The Writer’s Voice

I have been thinking more and more lately about giving my second graders an authentic audience for their writing. I try to schedule writing celebrations at the end of each writing unit and we invite families, teachers and administrators, and sometimes a classroom of peers to visit our classroom and celebrate the writing we have accomplished. Students read their writing to guests and to each other.

When we ended our fiction unit this fall one of the pieces we worked on was a scary story. This set of lessons is part of a new writing curriculum we are trying as a school. The lessons start with a few mentor texts which are appropriately scary for 2nd graders. The lessons then moved into some modeling by the teacher of writing a scary story using descriptive language and then move into a guided practice of children writing their own scary stories. The kids were excited to write their own scary stories. During writing time for the next few days it was silent. I sat back and just let the writing happen. This was the first time this year I didn’t have several students appealing to me for help before they even put a pencil to the paper. It was magical.

After a few days I starting conferencing with students who felt like they were ready. And what I discovered was that some of the stories were a little TOO scary. There were things in those stories that were not in my mind appropriate for 2nd graders. But is the writing about my voice or the writer’s voice? A writer writes for an audience and with the writers voice. And I heard voices in those scary stories that I had not heard, voices from some of my most reluctant writers.

As the writer’s celebration approached many of those TOO scary stories were selected by the author’s as the piece they wanted to publish and share. My dilemma, Do I nix the sharing of scary stories at the celebration? Do I limit the audience/invited guests? What message am I sending my young writers who are just beginning to hear their own writing voice?

These kids they have voices that deserve to be heard and I want them to learn that now so that as they move on in their lives they continue to grow strong in that voice and they continue to learn how to make it heard. So though I guided and prompted and modeled a 2nd grade “appropriate” scary story in the end there were writers whose voices were a little scarier then I may have liked. And as a writer and a teacher of writing I chose to let those stories stand on the shoulders of their authors. Authors who were proud of what they had written and wanted to share it with an audience.

And you know what? It was awesome. Because I could hear the voice of those writers, writers whose voices had only been a whisper before. And those writer’s had an audience. It was a delight to see several little boys gathered around as one of our writer’s read his scary story. They were enthralled by a tale of blood and gore, good and evil. The writer was doing exactly what we had been learning to do. He was using his written words to create a picture in the mind of the reader. And most importantly he was experiencing the power of his own words.

2 Comments|Add your own comment below

  1. Great post, Rayanne. I understand the delicate balance you displayed with the kiddos. Constraint versus freedom. Others versus self. You understood your role and your use of self in the learning environment. In a way, you restrained your own inclinations so that the kids could find freedom in their own voice. Beautiful. Kudos to you!

    1. · Reply ¬

      Thank you. Helping little people along the way of being their best self is a tricky journey. As adults we have to be vigilant in reflecting on our intentions and our impact.

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