I really had fun with the Unjournaling book. I love the idea behind it.
Unjournaling would be a great book to use in a classroom. There are so many fun, interesting prompts. I think this book could get kids excited about writing and hopefully make them want to write on a regular basis. Hopefully the prompts could help students who struggle with writing. Not every student is a creative writer and not every student wants to write about personal things. This book can help with that.
I picked some of the prompts and tried writing myself and had a blast. Some of them were a little more out there than others. (Those were the ones I liked the best!). I really liked prompts like number 7, “Write a paragraph that includes twenty words with double vowels.” I like brainteasers like that, even though I’m not very good at them! Almost all the prompts will allow students to express their own creativity. The responses to a prompt like number 71, “Update the story of Cinderella” would probably be entertaining to read.
I’m not sure I like the idea of an answer key at the back of the book. The prompts are so varied that if a student gets stuck on one, there’s probably another one in the book they would have an easier time with. If I use the book in my classroom, I would let the students write using the prompts they want to.
Wednesday, November 4, 2009
Ways to use Unjournaling
I am very happy to have a book full of writing prompts like Unjournaling. As a fairly new writer, I will use this book myself because I agree with the authors that, “when students write frequently and about many different topics, they become more comfortable with writing.”
That has been the case for me. In addition to all the writing I do for school, I’ve mentioned before that writing a weekly blog about my son’s football games has helped me become more at ease with writing. However, I still freeze up and find it hard to write sometimes because I have to generate new ideas to write about each week. After all, there are only so many things to say about the x’s and o’s of a football game.
When I get really stuck for something to write, I have found my own prompts from reading what other people write about the game. I don’t write the same thing, but usually something that I read will click the light on in my head and I will come up with a fairly decent topic to write about.
That is what I liked about the prompts in this book and the answer key. The prompts were specific enough to help the writer get started, but they were general enough to allow the writer to be as creative as they can be. The answer key in the back of this book is like the sports pages I read. They unlock the door to my mind and let the ideas flow out.
I do agree with Rachael that some of these prompts seem pointless and also difficult. Number 86 for example says, “Write a three-sentence paragraph using only the first half of the alphabet, letters a-l. (You may not use t, m, s or any other letter that appears past l in the alphabet.) First of all, I would never choose this prompt because it would take me all day to come up with sentences that have only the first half of the alphabet in them. Prompts like this one seem more like busy work than something actually beneficial.
There were many prompts that could not only be used as a writing prompt, but also as an opportunity to teach a real life lesson. For example, number 122 prompts the writer to, “write a convincing ad but don’t spend over $200.00”. In real life if you have ever placed an ad in the newspaper, you know they are expensive and it can be difficult to word your ad well enough to get your point across without over spending your budget. This prompt would be a great opportunity for students to learn how to effectively write an ad.
Other prompts would be opportunities for teachers to talk about specific topics related to writing. Number 84 would make a good lesson about using analogies in writing to make it more interesting and clear. Number 104 would be a lesson on how to tighten up writing by getting rid of words that are not necessary to the main focus of the piece. Other prompts could lead to lessons about prepositions, euphemisms, allegories, and ideas like show don’t tell.
As a teacher and as an individual I can see the benefits of using this book to help writers become more relaxed and comfortable with writing. I also think there is value to this book as a teaching tool in the classroom. For the individual outside the classroom, this book provides a fun way to stay motivated to write frequently.
That has been the case for me. In addition to all the writing I do for school, I’ve mentioned before that writing a weekly blog about my son’s football games has helped me become more at ease with writing. However, I still freeze up and find it hard to write sometimes because I have to generate new ideas to write about each week. After all, there are only so many things to say about the x’s and o’s of a football game.
When I get really stuck for something to write, I have found my own prompts from reading what other people write about the game. I don’t write the same thing, but usually something that I read will click the light on in my head and I will come up with a fairly decent topic to write about.
That is what I liked about the prompts in this book and the answer key. The prompts were specific enough to help the writer get started, but they were general enough to allow the writer to be as creative as they can be. The answer key in the back of this book is like the sports pages I read. They unlock the door to my mind and let the ideas flow out.
