Final Boice

My biggest take away from Boice is that I am not alone when I struggle with writing.  Enough people are out there who feel the same as me that a book can be written and sold on ways to help.  This knowledge alone helps me to feel like I can work to improve my writing habits.

I found Boice's advice to be helpful.  In many ways it it sound advice for all kinds of behavior change.  I boil it down to:  slow down, do a little every day, think about life in the moments we are in, set goals, and celebrate success.  These are important skills.

One life skill that resonated with me is working on letting things just be.  I have actively tried to judge less-especially things I cannot change, and work on those moments in my life that I can change.

BDS

I wrote for 30 minutes, taking a break after each ten minutes.  I drafted, read, and then worked on a second piece.  The writing was a bit disjointed because I lost focus.  I tried to regain focus by switching projects.  Some days are like this.

Boice 153-161

This reading seemed like an extension of the previous readings.  Moderate your emotion, write daily, slow down a little.   My new take away was the acceptance of self in writing.   While Boice had written previously about this, I felt it was emphasized more in this reading.

To me, the skills in this reading are life skills.  Be yourself.  Listen to critics in moderation.  Don't identify yourself with the negativity.  Figure out who you are and show that to people.  These are all ways to navigate life authentically.  Boice's advice is helpful, yet hard because self acceptance is hard.  We are always told how to be better- rarely how to be satisfied with our uniquenesses.

I believe that part of the key to all of this is identifying positive people to be around.  This pertains to writing groups as well as peer groups.  People who are positive with each other help to to grow what Boice is describing.

Boice 144-151

Boice explains the depression piece a little more in this segment.  The study he described was interesting because so many writers had bouts of depression.  How do these numbers compare to the general population? Is this true of artists and musicians as well?  Why?

I found the reading interesting because I know people who turn to writing to help figure out problems.  For many writing an be therapeutic.  Is the added pressure of publication one reason why depression happens among writers?  I found his solution interesting.  To me, the number of things to think about during writing sessions it verging on overwhelming.  I'd rather not think about all these issues until problems arise.

Boice 138-144

Boice writes about the importance of maintaining an even emotional state during writing experiences.    I can understand the need for doing this.  I believe his behaviorist approach came through during this reading as he emphasized the value of medium happy.  I love, though, the feeling of euphoria  when I come up with an interesting turn of words or phrases.  I love the excitement when I share something I am proud of.  I don't want to give that up to maintain medium happy.  So, while I understand his perspective- that feeling of accomplishment is important in moving me forward.

BDS

I wrote for 30 minutes, taking a break after each ten minutes.  I worked on my literature review, drafting two pages.

Chapter 4

I think the best piece of advice from Boice during this reading was to form a writing group.  I have done this in the past with great success.  We met monthly for several years and it forced me to write more regularly.   My writing group wasn't focused on academic writing- which would have a different feel to it.  A weekly writing group would have increased intensity and production.

My writing group met on Friday nights over a bottle of wine.  We would read each others' work a variety of writing from poetry, to memoirs, to fiction.  We'd usually stay up late having fun.  Life got too busy to continue with the group- but I have great memories of the time we spent together.

Boice 107-112

While interesting reading, I didn't get a whole lot from Boice this time.  I felt like he was trying to convince me that I could find or create 30 minutes a day to write.  I can do this and have already figured out how to make it happen.  I can always find 30 minutes in a day. My husband is supportive.  He definitely isn't going to clean when I write.  He will most likely be watching/reading/thinking about some type if sporting event which is a fairly quiet activity.  Our in class BDS work has gone a long way to help establish this habit.

BDS

I worked for 30 minutes today.  I read thought three books about critical literacy, taking notes about what I want to add to my piece.  I have fou d that it is easier to type at home because the desks are too small for my laptop.  So, on BDS days in class, I bring a reading.

Boice 101-107

First, I need to add to yesterday's blog because I didn't address who I was as a writer.  I am a procrastinator with a hint of perfectionism.  This wasn't surprising to me.  I actually have gotten better about procrastinating.  It seems the bigger the project the earlier I start- which helps.

So Boice's steps, rules, and numbered paragraphs are a bit confusing to me.  I  need to go back and figure out how they interconnect.  He must have had an intricate plan!  The piece of advice that I am going to work on this week is finding a space where I can write without interruption.  Just this morning, as I was blogging, my kids interrupted me no less than five times, at one point accusing me of using the "nerd word" (which by the way is "what").  They do the best they can and I have learned to block out most conversations, but 15-20 minutes of quiet would be an OK routine for all of us.  It will take some serious planning to earn 15-20 minutes of quiet.

BDS

Spent 20 total minutes drafting the critical literacy section of my literature review.  My goal is to complete this part by next Friday.  I took one break in between.  Writing time was short.  I'll need to expand my time in order to complete this section by my deadline.

Boice up to 90

My reaction to this chapter was to get my own children to sit and write something.  I read with them everyday and while I look for opportunities for them to write ( my daughter never turn down an opportunity to text someone...anyone)- I don't ask them to write as often as I should.  My daughter is attending the Missouri Writing Project children's camp next week.  So, she'll get additional opportunities to write this summer.  My son, on the other hand, is at home and I need to come up with emergent writing activities for him.

