else can tell it...

...but me.

 Advice from a Slice

Find the ordinary.

Capture the small moment.

Look for the unexpected.

Look everywhere.

Keep a notebook.

Write from the heart.

Tell the story.

Warn your friends and family.

Silence the critic.

Tame the fear.

Accept grace.

Just hit the publish button.

Celebrate.

I hope this slice gives you a bit of encouragement as we begin another month of writing together.

Join Two Writing Teachers and other teacher-writers as we 

share a slice of life during the month of March. 

The kind of writer...

 

The kind of writer I want to be. This question has been swirling around in my mind since Ruth posted it last week. If I were to be honest, this prompt lead to my thinking about who I write for. "Do I write for myself or do I write for others?"

The answer to this question is directly linked to the kind of writer I want to be.

Writing for myself is a path to discovery of who I am and who I want to become. It's a way to sort through the emotions of living in this big and complicated world. Writing for myself is a way to reflect and solve problems that seem so much bigger than I am. 

I want to be the kind of writer who writes for myself.

Writing for others is a way to share my story. Sometimes, when I read others' words, they are just what I needed. It may be words that cause me to reflect, to learn, to dream, to cry, and to laugh. I want to do the same for others. I love sharing my teaching practices, my literacy life, and my life in my classroom. I never know when I share a story just how much someone else needed to know they are not alone.

I want to be the kind of writer who writes for others.

Today, I read a poem by Fran Haley on her blog, Lit Bits and Pieces. It was inspired by Kobe Bryant's poem, "Dear Basketball". Fran wrote about writing and her life as a writer. The whole poem is beautiful, but these words lingered just a little longer in my heart.

You will outlive me. 
You are my record.
You are what I leave behind.

Let it be the best of me.

So, what kind of writer do I want to be? I want my words to be a record of my life and a discovery for others. I want my words to bring hope, to show love, and to share my story. I want to be the kind of writer that is the best of me whether that is for myself or for others.

Because I don't know if the two can be truly separate.

A Writing Waltz #PoetryFriday

It's that time of year when leaves and temperatures begin to fall, and a quiet hush seems to fill the air. For me, it's also a time when life slows its pace, and I find time to catch my breath and do things that bring me joy. Like writing.

Today I join the Poetry Friday celebration and share a poem I wrote this week with a group of Teach Write friends. Our November challenge was to write a tanka poem with a hint of gratitude. 

We gathered online, wrote our "Tanka You" poems, and then shared. I am grateful for my love of writing and the joy it brings, but I am especially grateful for the writing community where we can share that joy with each other.

"Tanka you" to the Poetry Friday group for letting me pop in and join you. Matt is gathering the harvest this week at Radio, Rhythm, and Rhyme. 

#TeachWritetober21

It's that time of year when leaves begin to fall, sweaters come out of hiding in the closet or drawers, and pumpkin spice is baked into every food product imaginable. 

But that also means it is time for #TeachWritetober21.

#TeachWritetober is a group of teacher-writers who challenge themselves to write for the month of October. No guidelines, no rules...just writing. Writing for me and only me. Writing what I want and when I want. Writing for the sheer joy of putting words on paper. Doesn't that sound wonderful?

But there is more! There is built-in support. If you don't know what to write about, each day you will get an email with an invite to write. If you already have a writing project, then that is ok too. There is an accountability sheet to help you keep track of your writing. 

Although there are no rules, I have set some goals for the month.

• Increase joy writing - It seems as though most of my writing, when I do write, is attached to some type of commitment. I want to spend time in my notebook just for the joy of observing what is around me, capturing moments in my day, and experimenting with new muses.
• Write five blog posts - I miss this writing space, but often wonder if blogs are becoming obsolete. I hope not, so I will plan to spend some here writing about a day in my life as a reader, a writer, and a teacher.
• Be creative - I have recently found the joy of art journaling. I have bought some new supplies and want to try them out this month.

I try to teach my students that writing isn't all about school. That writing should be fun and playful and joyful. Maybe I need to practice telling that to myself this month.

If you would like to join me and many others for a month of writing, then check out all the information here. Come be a part of our third annual #Teachwritetober21 - where teacher-writers support other teacher-writers! 