I do agree with Rachael that some of these prompts seem pointless and also difficult. Number 86 for example says, “Write a three-sentence paragraph using only the first half of the alphabet, letters a-l. (You may not use t, m, s or any other letter that appears past l in the alphabet.) First of all, I would never choose this prompt because it would take me all day to come up with sentences that have only the first half of the alphabet in them. Prompts like this one seem more like busy work than something actually beneficial.
There were many prompts that could not only be used as a writing prompt, but also as an opportunity to teach a real life lesson. For example, number 122 prompts the writer to, “write a convincing ad but don’t spend over $200.00”. In real life if you have ever placed an ad in the newspaper, you know they are expensive and it can be difficult to word your ad well enough to get your point across without over spending your budget. This prompt would be a great opportunity for students to learn how to effectively write an ad.
Other prompts would be opportunities for teachers to talk about specific topics related to writing. Number 84 would make a good lesson about using analogies in writing to make it more interesting and clear. Number 104 would be a lesson on how to tighten up writing by getting rid of words that are not necessary to the main focus of the piece. Other prompts could lead to lessons about prepositions, euphemisms, allegories, and ideas like show don’t tell.
As a teacher and as an individual I can see the benefits of using this book to help writers become more relaxed and comfortable with writing. I also think there is value to this book as a teaching tool in the classroom. For the individual outside the classroom, this book provides a fun way to stay motivated to write frequently.
Mixed feelings
To begin, I'd like to say that I have mixed feelings about Unjournaling, specifically as it relates to getting writers of various abilities involved in the writing process. For struggling writers, I think it can be good, because it seems to minimize some of the impending pressure or frustration that they might feel when it comes to searching out a topic. But, for writers who enjoy the writing process -- and I am one of these -- I feel that it can also be somewhat limiting, because it places parameters on the writing process. I dealt with those when I worked for the newspaper, and I can honestly say that all that constraint eventually killed my motivation to write. It's only been since I returned to school that much of that creativity and passion has been reawakened (is that a word?). Anyway, I guess you guys get the idea that I am driving at.
Also, I find myself wondering when these prompts should be used. Possibly everyday? Or, maybe once in awhile? I don't know. What I can say is that I found the funnier ones to be the best, but maybe that's just because I generally enjoy humor, and I often try to infuse it into my writing. I like the fact that the prompts deal with commonalities, but again, I worry that some writers might be turned off by this approach because it places limitations of them. Although, I do feel that good, solid writers will find a way to make the writing their own -- to make it personal in whatever way -- regardless of this fact.
I would like to use some of this stuff in my own classroom next year (again, assuming that I can dupe some unknowing school district into adding me onto their payroll). I think that kids might like this stuff, mostly because it doesn't require them to come up with their own ideas. And, it can be fun.
Also, I do recommend that we, as teachers, write along with our students as they do their work. Later, in class, you might notice that I am writing along with you all during our group presentation.
So get your pencils sharpened, your thinking-caps on, and be ready to write when you step into the classroom later today. If you will, help me to prove that writing can, in fact, be fun, despite some of the limitations that the use of the Unjournaling method can, potentially, place on a seasoned writer. See you then.
Also, I find myself wondering when these prompts should be used. Possibly everyday? Or, maybe once in awhile? I don't know. What I can say is that I found the funnier ones to be the best, but maybe that's just because I generally enjoy humor, and I often try to infuse it into my writing. I like the fact that the prompts deal with commonalities, but again, I worry that some writers might be turned off by this approach because it places limitations of them. Although, I do feel that good, solid writers will find a way to make the writing their own -- to make it personal in whatever way -- regardless of this fact.
I would like to use some of this stuff in my own classroom next year (again, assuming that I can dupe some unknowing school district into adding me onto their payroll). I think that kids might like this stuff, mostly because it doesn't require them to come up with their own ideas. And, it can be fun.
Also, I do recommend that we, as teachers, write along with our students as they do their work. Later, in class, you might notice that I am writing along with you all during our group presentation.
