Literacy Matters - Vol 21 - Winter 2021

the confluence of two rivers, place reminds us . . . There are many reasons to write, and a constantly growing number of modes and media that help our writing make a difference. (p. 281) Another location for a writing marathon could be at a school setting. Participants could go to places such as the empty cafeteria, stadium, band room, media center, courtyard, auditorium, gym, etc. An important note for a P–12 setting is to make sure the groups go where they will not disrupt instruction. Another would be to gain permission in advance if the room or location is usually locked. A final thing to keep in mind about P–12 campuses is that mundane, everyday locations are places where the unique can be found (Barratt‑Pugh et al., 2020; Honeyford, 2017; Wilde, 1997). Finding the unique in the mundane encourages students to live like writers as they learn to look for stories in everyday, familiar places. Writing marathons can also occur virtually anywhere, such as at a farm, zoo, corn maze, museum, etc. One great place to have a marathon is in a small community. Two authors attend an annual writing marathon sponsored by a local National Writing Project site that incorporates a writing marathon to celebrate the National Day of Writing. It is held in October and begins and ends at the amphitheater in the historic downtown’s heart. Students from the nearby university regularly attend along with families (who sometimes bring pets with them), business owners, local P–12 teachers and students, university students, writing clubs, etc. Some of the favorite places participants have visited during this community marathon have been a tattoo shop, church sanctuary, hair salon, the top of a parking deck overlooking the town square, restaurants, pool hall, shops, and bookstores. The town embraces the writers each year, and no place is off-limits for the participants with the exception of private meetings. If participants decide to go into a business, we encourage them to introduce themselves and simply explain that they are writers and would like to observe and write. If participants are at a restaurant and wish to eat or drink, we encourage them to do so. If participants are in an art store and wish to purchase an item, they are encouraged to do that as well. Many times, the writers receive unexpected surprises. One group visiting a church sanctuary was given a private organ performance, and then afterward, the organist joined them in the marathon. Another group who visited the tattoo parlor was invited to look at the tattooists’ art. It turned out that he was an impressionistic oil painter, and his dream one day was to have his art sold in galleries. Another group had their dinner paid for by an anonymous person who witnessed them writing at a restaurant. The person saw the group writing and overheard them sharing. The person told the cashier, “This event is fantastic. I did not know there was such a thing as a National Day of Writing.” As shown through the anecdotes and descriptions in this section, “Places can be powerful catalysts for writing” (Honeyford, 2017, p. 279). Closing Thoughts Great pieces of writing have been inspired by a writing marathon (Louth, 2015), so we will continue promoting the idea of inviting participants to join us in exploring themselves as writers in an inspiring setting that elicits creative thinking and leads to

powerful writing. We conclude this piece by reminding teachers and teacher educators that writing marathons can happen at any place and at any time (e.g., Stephens et al., 2007). They do not need to happen in a resort environment. As long as the writing marathon promotes engagement with writing through a low-risk, supportive environment, it will succeed (Louth, 2011). Also, because there are no rules to a marathon except to focus on the writing and the writer, who is to say that educators could not have a spontaneous marathon? If you are stuck in a writing fog or have writer’s block, grab a couple of friends, take a pen and paper or laptop, step outside of your offices or classrooms, choose three places, and write . Write for the sake of pleasure and for the sake of writing. Look around as if you have never been there before. Go, write, win! References Barratt‑Pugh, C., Ruscoe, A., & Fellowes, J. (2020). Motivation to write: Conversations with emergent writers. Early Childhood Education Journal . Advance online publication. https://doi.org/10.1007/s10643-020-01061-5 Behizadeh, N. (2019). Aiming for authenticity: Successes and struggles of an attempt to increase authenticity in writing. Journal of Adolescent & Adult Literacy , 62 (4), 411–419. https://doi.org/10.1002/jaal.911 Brooks, G. W. (2007). Teachers as readers and writers and as teachers of reading and writing. Journal of Educational Research, 100 (3), 177–191. https://doi. org/10.3200/joer.100.3.177-191

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