Writer's Block

In the spirit of understanding students and bettering our teaching methods, I would like to take you back in time to my seventh grade English class. After all, it is often through class work that students learn about themselves not only as writers, but as individuals.

Sitting in Mrs. Rainey's class, I can remember writing a journal entry that changed the way I think about myself as a writer. Each day she would give us a writing prompt and we would reply in our notebooks. I can still recall the prompt she gave us that day. "Discuss one event that scared you over the summer." I sat there not knowing how to begin. This is a common problem that our students deal with. In my case, I could think of the perfect incident to write about; I just didn't know how to begin. I always had an issue with jumping right into a story without giving readers some background information, as many students do.

I wanted to write about the car accident my newly licensed brother and I had been in that July. How should I start? Where do I begin? Those are two questions that I deal with all the time. As a teacher, I wonder how to prompt students to write creatively. One method that I have found requires rethinking the organization of a typical piece of writing. I personally experienced this rewarding method many years ago. As I sat in my English class that afternoon, I became so frustrated that after scratching out several introductory paragraphs, I decided to start the story in the middle. My exact sentence is something I still remember ten years later. I started with: "Help! We got into an accident!" I can admit that it is not the most innovative way to begin, but definitely not bad for a twelve year old with Writer's Block. While this may seem like a minor issue, as educators we must remember the seriousness that our students often have for their writing. Remember to always encourage innovation and creativity in your students' writing. Also, don't be afraid to ask them to put traditional writing conventions to the side in order to prompt their thinking and writing.

From that day in seventh grade, I have pushed myself to think beyond the obvious ways to start my writing. Sometimes I do, and other times I stick with safety on my side. Many of our students will fall into patterns of writing that feel safe to them, which is fine as long as they recognize that there are other methods that they can use to approach the subject. Either way, that day I learned something about myself. When in doubt, I am fully capable of trying a new method or approach, as are our students. In some sorts, it has become my mantra as a teacher. Students must realize that they can always try a new technique to reach their solution. As English teachers, it is our job to help students become aware of their capabilities and options.

Every time I start a piece or writing, I struggle with the "how do I begin" problem. Thankfully, Mrs. Rainey gave me an abundant amount of praise for my "exciting" introduction. As teachers, we must remember to constantly encourage our students to expand their horizons and step into unfamiliar territory. The next time you have an encounter with a student who is having a difficult time reinventing their writing, encourage them to take a step outside the obvious possibilities. Tell them not to settle; place no boundaries in their path of writing excellence.