The writing Roles of ‘writer’ and ‘editor’ help keep your writer in control of their writing. 

 

hainvg fun learning

Dear families.

Many of us have a tendency to believe that we know more than our children…and often we are right, but in the case of writing stories I can’t emphasize enough the importance of NOT taking over your child’s writing because you believe that you have better ideas! Before you know it, you will be writing for them, or dictating what they should write. How does that help them find their own writer’s voice?

When the child is writing a story, their role is that of ‘The Writer’ and so they must keep control of their writing, which includes choice about what and how they write.

You are ‘The Editor’. You are often the expert about spelling and grammar and can help them with proofreading their work.

Another important role as ‘The Editor’ is to motivate them by offering writing suggestions, but you do not decide or pressure them about what they will write so please remember to suggest possible plots and scenarios and characters in a way that they do not feel pressured to accept them.

Only make suggestions relevant to them. People write more expressively and in more detail about what they know about. They can base adventure stories and fantasy on scenarios and with people they know well. The best stories are based around skills the writer has, such as riding a scooter or skate board or bike, and they are set in areas they know well, and with characters based on people they know. For example, my students have written about creatures from outer space but set the landing of their space-craft in their town. They have written about a young spy based on themselves and friends, and  using events happening at school or at their home. They have written about fairies living in a piece of wilderness, or by a stream, or in a garden they know well. They went snorkeling and then wrote about a fantasy world under the sea.

In order that  I don’t take over the writing I pause in between suggestions, to give them a moment to think whether that idea would work for them. After offering two or three suggestions I often pause again to discuss why they don’t like those ideas, or do like them but have reservations about them. Then I can make suggestions closer to what they want. If they don’t like any of my ideas I stop discussing writing until the next suitable coaching time. Remember…no pressure!

When ideas start flowing write them down immediately. Flow charts and mind-maps as well as lists are useful ways to get ideas down onto paper. If your child is not at all keen to write, you can write story ideas down as they tell you. The time spent thinking up ideas and then ordering these ideas is valuable and often underestimated. Successful adult writers often spend a lot of time thinking before they write.

A simple way I often use with writers is to have a piece of paper folded width-ways into three parts which you head up with “Beginning, Middle, and End”, then ask them to write down very briefly what happens. I always lean heavily on the question starters ‘what, where, when, who, why, and how.

Under the Beginning you can ask them to describe where and when the story takes place and who is in it. For example, Where are you? When is this happening? What can we see? What can we hear? Who is with you? How old are you in the story? The beginning is where the writer introduces their character(s), describes the background the character(s) are moving around in, and may even jump right into the middle of the difficulties those in the story are experiencing What is happening? What do you do?

The main action happens in the Middle so “What happens next? What terrible or exciting, or weird thing happens now? What trouble do they get into? How do they solve that problem? are good questions to ask. This is where the hero(es) solve a crime or mystery or have an adventure or series of adventures where they overcome difficulties.

Endings can be difficult if not thought through in the planning stages, and a satisfying ending is very important when you are telling a story. How can we end it? and What will happen at the end? are useful questions to ask.

The good thing is that this planning process can be on-going, and indeed the first ideas can be discounted and radically changed at times as the characters develop and change and as twists and turns of the plot reveal themselves. Get the writer to quickly jot down new ideas on their planning page as they occur.

Follow me if you like this post and want to know more about how you can develop strengths in your child with minimum fuss and effort. You won’t be flooded with emails.

Warmly,

Anne

 

 

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About annethecoach

I coach families how to help their children, and their children how to become excellent students. I love my work!

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