We would love to have you!

Advice from a Slice #SOL21

 

A big thank you to all of those at Two Writing Teachers for creating and supporting this community of writers. 

Kelly Gallagher shared this image on Twitter the other day, and I thought it would be a great writing prompt for me and for students. So many perspectives from which to write.

Turns out, it was a great final slice.

Advice from a Slice

Find the ordinary.

Capture the small moment.

Look everywhere.

Keep a notebook.

Tell the story.

Write from the heart.

Warn your friends and family.

Silence the critic.

Tame the fear.

Just hit the publish button.

Celebrate.

#100daysofnotebooking

Have you ever had someone share an idea with you, and you think, "Oh yeah, that would be fun!"?And then that idea grew like a snowball rolling downhill.

That is exactly what happened when Michelle Haseltine told me about her 100-day notebook challenge. It was a simple concept - write in your notebook every day for 100 days and share it on social media. Michelle's goal was to help others develop a meaningful habit of writing and to discover the power of writing and the joy it can bring.

But it has created a writing revolution.

I started my day writing about my one little word and posted it in the #100DaysofNotebooking Facebook group and on Twitter. Twelve hours and 160+ members later, writers are still posting and tweeting and sharing and commenting and inspiring and encouraging each other.

People have posted inspiring notebook pages full of one little words, thoughts, dreams, vulnerabilities, pain, and artwork. The community that has evolved from this little idea is inspiring.

Who wouldn't want to be a part of this!

As a member of #TeachWrite, I believe that teachers who write make better writing teachers. But I also believe that writing makes us better humans. One thing I learned from the events of today is that people want to write. People want to share their words. People want a community.

I don't know where this will lead, but I am honored to be a part of it.

If you are interested in learning more, check out Michelle's website here. It is not to late to join us!

Lessons from Week One #SOL19

I am participating in the Two Writing Teachers Annual March Slice of Life Story Challenge.  
This year I decided to complete my slice of life challenge through the use of quickwrites.  By doing this, I hope to explore my own writing, identify problems my students may be experiencing with these quick bursts of writing, and show them authentic revisions in the writing process.

Writers participate in this challenge for many reasons. This year I have been disappointed in my students' writing when we do quick writes. (Maybe it's because I see the work from other students, and I unfairly compare.)

Because of this disappointment, I decided to put myself in their shoes and do quick writes for my slices. Today, as we wrap up our first week, I have a better understanding of how my students feel and why I may not be seeing the work I desire.

What I learned from a week of quick writes:

1. Knowing the prompt has an advantage. For this challenge, I chose my own quick write prompts, so I knew the direction my writing was going to take me before I even began. It became much harder when the prompt was spontaneous, and I didn't know it ahead of time, as in this slice.
2. Four minutes isn't enough time. When my students do quick writes, I give them four minutes with two additional minutes for revision.  This week, I took ten minutes for each of my quick writes.  I feel this gave me enough time to develop my idea which could possibly turn into something more. Four minutes just isn't enough time.
3. Writing beside them matters. I have always known showing my students my own writing life let's them see that writing goes beyond school. This week we have written quick writes together. They saw me struggle with the anxiety of the impromptu writing from a random word. They saw how ideas can take writers in different directions. They saw that writers can overcome blank pages.

But I think the most important lesson I learned was reminded of this week was Choice Matters.  I missed looking at my day and finding slices in the moments. My daughter said something funny the other day, and I warned her that it was March and everything she says or does qualifies for a slice. 

Then, I remembered that I was using quick writes this year. 

I know the value of quick writes and why we, as teachers, use them.  But I have also learned that a steady diet of the same type of writing, whether that is quick writes, on-demand writing, writing to a prompt, daily journal writing, or many others, is not good for any writer.

You might just see something different from me in week two!

My Writing List for 2019

A new year always brings new goals, or at least thoughts about what we want to accomplish.  Many reading communities that I belong to create reading challenges. I love creating reading lists because it gives me a plan. Now I want a writing plan, which is the reason for #letswrite2019.

