I am a man and my childhood revolved around lists. I used to
have a little book that listed all the Doctor Who books I had read and all the
programmes I had watched. Furthermore, I would collect Doctor Who memorabilia
and tick them off a big list. It seems ‘lists’ were ingrained in my genetic
make-up. Lists were my way of making
sense of a chaotic world. As a teenager, everything was changing and
unpredictable; at least, I have my little book of lists to combat this sea of
change – my little book doesn’t change, even when my voice changes. Even as an
adult, I have a little book for lists: a list of the books I have read. But, at
the moment, I am getting a little fed up of lists. Why? Because writing cannot
be reduced to a simple list of a few components.
The KS2 SATs are the epitome of this ‘component’ or ‘feature-led’
writing. I have taught Year 7s for several years and each year I have always
been faced with that awkward comparison between Year 6 and Year 7 levels. I
have stared blankly at a piece of paper like a magic eye picture, thinking how
did this student achieve a level 5. I have also had the awkward conversation
explaining to parent how things were assessed ‘a little’ differently in KS3 and
that is why their child isn’t getting the same levels they did in Year 6. Recently, I had a Year7 class produce a piece
of creative writing as their first piece of assessment. It was incredible to
see what they did. In fact, they virtually all had the same features and the same
techniques. It was like they had the same list in their head. The same sentence
openings. The same words. It was the equivalent of ‘beige’ writing. They were
writing some good things and it just lacked that something special: creativity.
Primary teachers have the hardest of all jobs in education.
I know as I am married to one. I don’t blame them at all for this problem. For
me, it always about the system. The system is the problem. There will always be
a problem if writing is assessed on features and components. If it means you
get a higher level, put a semi colon in it. The SATs preparation process became a set of constant
revisions of texts to include specific features. Students would write endless versions
of texts and each time have a tick list checking what techniques to include. They
would have to remember those key words and phrases like VOCAP, WOW words and
Punctuation Pyramid. It seemed that
writing had everything apart from a …soul.
I don’t think there was ‘soulless’ writing going on these
classes. There probably wasn’t, but I think the end result was a ‘soulless’
style of writing. It was writing for the examiner, and, boy is that examiner
dull. This week, I have started telling students to show me how intelligent
they are through their writing. They have been practising writing some
responses for the poetry comparison exam. I didn’t give them a checklist, but I
said I wanted them to ‘think’. I wanted
them to show me how clever they were/are and it has produced some great
results. They were proving their worth, rather than regurgitate a list of
things I told them to do. In the past, I have given out lists and cried when I have
seen students try to crowbar something in, because it was on the list of things
I gave them. Endless sentences of ‘the writer used rhythm to make it sound good’
or ‘the poem is structured so it shows that there is a structure’. Writing is about
choices. Making the right choices is important. I’d rather have a student
decide on whether something is appropriate, rather than put it in because in
one lesson the teacher had a funny acronym that was quick and easy to remember.
A rhetorical question is great, but in the right place. Isn’t it? Writing isn’t
about putting everything in and hoping that it is effective. Writing is about
picking the best tool for the job. A simile in the wrong place can change the
whole tone of a piece of work like an unwanted turd on a freshly cut lawn.
Recently, I had a go at having some more soulful writing in lessons. I asked my Year 7 class to write a blog entry about some 'One Direction' news. They could make up the news, but it had to be interesting. They could decide whether they were positive or negative. The result was hilarious as the girls were excited to tell us some gossip about Niall or what ever he is called. The boys, and the occasional girl with taste, responded with these sarcastic news blogs about the band's inability to sing. The group connected and produced some interesting and varied writing, and not a single tick list in sight. For my sins, I'd read a hundred spoof news blogs, than thirty 'beige' pieces of work that have the same features, content and sentence openings, because they had a tick list. I want them to think and articulate their thoughts effectively. Not produce the same piece as everyone else.
The exam boards agree with me. Numerous reports have said
the same as me: avoid formulaic responses to tasks. There are changes afoot and
I think these changes are going to stop some of these quick-fix methods.
Terminal exams in English will mean that students will have to write well - full
stop. I am hoping that the changes in primary schools will help with this;
however, I am not too convinced by the grammar and spelling tests next week.
Only time will tell if they are good, effective or just simply a PR stunt to
show education to be doing something ‘tough’.
Let’s have soul in our writing. Writing that is varied, interesting
and communicates ideas intelligently. Writing that is effective because it has
been shaped, moulded and crafted to have the greatest impact on the intended
audience. Let’s make writing interesting and fun for the writer and not just
for the intended reader. Let’s write for an interesting person who will laugh
at our jokes and cry at our sad anecdotes. Let’s not write for an examiner who
is only looking for a ‘marker’ of Band 4 or Band 5 writing. Let’s grab the
reader in the first sentence and show how we are witty, clever people. Let’s
have a little R-E-S-P-E-C-T and find out what it means to me and let’s give it to
the writing process.
Thanks for reading. I am off to paint my placard: ‘Ban the List
– Have Flair like my Hair!’. Sorry, my list told me I had to fit some rhyme into
my writing.
Xris32
P.S. My list for this piece of writing:
Evidence
A simile tick like
a magic eye picture
Repetition tick Students
who have paid. Students
A rhetorical question tick Isn’t
it?
WOW word tick
epitome
Rhyme tick Have
Flair like my Hair
Extended metaphor cross
