What Seeds Are You Planting?

by Lisa Ripperton

January 31, 2019

Sometimes we plant seeds intentionally and
sometimes we do so by happenstance.

My second son, Daniel, was born in mid-July, a full three months before his October due date. When he came home in late September after a long sojourn in the Neonatal Intensive Care Unit at UNC Hospitals, we were in a quandary about what to do with him. There was little point in looking at the book of milestones of what babies do when, as each premature baby progresses at his own rate, especially those born as early as Daniel. So we spoke to him, sang to him, and rocked him, providing a soothing environment that he probably appreciated after the constant bombardment of noise in the NICU. But his movements at the time were limited to infrequently reaching out with his hands and striking the chimes hanging in front of him. What to do to awaken him to life?

An answer to that question came one afternoon while I was busy with dinner preparations. Upon coming home from work, my husband scooped up Daniel out of his crib and laid him down gently on his back on the floor of his room. Then he sat down beside him on the white braided cotton rug, tucked a pillow under his head, picked a book off the shelf, and started reading one poem after another aloud from its pages. Thus began a tradition that lasted for many months, with Daniel's ever-growing delight obvious to us all.

A year later when my youngest child, Rebecca, arrived on the scene, the before-dinner reading tradition carried on with one child nestled up on either side of their father. They continued to read from the book that started it all, Poems to Read to the Very Young, and added the poetry of Edward Lear, A. A. Milne, Eugene Field, and Maurice Sendak, as well. Is it any wonder that they both grew up to be so fond of poetry, and even noted poets themselves?

Whether or not their father intentionally planted the poetry seed, I will never know because he passed unexpectedly around the time of their 8th and 9th birthdays before I ever thought to pose the question to him. I can say, however, that it would never have occurred to me to introduce poetry to children so young. If I had it to do all over again, I would be much more intentional about planting seeds. And what other seeds would I plant? More about that in upcoming posts!

What seeds are you trying to plant in your children's lives? Let us know by leaving a comment below!

Purchase Books at Amazon

Poems to Read to the Very Young illustrated by Eloise Wilkins

Nutshell Library
by Maurice Sendak

The Shut-Eye Train
by Eugene Field

Edward Lear's Nonsense Book illustrated by Tony Palazzo

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The Importance of Freeform Writing

by Rebecca Ripperton
January 28, 2019

One of the earliest hurdles that young writers face is unfortunately one of the highest: mastering logical organization. As someone who personally wrestled with organization for years (my mom can attest to this, as well!), I wanted to put together a few suggestions for working with students or children who are also struggling with structure and cohesion. These are either practices that have helped me or ones that I used with middle and high school aged students to help them further develop both their writing and reasoning skills.

Why use freeform writing?

This first exercise may seem antithetical to the end goal of writing with clear organization, but I promise you that it is crucial to implement freeform writing as a regular practice. When working with young writers, your highest priority should be fostering in them a love for writing, and it is all too easy to injure an innate aptitude for writing by requiring that students only ever write in highly structured formats. (An appreciation for organization will come!)

To avoid this outcome, I would encourage any teacher to give their students at least as many opportunities to write in a freeform style as assignments to write structured pieces. These aren’t meant to be graded exercises or pieces that a student spends hours perfecting – they are intended to offer an opportunity for students to begin expressing their thoughts without any of the pressures that often accompany writing. This sort of writing is frequently and fittingly called “prewriting.” If a student is already a fluent writer, freeform and/or more open-ended creative writing exercises will give them an opportunity to further experiment with language and also to explore their ideas more deeply. If a student is a less fluent writer, freeform writing may help break down any mental barriers they may have, and, by removing the demands of formality, the student can recognize that the way to begin writing is to simply to begin jotting down whatever it is they are thinking. The primary objective here is to reinforce the relationship between the hand and the mind, between thinking and writing.

How do I incorporate freeform writing into my lessons?

I like to do this exercise in conjunction with a reading, whether it be a selection of chapters, a poem, an essay – it can even be done with a piece of art or music. I begin by giving the students a prompt, question, or topic and then set a timer for a relatively brief period of time. Somewhere between 5 and 10 minutes seems to work well for the scope of this exercise. As a side note: your topic or prompt should be on something that the student has seen or read already and will have had some time to think about prior to writing.

You can do this activity before a class or family discussion, as a “prewriting” exercise before beginning a more formal writing project, or just as a short, isolated writing activity. As an alternative to timed writing, you could ask a student just to complete a one to two page journal entry on a chapter, poem, or idea – whatever is being studied – and give them however much time is needed to complete it, so long as they are not re-reading and editing their work as they go. I emphasize to students that they should try to write continuously for the duration of the time, and I also ask them not to revise as they go. They can rethink their ideas in their writing in the subsequent sentence, but they shouldn’t erase or strike anything out. There will be plenty of opportunities to work on editing in the future.

On the rare occasion that I do collect these writings from students, I do not grade them or give feedback on sentence or paragraph structure, but I will write down notes about their ideas and the connections between them. To help either open up or narrow the focus of their inquiry and also to cause them to think about their topic from a new perspective, I might ask questions, simply because it’s interesting for me and because students seem to love getting written feedback. But ultimately this writing is just for them and they should be aware of that.

The main point of this practice is to get students to start writing and to begin recognizing for themselves that their writing should simply be an extension of their thinking. This jumping in and out of writing will eventually help students to develop the ability to sit down and write at any time, instead of dreading and forever postponing the process. It helps develop the ability to write efficiently – when you only have a few minutes, there really isn’t time to waste on circumlocution. The practice also obliquely helps students accept that their first drafts will never – and should never – be perfect: the most important part of a first draft is just the fact that it gets done. Lastly, I think this practice can help anyone realize that you don’t need to carve out an hour of your day in order to reap the benefits of writing. Even working during the odd 5 or 10 minutes between other activities can be tremendously productive and rewarding.

Share your experience

Have you ever done this sort of prewriting or freeform writing exercise? Let us know in a comment below whether it’s something you, your family, or your students have ever used before. And if you’ve never done it before and try it out for the first time, we’d love to hear how it goes!

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