Here is my writing plan for 2019. I know I will not accomplish everything, and I know I will wrtie many other pieces not mentioned here.  But it is a plan, and it will help keep me focused and guide me throughout the year.

• Write at least 100 blog posts.
• Rethink the purpose of my blog and write more about literacy for literacy teachers.
• Explore more professional opportunities. 
• Open my eyes to the small things around me and write more poetry.
• Keep a writer's notebook.
• Complete the Slice of Life March Challenge.
• And now for the biggie - I have wanted to write a professional book, even if no one ever reads it!  My goal is to write an outline and look into the publishing process.

That's it!  Seven areas that I want to explore, improve, and expand in my own writing life.

If you would like to join #letswrite2019, check out this post.

Let's Write in 2019!

#letswrite2019

For the past several years, I have participated in a reading challenge with Carried Gelson at There is a Book for That.  I love making a list of books that I want to read, share the progress, and then celebrate.

But what about those of us who also write?  Where are things like this for writers?

Thinking about this, I decided to create a writing challenge for this year, although I wouldn't really call it a challenge.  It's more like creating a writing plan, but with the support of a community of writers, much like my Teach Write community. Each day the Teach Write community has a place to share what we write, and I will continue to do that.  But I see #letswrite2019 as more of a panoramic view - a bigger picture.

So how about joining me? Where do you want your writing to take you in 2019?

Maybe its writing a certain number of blog posts?

Or finishing a book?

Or trying out a new genre?

Or writing more of what your students are writing?

Or completing a thesis or a dissertation?

Or venturing into professional writing?

Or taking a writing workshop?  (Here is link to a good one!)

No matter what your writing list looks like, it is the spirit of the challenge, support from other writers, and the celebration that matter. Pulling goals out of a notebook and putting them into the world can be scary. Who cares what I want to write? And that may be true. When we make our goals and plans public, we create a type of accountability that some of us may want and maybe even need if we want to truly expand our writing life. And having the Teach Write community to cheer us on each day is an added bonus!

Think about what you want to accomplish in your writing life this year. If you would like to share it on your blog, then contact me via Twitter at @Teachr4 or leave a link here in the comments, and I will add you to our #letswrite2019 community.

Don't have a blog? Not a problem. Maybe make an image of your plan and send it to me, and I will include it in the list of participants. Or just write your plan in the comments.

The important, yet optional, part will be celebrating our success. I learned about writing celebrations from Ruth Ayes, the queen of celebrating the small things.  So I will have four update posts where we can celebrate together, the big and the small.

First Celebration:  March 31st
Second Celebration:  June 30th
Third Celebration:  September 30th
Final Celebration:  December 31st

So what are you waiting for? Let's Write in 2019!

My post is here: My Writing List for 2019

Check out Kendra Limback's plan here:  Let's Write

You can find Sarah Valter's post here:  #letswrite2019:  Refocusing on Writing

Ruth Ayres is joining us here:  let's write 2019

Margaret Simon is writing from the bayou:  Let's Write 2019

Kali Sosa has joined here:  It's all about VISION & MISSION: #letswrite2019

Trina Haase's plan is here: #letswrite2019

Here is Brent Gilson's plan for an "unplan": Plans a #letswrite2019 post

Check out Michelle Olson's goals:  Books on the Backporch


This is also space for those who do not have blogs. Send me your plan and I will post a picture!

Melissa Wood-Glusac's goals:

Melissa Sawetch's goals:

Hannah Johnson has her goals in her bullet journal:

Five Year Slicing Anniversary

Thank you Two Writing Teachers 

Five years ago today, I wrote my first slice of life.

I remember starting my blog and hitting publish for the first time.  It was exciting, yet terrifying. I, typically a very private person, was sending my words out into the blogosphere for other people to read.  What in the world was I thinking!

I wrote my first introductory post in April and didn't find the confidence to write another until June, which was when I tried to participate in Kate Messner's Teachers Write. That lasted one day! I began to doubt myself and again, wondered what in the world was I thinking!

Then in July I branched out and wrote my first slice, and my life as a writer was forever changed. I have met some incredible people through this writing community - in my virtual life and in real life. Because of them, I began to see that my words did matter, even on those days when I was the only reader.