So get your pencils sharpened, your thinking-caps on, and be ready to write when you step into the classroom later today. If you will, help me to prove that writing can, in fact, be fun, despite some of the limitations that the use of the Unjournaling method can, potentially, place on a seasoned writer. See you then.
Unjournaling the Journal
Earlier this year, many of us had to complete a writing portfolio as a requirement for the Secondary Ed. Program. I was one of the seemingly few who did not choose the research topic of whether or not grammar should be taught in the higher grades, and instead chose the topic of whether or not students should be allowed to choose their own writing topics. The position I took in my paper was that I thought students should be given the opportunity to choose what they write about simply because the assignment would be more meaningful to them. The problem we face in this situation is that the student, in all likelihood, would share personal details about themselves. If the student shares too much information, especially if the topic is a sensitive one, it could place the teacher in the difficult dilemma of what to do with that information. As I did my research, one of the questions that came up for me was, what about the student who doesn’t want to share personal information about themselves, or who just really can’t come up with a good topic on their own? It was in trying to answer these questions when I came across this book.
Now, I really do like this book, at least, the concept of this book. A book filled with nothing but writing prompts is a tool that I think will be invaluable in the classroom. I like the idea of having “safe” (non-personal) prompts to give students, because not all of them will want to divulge that kind of information, especially if the teacher is one who likes to have students read their writing aloud in class. So, as I said, I do like the concept of this book. One problem I have with it is just how juvenile some of the prompts seem to be. According to the authors, these prompts are suitable for both kids and adults but I’m not so sure. Take prompt #7 for example; it asks the student to write a paragraph that contains 20 words with double vowels. Now, this might fly in an 8th grade classroom, but if you tried to have an 11th or 12th grade class do the same assignment you’re going to have a group of bored teenagers rolling their eyes at you! Another problem I found is that some of the prompts are actually rather difficult. Prompt # 86 asks students to write a 3 sentence paragraph using only letters from the first half of the alphabet. Yes, this is trying to get students to be creative in their word choices, but if you have struggling writers in the class, this assignment is going to be nearly impossible to complete.
Having said that, I did find some great prompts that I’m sure I will use in my classroom. Prompt #170, for example, asks the student to write a message for the answering machine of Carlos the poet. This is a fun creative way to introduce a poetry unit to your class. So, yes, I do think I will use this book in my classroom; however, I will also be picking the prompts I use carefully, according to the grade level I’m teaching.
Now, I really do like this book, at least, the concept of this book. A book filled with nothing but writing prompts is a tool that I think will be invaluable in the classroom. I like the idea of having “safe” (non-personal) prompts to give students, because not all of them will want to divulge that kind of information, especially if the teacher is one who likes to have students read their writing aloud in class. So, as I said, I do like the concept of this book. One problem I have with it is just how juvenile some of the prompts seem to be. According to the authors, these prompts are suitable for both kids and adults but I’m not so sure. Take prompt #7 for example; it asks the student to write a paragraph that contains 20 words with double vowels. Now, this might fly in an 8th grade classroom, but if you tried to have an 11th or 12th grade class do the same assignment you’re going to have a group of bored teenagers rolling their eyes at you! Another problem I found is that some of the prompts are actually rather difficult. Prompt # 86 asks students to write a 3 sentence paragraph using only letters from the first half of the alphabet. Yes, this is trying to get students to be creative in their word choices, but if you have struggling writers in the class, this assignment is going to be nearly impossible to complete.
Having said that, I did find some great prompts that I’m sure I will use in my classroom. Prompt #170, for example, asks the student to write a message for the answering machine of Carlos the poet. This is a fun creative way to introduce a poetry unit to your class. So, yes, I do think I will use this book in my classroom; however, I will also be picking the prompts I use carefully, according to the grade level I’m teaching.
Tuesday, November 3, 2009
Uncreative Cop-Out.
Firstly, I don’t feel that a lot of creativity was put into these prompts. In reality, there are only 195 topics, seeing as how some prompts are just continuations of the one before it. Hello, DiPrince and Thurston, that’s cheating.