My mind jumped to this because I believe some issues with writing fluency involve our lack of experience with writing when compared to reading.  Without time set aside to write, my own children won't become comfortable with it and the assigned writing work becomes more and more difficult.  Boice mentioned free-writing briefly in the article which I use a lot with my own children because it is open and they can be successful with however they write.  He then returned to the planning part and the gap in between planning and writing.  I am still working on this myself- I'll figure out how to translate an appropriate plan to a seven year old after I am successful.

BDW

I looked up articles to for my research review yesterday.  I found several online and need to get a few more at the library.  With brief daily writing sessions, it is important to spend a few minutes writing notes to myself.  This helps to keep the continuity from one day to the next.  I feel I am ready to start drafting sections, so I plan to begin writing as my next step.

Boice- end of chapter 2

Boice spends a lot more time with outlining than I have ever spent in my own writing.  I believe the transition to his suggestions may have to happen in several steps.  My outlines are sparse, I wouldn't know how to write a detailed one.  I am not completely convinced that my writing will be just as creative.  My favorite part of the process is when my writing takes me somewhere surprising.  I am afraid an outline my hinder this.  I will give it a shot, though.

In terms of classroom application, I know that solid outlines help students with on demand writing.  We are told that students with the best outlines turn in pieces who receive the highest scores.  To me, it was always a chicken and egg thing.  My best students tended to turn in good outlines.  I don't necessarily believe it was the outline that made them so good.

Boice 64-72

So, I'm not really an outlining type of person (which is inconsistent considering how much I like  to organize).  I like writing without knowing where it is going to lead me.  Sometimes I write to find the answer- not to underscore a point I've pre-determined.  While there is space for change in an outline- it just isn't the same as arriving there through carefully chosen words.

 I still have flashbacks from the nun who taught me English as a high school senior.   She emphasized that Roman numerals, numbers, letters, and "i 's" so much I thought I would fail out of college completely if my notes didn't contain the right order of things.  I will never, ever make a sub point without a second one.  You can't just have "a" - you need at least "b".  She promised us this was important- but I've used algebra more as an English teacher.

But, I'll give Boice a shot.  What can it hurt?  To begin with, Boice emphasized the actual content of an outline instead of the letter/ number it should begin with.   I'll outline my critical literacy work in my next small writing session.  I'll see where it takes me.

BDW

I practiced planning today.  First I made a map of my next three months of writing- what I needed to get done during this time.  I know this probably isn't at all in line with Boice, but big projects need a plan.  By breaking things into smaller chunks, I could think about what I wanted to do first.  I then decided to work on my critical literacy section some more.  I read and jotted notes that will help me organize my writing.  It felt good today.  My mind was free and I felt like I used time well.

BDW

For my brief daily session, I read about critical literacy.  I researched Friere and Delpitand took notes on major ideas with my reading.  Even though gathering ideas for my file and practicing a bit of waiting is important, it still feels like treading water.  I need to get used to the feeling that this work is just as important as the writing part.

Boice 59-64

So, Boice wants us to add 5 minutes a day for organization hunh?  I can do that (insert excited voice here)!  Organizing could be one of the best parts of my day.  Usually it involves colorful boxes and bins and a labelmaker.  But this kind of organizing will require a three ring binder and colorful stickies.  Staples- here I come.

Pausing five minutes to think about organizing- is something I may do naturally as a writer, but not systematically.  It does make sense.  The time spent on organizing with help the brief daily writings to be even more focused.

I have already thought about ways to do this with my students.  They could organize their writing just before the end of class each day.  We can't afford five minutes, but two or three is easy.  This would emphasize the recursive nature of the writing process and help students organize their thinking as well.

Boice 52-59

Pre-write for as long as you draft?  Wow.  I don't think I do this.  A plan is important, but I always planned and drafted and then lingered on the revision stage- taking time to re-write whole sections.   This is new thinking to me.

I don't consider myself an overly planful person.  For example, when I take a trip I pack about an hour before I go.  It doesn't matter if I am going to be gone two days or two weeks.  I just throw everything in a bag and head out.  It isn't stressful to me- just how I do it.

The same can be said for writing.  I think about what I am going to say.  I read a lot in the genre I am writing.  I make a list of broad ideas.  Then, I kind of throw everything on paper knowing I'll go back and fix it.  I wonder where in my process Boice would suggest I slow down.   Where should I linger?What should I add?

I am constantly comparing Boice to the strategies we help students think about in the classroom.  Even though this part is not relevant to most people in the current class, it helps me to actively apply my learning, so I use it- not only for myself but also for my students.   In middle school, we begin genre studies (not everything we do is a genre study) with mentor texts.  These texts are published pieces  that students study, quote, and annotate.  Their ultimate job is to write something that will fit in the stack of writing that they were given.  My thinking is that if students learn to study a genre, they can become more independent writers.  They no longer rely on a teacher to show them how a genre works.  Boice touches upon this idea when he talks about reading and note taking.