My writing and my blog have provided me with so many opportunities. It is through my blog where I realized that to be called a writer, one only has to write.

And I have.

And to think it all started with a silly slice about milk jugs!

Time has a way of slipping by, and the older I get, the faster it goes.  And NO I did not believe that when my grandparents would say those words when I was a child.

I have this quirky way of watching time go by...especially as it relates to school--reading the date on the milk jug.

We go through about three jugs of milk a week at our house and paying attention to the dates is just something that I do.  Those dates have a way of marching through time.  At the end of the school year, I can't wait until I finally see May, then June with the anticipation of summer break.

Last week I grabbed two jugs of milk and I couldn't believe my eyes...JULY8th!  I gasped, my heart started racing and I broke out into a cold sweat (well maybe I just gasped!)  It couldn't be!  I blinked to make sure I was reading it correctly.  Yes, it did say July.  I knew then that it was all down hill from there.  Summer was flying by and not even a jug of milk could stop it.

This week as I timidly approached the refrigerated section and opened the door, I opened one eye and then the other.  Oh no...July 18th!  I slammed the door shut and said, "No thanks, I think I'll try the OTHER store!"

Lessons from the Student Seat ~ Length Requirements

Almost a year ago, I became a student again. At that time, I had no idea how sitting in the student seat would impact my teaching. It wasn't because I was a learner once again because I continually think and learn in order to improve my teaching. I think all good teachers should do this.

But it was about placing myself in my students' shoes and being where they are. It was about doing the hard part.  And there are many hard parts to being a student. In these next few blog posts, I hope to share with you lessons I have learned about being a teacher while sitting in the student seat.


As I began my first assignment, I quickly questioned whether I had made the wrong decision.  Was I crazy? Could I really do this?  Learning again in this capacity was something new.  It was uncomfortable. It was down right hard.

I decided the only way to tackle this challenge was to just jump in. I began the first assignment, began to read the material in order to show my competency, and began to write the paper.

It wasn't long before this question camp up, "I wonder how long this needs to be?" I almost laughed out loud because how many times have we heard this question from our own students? It could be the number of words in a sentence, the number of sentences in a paragraph, or the number of paragraphs in a piece...but they always ask!

I began to think about my quick, though not effective, response to this question.  Many times I would answer with exasperation, "It needs to be as long as it takes to tell your story" or "However long it takes for you to get your ideas across."

Those responses that I have given my students over and over again were not comforting me now as a student. Not only do my students ask the length question, but I asked it too.  But why do we ask it?

The fear of the unknown.  For each of my classes, I had a template in which to write my paper. I knew the structure, but I was still unsure of what I was doing. I was writing about an unfamiliar topic - curriculum theories, and that was scary. When our students begin a piece of writing, many times they have no idea of  where it is going. Some may feel the need to just write while others need to follow a certain set of guidelines for a particular genre or an assignment. Even when we read mentor texts, have a template, or see the structure or the length of a piece of writing, the fear of the unknown still exists.

The fear of being wrong. In my graduate class, I was writing for a grade or to show my competency in this area. Of course I wanted to pass! The fear of the unknown is coupled with the fear of being wrong. We want to get it right or to get a good grade or to pass the class. For my middle school students and the emphasis on grades, getting it right is a legitimate fear.

Because I have been sitting in the student seat again, I have reflected on why we ask this question. Yes, we have kids who want to know the length so they can write the bare minimum and not put in any extra work. I am not completely naive!  But for some, it could be the fear of the unknown and the fear of being wrong.

For me, the length of the writing gave me a known value and a goal to reach - the first assignment was to be 12-15 pages. There was comfort in  knowing that it needed to be a certain length. It made me feel like if I hit a certain length, I was on track. This length also gave me the security that it was right because I knew at least one of the expectations.

This doesn't mean that I will begin giving my students a required length, but I will think differently about how I answer the question. As we begin to write next year, I want my students to know that writing takes us in many different directions, and there is no set path on how to get there.

Using more guiding questions such as "Where do you want this piece to go?"  "Is there more you want to say?"  "Will your reader understand your message?" will hopefully eliminate the need for "How long does this have to be?"