In a further effort to make the most of each flash draft, I had my students craft purpose statements and a quick writing plan before beginning “fast and furious writing” (as this process is described in the Units of Study):Īt the end of the third day, we gathered together to ask the big question: were we ready to commit to one of these ideas? now that we’d had a chance to “test drive each of our top three”, were we more sure of the best choice? Here’s what my kids had to say: They had further winnowed these lists down to three strong ideas, each of which we would flash draft over the course of three days. They were all in.īy the time we had arrived at this point, my students had lists of memoir worthy ideas these had been gleaned from our mentor text work and from sharing time in our writers’ circles, where we bounced ideas off of one another in an effort to jog our memories. Think of it, I told my kids, as test driving three different cars before settling on the one you are ready to drive off the lot with, the one you are ready to attach your vanity plate to. So, this year I planned something different: we would flash draft three strong ideas before committing to one memoir-worthy idea. After all that careful mentor text work, planning and rehearsal, it seemed just plain wrong to start all over again. I kinda want to start again.”Īnd then we would both glance at all the writing that had been done, think about all the new writing ahead, and share a common sense of despair. Smith – this felt memoirish when I was planning and sketching and thinking and stuff…but not any more. “I think I want to switch my idea – this just doesn’t feel memoir-y now.” Our conferences would begin with big sighs and something like this: The main reason for this is that for as long as I’ve taught memoir, I’ve always had a handful of students who would reach the midpoint of their first draft and then just stall. We are trying something new in our memoir unit this year: flash drafting our way to a “best first draft”.
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