Literacy Matters - Vol 21 - Winter 2021

2007), strengthened the writing skills of middle school students (Radcliffe & Stephens, 2010), and enhanced the motivation and performance of kindergarteners and first graders (Barratt-Pugh et al., 2020). As such, one of the many positive byproducts of the writing marathon is that it can serve as a catalyst for improving student performance on standardized writing assessments as students more fully develop their connection with writing and, thus, their identities as writers (Calkins et al., 2012). Writing is something all students can be taught to do well (Duke et al., 2018), and our goal as educators should be to develop students who are “motivated, confident writers who see writing as an everyday, useful, even enjoyable tool” (Routman, 2005, p. 4). Teachers can implement writing marathons as one way to create a community of writers who feel personally invested in their writing because they are interested in the topic and write for an enjoyable, meaningful purpose. Writing Marathons Foster the Development of aWriting Community Not only do writing marathons promote a teacher-as-writer mindset as well as increased student engagement with writing, but they also help to create a “responsive, literate community” of writers (Ray & Laminack, 2001, p. 36), through which writers learn from other writers, share ideas, and listen to the ideas of others. When writers work alongside one another and get support from other writers, they create a trusting community where they can be “authentic, real, vulnerable people” (Calkins, 1994, p. 145). This safe environment helps writers feel free to take risks, composing purposeful texts that they are willing to share with others to receive feedback (Håland et al., 2019; Korth et al., 2017). Because “we cannot write well if we are afraid to put ourselves on the page” (Calkins, 1994, p. 143), teachers should be intentional about building a community of writers. When teachers write with and in front of their students and model the writing process, students are more likely to see them as integral members of the classroom writing community (Graves, 1983; Zumbrunn et al., 2017). Writing

started, though facilitators can add or delete steps to suit each marathon or classroom context. The intent is to focus on the writer and the writing. Participants should experience enjoyment with writing. After writing for about 20 minutes at each stopping place, the timekeeper will begin sharing what they have written. If a participant, including the timekeeper, does not wish to share, then they can ask to “pass.” After a participant has shared, the other group members simply respond, “Thank you for sharing,” with no added critique. This is a risk-free, low-stress experience, so it is not the time to share specific feedback (Louth, 2011; 2015). Participants are encouraged to gather at places that are interesting and unique, or perhaps everyday places they might view in a new light (Honeyford, 2017). In reference to the vignette at the beginning of this paper, possible places participants might choose to include the poolside, beachside, a cabana, or hotel lobby; participants in a community-wide writing marathon might visit a nearby local restaurant, a coffee shop, hair salon, bookstore, or other local places of business. A university campus might offer locations such as a fountain, student center, coliseum, or dining hall, while an elementary school might offer a media center, playground, lunchroom, breezeway, or gym (Stephens et al., 2007). The choices are endless. The writing can be about any topic and in any format. Writers should be encouraged to open all their senses. What are you seeing, smelling, feeling, tasting, etc.? Writing Marathons in Different Settings and Contexts Writing marathons empower teachers and students alike and can be implemented in various settings and contexts (Louth, 2010, 2011, 2015). To illustrate the versatile settings in which writing marathons can occur, one of the authors, while attending a conference, participated in a writing marathon at a nearby university campus. The participants gathered around the campus water fountain, which was a focal point at this particular institution. Groups divided and went to places such as the dining center, library, campus coffee shop, planetarium, football stadium, etc.

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marathons provide one avenue for creating a classroom writing community where teachers and students alike feel free to write what matters to them in a supportive, low-risk environment. Implementation of aWriting Marathon Having no set rules, a writing marathon can be as formal or relaxed. The structure and steps for implementation are straightforward (Figure 1). The setting can be anywhere imaginable, and the time limit can be anywhere from two hours to multiple days. Listed below are possible steps to get

One group even sat and wrote at the baseball stadium while a game was being played. To end the marathon, all groups regathered at the water fountain. After sharing their writing, they celebrated by sitting beside the fountain and dunking their feet in the water. This anecdote and those that follow are examples of the possibilities that exist when implementing writing marathons in different spaces, places, and contexts and serve to illustrate Honeyford’s (2017) point: Whether we locate ourselves in a community garden, trailer park, street corner, barn, abandoned lot, forest trail, or at

Gather at a predetermined meeting place and time. Divide into groups of three or four and elect a timekeeper. Depending on the time length of the marathon, decide on places within the area that your group will go and write. A good rule of thumb is around 30 minutes at each place. Five minutes to walk to the destination, 20 minutes to write, and 5 minutes to share. Decide on a time to return to the predetermined whole-group meeting place. The group facilitator reads a short piece of inspirational prose or poetry to stimulate the excitement of writing. The participants turn to each other and affirm, “I am a writer.” The participants head to their destination.

Figure 1 Seven Possible Steps for Implementing a Writing Marathon

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