Chapter 14 is all about nonfiction writing. But, in Atwell’s class it’s not all boring essays. She introduces her students to writing letters, interviews (profiles), petitions, resumes, book reviews, etc. I love how she says that students can use “written language to act” (457). I think that must be such an empowering idea for young students – to know that they can make things happen with their words. Additionally, I think it gives a real purpose to the writing.
Another thing I love about Atwell’s methods is that she used real-life, contemporary examples for everything. While introducing profiles and book reviews, she and her students actually read current newspapers and articles to find good ways of writing in these styles. And, of course, all of her students' writing is written with an intended purpose and audience in mind. Everything they write is potentially going to be sent to someone or published.
Other things I love include, but are not limited to, the following: On page 468, when discussing her and her students reading collected essays, she says, “We never find five paragraphs…” I love it! That five-paragraph essay is so routine and thus, boring. I recognize that it’s a simple way to get students to organize their essay; but, really, I don’t want to read 120 or so five-paragraph essays when I’m a teacher. I want to read something interesting and out-of-the-box. I don’t want my students to have to fit their words into a certain format. I also love that Atwell disapproves of the traditional book report. What is the point of those? I definitely agree that book reviews are more sophisticated and interesting ways of discussing a particular book. And, they go beyond just summarizing the plot.
All in all, I enjoyed this chapter. As usual, Atwell presents the material to her students in such a real and engaging way that I can’t help but be inspired by her. She makes writing seem so relevant and powerful….and it is! Can I go be her student teacher next fall?
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