A Writer’s Bag of Tricks
By Debra T. Rotkow

It's Writing Workshop time and Marissa stares up at me with a bewildered look etched on her face and her shoulders hunched up to her ears. "I just don't know what kind of story to write!" she says.

It's wonderful when students can decide what kind of story to write. Unfortunately, that's simply not a reality in many classrooms. The dilemma is how to nudge our students towards making these decisions without assuming ownership of their writing ourselves. What can we do to help our students take ownership of these decisions?

I begin the Writing Workshop each year with "It's My Story," a poem I wrote that highlights the various writing possibilities for students. At first, it's only a poem we read for fun. However, as the students begin their own writing, they realize the poem reflects the wide variety of choices they may use. At this point, the poem holds more significance, as it becomes a road map to unlimited creative ventures.

I've implemented several strategies that provide my students with a "bag of tricks" they can use when they cannot think of what to write. These strategies will help them rely more on themselves than me and also become more independent writers.

1. Trade book list. Like many teachers, I read theme-based and award-winning books to my classes so that my students may be exposed to the well-crafted stories, the important ideas related to our curriculum and the compelling language used to tell the tales.

   I've discovered a way of maximizing the benefits of those books after I read them to the class. On the first day of school, I write the title and author of each book we read on peel-off computer labels. I put these labels on poster boards that are hung on the wall. When my students can't decide what to write, they can go to the list and muse about one of the books that they enjoyed. Sometimes, one of those books from our list sparks a possible writing idea. These books also become excellent writing models for the students.

2. Journal writing treasures. Journal topics also lead to rich story ideas. I choose journal prompts each day that touch upon the various curriculum areas we are learning, as well as topics arising from my students' lives. I will often suggest students reread their journals to find writing ideas.

   When students review their journals, they not only revisit their ideas about what we have studied, but they also reflect on important moments in their lives. Frequently, my students come away from reading their journals with a writing idea.

3. The wall of fame. As the year progresses and the students publish their writings, I begin one more list. I write the title of everything my students publish on a sheet of paper and tack it on the wall beside our Book Title list. It becomes a valuable resource for any student hunting for a writing idea. At first, a student may walk to the list with a friend and discuss various ideas. When they feel more confident, they seek out the possibilities themselves. All of my students anticipate their published titles joining our Wall of Fame.
4. Peer topic conferences. Students' classmates also provide a wealth of writing ideas. I encourage my students to have topic conferences with each other since they have similar interests, passions and experiences. With paper and pencil in hand, the peer-buddies find a quiet corner or a vacant space in the hall to talk. They have a conversation much like teachers brainstorming ideas.

   If for some reason the peer conference is not successful, I often suggest a class topic conference. As the class begins to make suggestions, I write the ideas down and give the list to the student for consideration. One of these conferences usually concludes with a worthwhile topic.

5. Poetry anthology. Every day I read poetry and sing songs with my students. Before I read my book selections to the class, I select poems or songs that touch upon what we are studying in class. Sometimes I choose poems and songs that only tickle my students' sense of humor or imagination. After we read the poems or sing the songs, I give the students a copy to put into their personal loose-leaf binders.

   If students are fumbling for a writing idea, I suggest they read through their poetry anthologies. These poems and songs, written by leading children's poets, provide a gold mine of writing ideas and superb models for poetry writing. At the end of the year, students have a notebook overflowing with poems and songs to take home.

These strategies enable my students to blossom into independent writers. They know they have a bag of tricks to use when they're searching for writing ideas. They also know that our classroom community, their teacher and classmates will support them in their endeavor to publish.

Debra T. Rotkow teaches first grade at Rambam Day School and is co-director of the Coastal Georgia Writing Project at Armstrong Atlantic University in Savannah, GA.