Literacy Matters - Vol 21 - Winter 2021

Over time, a child who was initially engaged and excited about writing went through what many students experience in school: a plethora of prescribed prompts, topics chosen by the teacher, and an overemphasis on grammar and conventions. Through misguided instruction, Maria’s writing voice was silenced. Her identity as a writer changed when she enrolled in an undergraduate literacy methods course that revived her interest in writing. On the first day of class, her instructor Katie, announced that every student would write, publish, and share a piece of their choosing to experience the writing process and become better teachers of writing. Maria instantly worried. The assignment brought her back to the insecurities and fears she experienced as a child and carried onward into adulthood. She feared peers’ perceptions of her as a weak writer. She felt vulnerable and needed a classroom, a community where it would be safe for her to find her writer’s voice again. Lessons from the Classroom: Examining our Writing Identities and the Impact on Teaching Writing Using a Writer’s Workshop approach, Katie established a writing routine in her undergraduate literacy methods class (Calkins, 1994; Fletcher, 2001; Ray & Laminack, 2001; Kissel, 2017). During their study of writing pedagogy, students embarked on their own writing journey. They read about the Writer’s Workshop (Fletcher, 2001; Murray, 1998; Wood, 1999), engaged in their own Writer’s Workshop, and discussed how they might incorporate the approach with their own future students. Participating in their own Writer’s Workshop allowed the preservice teachers to examine and develop their identities as writers, form writing habits, and deepen their understanding of writer’s craft and their own writing process. students in a variety of writing experiences to examine their literacy practices and engage in the act of writing. Specifically, Katie facilitated a variety of in-class writing exercises including personal writing and reflective writing histories. On the first day of class, students used the “I AmWhat I Am”mentor text from Romano’s book, Crafting Authentic Voice (2004) to engage in freewriting to explore and share about their own identities. Katie, demonstrating the importance of taking writing risks as a teacher as writer, shared her own “I AmWhat I Am” piece (Figure 1). She then invited her students to craft their own pieces. This writing exercise served multiple purposes including building classroom community as well as simply engaging the beginning teachers in a low-stakes act of writing. I am what I am. I am Katie Kelly.  A name that embodies the real me. The me I have become. Independent and strong. Constantly evolving identity shaped by lived experiences.  I am what I am. I am Katie Kelly. A name honoring my grandfather. Gone too soon. Noble and respected. His legacy lives on in me.  To address the common trepidation towards writing that many educators (including preservice teachers) feel, Katie engaged

I am what I am. I am Katie Kelly.  A name to make my mark on the world for the women I’ve chosen to be rather than being defined by ancient patriarchal traditions. 

I am what I am. I am Katie Kelly. A phoenix risen from the ashes.

Figure 1 Katie’s “I AmWhat I Am.”

Reading Matters Writing Matters

In her “I AmWhat I Am” piece, Maria explores her identity in relation to her siblings, her love of dogs, travel, and her commitment to reaching her goals (Figure 2). The personal nature of this type of writing, along with its simple structure allowed students to write freely and reveal stories about themselves. The use of mentor texts helped Maria feel more confident and successful as a writer. I am what I am. I am a motivated, tenacious and responsible daughter to two dedicated parents. I am a sister who is relatable to a younger brother. I am the different sister that lives a different lifestyle with strange aspirations and interests to an older sister. I am a consistent person who will provide food, love and a massage to my three beautiful dogs. I am what I am. I am a thrill seeker. I am a traveler willing to jump off or out of anything, as long as there is a large chance I will live. I am a person willing to try anything, in order to obtain an experience, whether good or bad.  I am what I am. I am a hard worker. I am willing to sacrifice social time in order to be organized and ahead. I am willing to suffer in order to get to my goal. I am going to get to my goal no matter what it takes. I am not a quitter. I am dedicated. I am willing to give more, to put in more time, to go above and beyond. I am dedicated to honesty, and integrity. Figure 2 Maria’s Daybook Entry: “I AmWhat I Am.” From day one, Maria began to revise the way she saw herself as a writer. And, because Katie carefully crafted a supportive community of writers, she began to form trusting relationships with her and her peers that sustained her throughout the semester as she shared her writing in safe partnerships and writing groups. These experiences help preservice teachers see value in low-stakes, authentic writing experiences within a community of writers for their own future classrooms. In addition to the “I AmWhat I Am” identity writing, the preservice teachers in Katie’s classroom also engaged in reflective writing about their histories as writers (Stover Kelly & Yearta, 2017). Specifically, they reflected on their experiences (both positive and negative) as well as the various influences that shaped their self-perception as writers throughout their own schooling experiences. Katie shared her own writing history as an example--including both the positive and negative influences

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