BDW

Completed Tuesday
I wrote for 30 minutes.  I took a break after 10 minutes and again at 20 minutes.  I read and took notes on the critical literacy section of my literature.  I am in the information gathering phase of this part.  I hope to begin writing tomorrow.

BDW

Completed Monday
I wrote for twenty minutes.  I worked on the literature review section of my research proposal in the area of whiteness studies.  I then made a list of my other sections of my literature review.  I am excited to get stared on my literature review.  Without a dealine, I can start and stop as I please.  Even though the twenty minutes was short, I used all of it for writing.  I thought throughout Sunday what I could do to make time more efficient during that time- so when the timer started I was able to hit the ground running.

Boice- 40-48

Cultivating imagination to me means conscouisly thinking if the ideas unique to the writer- ideas that the writer can bring to the table that helps create ah ha moments.  I think that filing ideas away is an interesting place to start.  In our middle school writing classes, we ask students to keep a composition notebook (yes, we love them too).  We encourage them to "live as writers" , collecting pieces of their lives to keep in their notebooks.  They periodically search through their notebooks for common threads to use as seed ideas.  The filing idea to me, is a more sophisticated way to do this.   I want to also try the double entry journal idea.   The second column forces original thinking grounded in whatever is read.   Great use of that graphic organizer.

Boice 30-38

His idea of slow and steady practice makes a lot of sense.  When I began a regular exercise  routine five years ago, I didn't want to go to the gym- ever.  I lumbered and was awkward and slow.  I told myself that if I just showed up it would be better than nothing.  I challenged myself to complete 20 minutes of something.  Day after day I did this and slowly I could extend the time I was there.  It is now a regular part of my life- I workout 5-10 hours a week.  There are weeks, though, that I binge and do too much.  My workout begins to get lazy and ineffective even though I am spending more time with it.  Boise says that same thing happens with writing.  Extended writing doesn't necessarily lead to better writing.  For me, though, I need to practice just showing up.  With patience and time, I'll be able to extend this habit.

Brief Daily Writing

I wrote for 20 minutes taking a break at ten minutes.  Initially, I was amazed at how much work I could get done.  Also, I didn't procrastinate.  I usually clean-up my area and check my e-mail.  For my brief daily writing, I jumped right in.  It helped that I had no deadlines, so I knew I could quit after 20 minutes.  I outlined my research proposal, read two, and began thinking about my literature review which will be a large chunk of my proposal.

Reading pages 20-30

A short length combined with adequate time set aside to read, absorb, and enjoy the reading lead to a deeper and richer understanding of the text.  It is so much easier to apply the thoughts on motivation when I am working at it a little at a time and then putting the tips into practice with my larger project.  I love the layering of the meditation, reading, and writing tasks. 

The content of the reading began with a familiar expert, Donald Murray.  Murray's work in the teaching of writing K-12 was foundational to the development of the writing workshop, a way in which classroom teachers structure writing.  His suggestions, while aimed at adults made sense.  I love the idea of collection before writing, and I find that I do this with large projects and papers. 

The rule of wait confused me a bit.  Perhaps he is saying that we should spend time collecting and thinking before writing, wait until we are inspired.  Then he says to begin before this.  So maybe wait means to trust the process, and through writing and waiting, something will come. 

The suggestions of patience and relaxing are helpful.  It seems as though Boice is trying to create a situation where writing is pairing with pleasurable feelings, making the writing part more pleasurable. I have to work on patience and relaxing.  In an academic situation I feel as though these are luxuries.  I am hopeful, though, that through daily writing I can enjoy these qualities more than I have in the past.

Meditation

I chose a meditation recorded on the computer.  I was amazed at how similar the recorded meditation was to the ones we do in class.  I enjoyed finding a spot in my office at home to complete the meditation.  Changing surroundings makes the practice of meditation more universal.  In this particular meditation, the lady had us label things and return to breathing, similar to the advice Dr. Strickland gave me about the clutter.  It was helpful and allowed my focus to return to my breathing.  She also asked for awareness of noise surroundings which was interesting because the rest of the house was noisy.  The TV blared downstairs.  My kids had conversations with each other.  It was the perfect mediation to chose because I honored the noise and then returned my focus.

Wednesday, July 3

Page 14-19

"Patience" -that last word of our reading today and a word that really stuck with me.  I used to believe that writing was easy for writers.  It wasn't easy for me, therefore I wasn't a writer.  Patience is helpful.  Patience would have been helpful in the moments I tore myself apart for not finding the right words in the right moment.

"unfulfilled potential"-  those words are for all those times I forced writing.  The times I made myself sit and write until I felt sick.   The suggestion that we slow down the process and write consistently in smaller chunks of time makes sense.  It is just a matter of building the habit.  Fifteen minutes can be carved into any day.  Fifteen minutes without any crazy will be more difficult.

"the skills we need to find motivation are learnable"-  everyone can do this.  It provides hope for writers themselves and people like me who are asked to help cultivate the writers in our children.