1. Generating Topics and Self Selection Presented by: Terisa R. Pearce North Star of Texas Writing Project Terisa.pearce@unt.edu

2. If writing seems hard, it’s because it is hard. It’s one of the hardest things people do. - William Zinsser All there is to writing is having ideas. To learn to write is to learn to have ideas. - Robert Frost The only way to learn to write is to write. - Peggy Teeters

3. “I don’t have anything to write about”

4. In the classroom generating writing ideas and topics can be one of the most daunting tasks that young writers face. The teacher’s role is to provide students with strategies for generating and selecting their own topics and ideas, not to feed or give the students topics.

5. Why I use Generating Topics Helps students write about events from their own lives Helps jog students memories as others share Helps students see that everyday events are worth writing about Helps students write about the same topic in multiple genres Helps students build a trusting community Helps eliminate writers block Helps students see themselves as successful writers

6. Theoretical Foundation Calkins (1986) – When we invite children to choose their form, voice, and audience as well as their subject, we give them ownership and responsibility for their writing. Fletcher & Portalupi (2001) – We know that young writers work best when they feel a sense of ownership-personal investment- in their writing. We want them to care about their writing, to have a this-really-matters-to-me feeling as they write. Students choice is the crucial fuel that drives a healthy workshop. And choice isn’t limited to deciding what to write about. We invite students to have choice in length, audience, and the pace with which they write.

7. Graves (1983) – Children who are fed topics, story starters, lead sentences even opening paragraphs as a steady diet for three or four years, rightfully panic when topics have to come from them. Suddenly their acts depend on them, and they are unused to providing their own motivation and direction. Writers who do not learn to choose topics wisely lose out on the strong link between voice and subject. A child writes about a topic because he thinks he knows something about it.

8. Good writing does not have to come from grandiose experiences or life changing events. According to Graves’ tips for the teaching of writing, “Bad writing results when the student knows nothing about the topic.” Therefore, teachers must help students see that one of the best resources for writing is what they experience in their everyday lives.

9. A way to empower students in the process of self-selecting writing topics is to help them develop on going topic lists that can be kept in their writing notebook.

10. TEKS (15) Writing/purposes. The student writes for a variety of audiences and purposes, and in a variety of forms. The student is expected to: (A) write to express, discover, record, develop, reflect on ideas, and to problem solve (4-8); (B) write to influence such as to persuade, argue, and request (4-8); (C) write to inform such as to explain, describe, report, and narrate (4-8); (D) write to entertain such as to compose humorous poems or short stories (4-8); (E) exhibit an identifiable voice in personal narratives and in stories (4-5); and (F) choose the appropriate form for his/her own purpose for writing, including journals, letters, reviews, poems, narratives, and instructions (4-5). Fourth Grade Language Arts TEKS

11. (19) Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing. The student is expected to: (A) generate ideas and plans for writing by using such prewriting strategies as brainstorming, graphic organizers, notes, and logs (4-8); (B) develop drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs within larger units of text (4-8); (C) revise selected drafts by adding, elaborating, deleting, combining, and rearranging text (4-8); (D) revise drafts for coherence, progression, and logical support of ideas (4-8); (E) edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice (4-8); (F) use available technology to support aspects of creating, revising, editing, and publishing texts (4-8); (G) refine selected pieces frequently to "publish" for general and specific audiences (4-8); (H) proofread his/her own writing and that of others (4-8); and (I) select and use reference materials and resources as needed for writing, revising, and editing final drafts (4-8).

12. (20) Writing/evaluation. The student evaluates his/her own writing and the writings of others. The student is expected to: (A) apply criteria to evaluate writing (4-8); (B) respond in constructive ways to others' writings (4-8); (C) evaluate how well his/her own writing achieves its purposes (4-8); D) analyze published examples as models for writing (4-8); and (E) review a collection of written works to determine its strengths and weaknesses and to set goals as a writer (4-8). (22) Writing/connections. The student interacts with writers inside and outside the classroom in ways that reflect the practical uses of writing. The student is expected to: (A) collaborate with other writers to compose, organize, and revise various types of texts, including letters, news, records, and forms (4-8); and (B) correspond with peers or others via e-mail or conventional mail (4-8).

13. Let’s generate some topics

14. Do I assess this or give it a grade? NO WAY!!!! I do hold students accountable: Students must keep track of the topics they write about and how they have written about them. They keep their topic sheet in their writing notebook and add to it as the year progresses. We use the sheet to discuss what they have and have not written about during our writing conferences.

15. This is not the only way to generate topics, but it is an effective way that I found to show students they actually do have topics to write about and it encourages self-selection. It also helps students keep topics organized and easily accessible for the next time they feel like saying: “I don’t have anything to write about”

16. How can this be used at different grade levels and across content areas? Lower grade levels can generate a class topic list. It works great at high school and university level. It can be used for non-fiction topics, science topics, and social studies topics Older grade levels can personalize it further by adding their own categories.

17. References Calkins, L. (1986). The art of teaching writing. Portsmouth, NH: Heinemann. Fletcher, R., & Portalupi, J. (2001). Writing workshop: The essential guide. Portsmouth, NH: Heinemann. Graves, D. (1983). Writing: Teachers & children at work. Portsmouth, NH: Heinemann.

18. Other professional material that supports generating topics and self-selection. Atwell, N. (1998). In the middle: New understandings about writing, reading, and learning. Portsmouth, NH: Heinemann. Calkins, L. (1983). Lessons from a child on the teaching and learning of writing. Portsmouth, NH: Heinemann. Collins-Block, C. (1997). Literacy difficulties: Diagnosis and instruction. Orlando, FL: Harcourt Brace & Company. Cowley, S. (2002). Getting the bugger to write: How to motivate students to write and develop their writing skills including the basics. New York: Continuum. Cunningham, P. & Allington, R. (2003). Classrooms that work: They can all read and write. Boston, MA: Pearson Education, Inc. Dixon-Krauss, L. (1996). Vygotsky in the classroom. White Plains, NY: Longman Publishers. Freeman, M. (1995). Building a writing community: A practical guide. Gainsville, FL: Maupin House Publishing. Graves, D. (2002). Tips for the Teaching of Writing. Retrieved November 20, 2002, from www.donaldgraves.org Harwayne, S. (2001). Writing through childhood: Rethinking process and product. Portsmouth, NH: Heinemann. Thompkins, G. (2008). Teaching writing: Balancing process and product. Upper Saddle River, NJ: Pearson Education, Inc.