But seriously, some of these exercises are just dull. Unjournaling claims to be challenging, but the prompts that could be labeled as such are just plain irrelevant, annoying and pointless. For example, we are encouraged to “write a three-sentence paragraph about a dog, using no letters of the alphabet that appear before ‘m’” (16). Hm. Are all of these letters disappearing from the English alphabet sometime soon? If I were stranded on a deserted island, I wouldn’t even resort to doing this activity. I understand that the point is to strengthen our vocabulary and thinking skills, but come on. There are better ways of doing this. I saw exercises such as these as colossal brain cell wasters.
I blame my high expectations- I was imagining something of depth and imagination. The prompts within are something for elementary students, such as, “Yankee Doodle went to town, A-riding on a pony. Stuck a feather in his cap and called it ‘macaroni.’ Why on earth would Yankee Doodle call his feather ‘macaroni’? Write a plausible explanation” (17). Sigh. Do I care? I could just explain my theory on the whole matter aloud. This isn’t writing. It’s just stupidity or general ramblings put on the page. It doesn’t encourage me to pick up a pen and start going.
However, I could see struggling writers benefiting from the material DiPrince and Thurston present. Unjournaling focuses on creating characters, and writing to an audience, along with training writers to show and not tell. I can see teachers being able to easily adapt this book to the classroom. Perhaps students who aren’t critical will enjoy it, but in all honesty, if I were given some of these prompts in even middle school, I wouldn’t have done them. To me, there is nothing fun or appealing about writing conundrums in which I am not permitted to use certain letters. Writing is anything but restrictive, and I don’t feel it should be presented as such.
But seriously, some of these exercises are just dull. Unjournaling claims to be challenging, but the prompts that could be labeled as such are just plain irrelevant, annoying and pointless. For example, we are encouraged to “write a three-sentence paragraph about a dog, using no letters of the alphabet that appear before ‘m’” (16). Hm. Are all of these letters disappearing from the English alphabet sometime soon? If I were stranded on a deserted island, I wouldn’t even resort to doing this activity. I understand that the point is to strengthen our vocabulary and thinking skills, but come on. There are better ways of doing this. I saw exercises such as these as colossal brain cell wasters.
I blame my high expectations- I was imagining something of depth and imagination. The prompts within are something for elementary students, such as, “Yankee Doodle went to town, A-riding on a pony. Stuck a feather in his cap and called it ‘macaroni.’ Why on earth would Yankee Doodle call his feather ‘macaroni’? Write a plausible explanation” (17). Sigh. Do I care? I could just explain my theory on the whole matter aloud. This isn’t writing. It’s just stupidity or general ramblings put on the page. It doesn’t encourage me to pick up a pen and start going.
However, I could see struggling writers benefiting from the material DiPrince and Thurston present. Unjournaling focuses on creating characters, and writing to an audience, along with training writers to show and not tell. I can see teachers being able to easily adapt this book to the classroom. Perhaps students who aren’t critical will enjoy it, but in all honesty, if I were given some of these prompts in even middle school, I wouldn’t have done them. To me, there is nothing fun or appealing about writing conundrums in which I am not permitted to use certain letters. Writing is anything but restrictive, and I don’t feel it should be presented as such.
Loosen up
This book is why I love writing. Unjournaling is a friendly reminder that writing is fun and that anyone can do it. A student does not have to be a strong writer to creatively respond to the majority of these prompts, but they do have to think outside the box. Using intriguing prompts would be a helpful approach to provide writers’ with more confidence and to serve as a distraction to major stressors in life. Also, this would be a pleasant reminder to high school students that writing can be silly, especially after they write a difficult research paper. For me, this is a great way to unwind after reading Williams, and I have a feeling it was placed intentionally after a more challenging selection.
According to Diprince and Thurston, “Writing can be an intimidating process for many people, no matter what their age” (5). Writing can definitely be daunting for individuals of all ages and all ability levels. Even if a student is a remarkable writer, that does not mean he or she is aware of the fact. I truly believe most students simply lack confidence when it comes to their writing, which is why Unjournaling is a necessary tool to help writers loosen up.
