It appears daily on my agenda and often sparks great writing, discussion, and even revision. My bestie Erin said it beautifully: “Quick writes produce pure honesty and they’re a good place for me to “talk” with my students.” The writing is low stakes, the creativity can be high, and we can “talk” with our kids and provide feedback on issues and ideas, over syntax and conventions. Plus, it helps with the endless struggle for volume, volume, volume.
But sometimes, quick writes can end up feeling a bit routine, which is not cool as I am trying to keep writers excited about their writing and producing more and more of it.
So, because I’m sometimes known to Google my life (Last weekend my foot hurt after a run and the Mayo Clinic suggested I might have cancer, so there’s that.) I often head to the internet for curricular inspiration.
There are countless sources online that will lead you to quick write topics, if that’s what you are in the market for, and I am often in the market for someone’s fresh thinking to get my students writing when I haven’t left enough time to plan or the same old quick write feels bland.
For example, I was inspired to write this post after I saw our friend Gary Anderson tweeting a journal topic of the day on Twitter. I’ve used several, and loved writing along with my students on his thought provoking prompts.
Here are a few reflections I have on quick writes. The process, their power, and providing writing opportunities to our kids every day.
- Link your quick write to what you’re work on in class that day, an essential question you’re studying, or relevant topic to your study. Or don’t! Quick writes can lead naturally into a mini lesson. They can also put that mini lesson on hold as students take off into small group and then passionate/uproarious/contentious whole class discussion. I’ll often have my students go back into their notebooks after discussion to add to their thinking, so even if they didn’t share, they are working with the ideas that class is chewing on and writing more.
- Let students write about what inspires them. At the beginning of the year, many students balk at the “opportunity” to write about whatever they like, but by the time you’ve established a rapport and let your students know that they belong to a community of writers, many are excited to be given time to get their thoughts on paper. And when you have them take some time to revise at the end of the writing and share their ideas or powerfully written lines with others, they take more seriously the production of that work.
- Give limited choice to guide writing toward a necessary discussion for that day’s mini lesson or topic of discussion. When I do want the quick write to lead into the mini lesson, I try not to lead too much. I want kids to write and discover. I don’t want to slip back into old habits of guiding students to a fixed answer. They feel duped, I feel cheap, the whole thing is a mess. So, when I am heading in a specific direction, I really try to give choice in these instances. Our mini lesson in American Literature the other day was on bias for our argument writing unit. I could have had them write about where they see bias and how it impacts an argument’s credibility. Totally fine. Instead, I asked them to choose:
- Write on any topic from the perspective of someone who is heavily biased toward a particular outcome. Then, write the same appeal from the opposing viewpoint.
- Consider the bias of an author you’ve read or a story you know well. How did the bias serve the author? How did the bias impact the story?
- Defend, challenge, or qualify the idea that media bias is detrimental to a functioning democracy.
- Early on, I stole something I heard Amy say during the professional development she and Shana ran at Franklin last year. I always remind my students to “write as much as you can, as fast as you can, as well as you can.”Amy taught me that kids need to outwrite their inner critics, and I’ve coupled that with the discovery that, often times, a student’s inner critic sounds an awful lot like…a teacher. We need to help retrain kids to see the first quick draft of anything as just that, a quick draft. I scrap half of what I write when I consider it for revision. This is something new to most kids, who train themselves to pour writing out on a page and see that as the first, last, and only draft. We work to write quickly, revise in the moment, and later, choose some pieces for further expansion, refinement, and polishing. But in the six or seven minutes I am giving them to write, their job is to write in that moment and to keep moving.
- Remind students to write and respond as they see fit. Students can write, jot, draw, change colors, compose a poem…Students often limit themselves unconsciously by the “rules” they have been taught over the years. Quick writes are a place to explore, not fit in the lines or a box. Unless you want to write in boxes.
- Have students respond to quotes, images, poems, videos, their own writing (we are doing this today!), the writing of other students, current events, lists, song lyrics, letters to the editor, overhead conversations…You get the idea. Students can creatively explore just about anything and should. Their opportunities for creative expression are often too few and far between. We can be the place where questions, emotions, fears, innovations, and discoveries find a safe place to take root.
Some of my recent favorite topics are below. These are quick writes that generated some fantastic discussion in small groups and whole class debriefs.
From Gary Anderson a few weeks back, I had students choose one and write:
I am concerned about…
I am upset about…
I do not understand…
I wish I could change…
I am grateful for…
From Austin Kleon’s blog that I started following last week, students took this image in a thousand directions and one class even had a collegiate level discussion on the implications these suggestions (directives? nudgings?) could have for society:
I will sometimes choose several images and have my students respond to one, or try to tie them together, or imagine they are the photographer, or…whatever best suits our purpose for that day. The exploration of the human condition is reason enough to put pen to paper. “Tell this story” is a great search term to yield a wide variety of results.
Quick writes can even be 2-3 minute reflections on the simplest of reading adventures. At the start of the new calendar year, I had my kids search for what their lives would hold in 2017, according to their independent novels.
Have a favorite quick write topic that gets the pens moving in your classroom? Please share your ideas and insights in the comments below!
Lisa Dennis teaches English and leads a department of English educating gods and goddesses at Franklin High School near Milwaukee. She has no fewer than six quick write journals going at once, mostly due to her inability to settle on spiral vs. bound. She added to Goethe’s list that we should smile at the thought of someone each and every day. Follow Lisa on Twitter @LDennibaum
[…] in this course, quick writes serve as a way to scaffold toward mini lessons, as Lisa writes about here (or for more on 3TT about quick writes, here; here; here ; here); however, I can also sneak in a […]
[…] prompts — they come up with ideas they want to explore, creating their own prompts. Try quickwrites that inspire students to think about their lives and the world around them. Plan time for them to […]
[…] to. Of course, this ties back to routines. My students and I write almost every day. Sometimes our quickwrites spark ideas for further writing. Sometimes they spark thinking about a topic we’ll explore in […]
Quick writes into mini lessons are tough, as is showing students how notebooking has a purpose.
Have you seen the “showerthoughts” forum on Reddit? Scroll through them, but there are some ideas and questions that can be really fun to write into.