As a future teacher, I will definitely use this book. I think some of these prompts can segue into a lesson. For example #84 would be an excellent introduction into similes, metaphors, and other types of figurative language. I want to try this activity myself, so I’m sure my students would enjoy it, as well. Who wouldn’t want to compare a person to food? The whole idea simply makes me laugh. Also, #120 would be an effective way to begin to teach writers how to show, rather than tell. It is much more difficult to show that a rooms smells, than it is to say that a room smells bad. This would even be a creative way to start a poetry unit. Clearly, the prompts in this book would help liven up classrooms and stimulate creativity.
This book really gets me excited to teach writing! I would actually write my own prompt while the students are writing theirs. I especially want to try prompt #136. Writing a letter to an animal would be so cool! Plus, if the teacher is having fun, then nine out of ten times the students are having positive experience. Overall, I think Unjournaling is a phenomenal resource, and I’m truly eager to use it with my students.
According to Diprince and Thurston, “Writing can be an intimidating process for many people, no matter what their age” (5). Writing can definitely be daunting for individuals of all ages and all ability levels. Even if a student is a remarkable writer, that does not mean he or she is aware of the fact. I truly believe most students simply lack confidence when it comes to their writing, which is why Unjournaling is a necessary tool to help writers loosen up.
As a future teacher, I will definitely use this book. I think some of these prompts can segue into a lesson. For example #84 would be an excellent introduction into similes, metaphors, and other types of figurative language. I want to try this activity myself, so I’m sure my students would enjoy it, as well. Who wouldn’t want to compare a person to food? The whole idea simply makes me laugh. Also, #120 would be an effective way to begin to teach writers how to show, rather than tell. It is much more difficult to show that a rooms smells, than it is to say that a room smells bad. This would even be a creative way to start a poetry unit. Clearly, the prompts in this book would help liven up classrooms and stimulate creativity.
This book really gets me excited to teach writing! I would actually write my own prompt while the students are writing theirs. I especially want to try prompt #136. Writing a letter to an animal would be so cool! Plus, if the teacher is having fun, then nine out of ten times the students are having positive experience. Overall, I think Unjournaling is a phenomenal resource, and I’m truly eager to use it with my students.
Unjournaling
I wasn’t sure what to expect out of this book. I was like, “Unjournaling? What in the world could that be?” I was surprised that it was a book full of writing prompts, and I loved it. There are many students and people of all ages who do not like writing, but I think anyone would enjoy responding to a lot of these prompts. The introduction states, “When students write frequently, and about many different topics, they become more comfortable with writing.” I would definitely agree with that statement. When I was given the opportunity to free write in school, I did become more comfortable with my writing because I was able to be creative. The teacher in high school that gave her students the opportunity to free write at the beginning of class always chose personal prompts, and she would collect the journals after a certain number of entries and actually give the journal a grade. Although it was considered “free writing,” it still made students feel uncomfortable because they knew their journals would be read and graded. Although I appreciated the teacher’s efforts in implementing free writing, I wouldn’t necessarily take her approach in my own classroom. I wasn’t sure how I would implement free writing until reading “Unjournaling.” Like the teacher in high school, I thought of starting every class giving the students an opportunity to free write. I knew I didn’t want to give prompts to the students that were personal, but I couldn’t really think of any prompts that weren’t personal. I don’t have to worry about that now since I have this book, and I definitely plan on using it in my classroom. It gives students the opportunity to write about many different topics, and I would only have them share their responses to their peers and me if they wanted to. I don’t agree with grading free writing either. I especially liked the prompts in “Unjournaling” that could go along with certain lessons such as prepositions, adjectives, descriptive verbs, alliteration, and hyperbole. For example, the prompt about descriptive verbs is #48—“King Kong stomped along the street. He crushed cars with his toes. He ripped people from their cars. In five sentences, what else did he do? Use descriptive verbs.” This type of prompt would be a great activity included with lessons on the aforementioned. In addition, I also liked the prompts where you have to create a character in your mind and describe it, like a super hero (#149) or a fairy godmother (#82)…dictionary diving (#189) sounds fun, too! So, most of the prompts would be helpful AND fun to students.
Subscribe to:
Posts (Atom)