I vividly remember being sat in a History class and listening to a classmate read out her response to a question that we’d all just been sat quietly answering.
My overriding thought was:
“How does she *write* like that?”
Accompanied by thoughts of
“I can’t write like that.” and
“Well, that just isn’t me – I *don’t* write like that”.
But, if I’d realised back then that I just needed to know and enact some simple yet effective strategies and I could’ve definitely written as well as or even better than Suzanne – ‘A-Grade’ – Baker! 😉
It’s wierd the things we remember right?
For example, I can vividly remember being sat in a History class and listening to a class mate read out her response to a question that we’d all just been sat quietly writing out answers to.
Now this occurred over 20 years ago now and yet I can still remember where I was sat in class and I can remember the other students’ name even though she wasn’t a particularly close friend of mine.
(It was Suzanne Baker, if you’re wondering) 😉
But what I remember MOST of all were the feelings I felt and what I was thinking .
My overriding thought was:
“How does she *write* like that?”
Accompanied by thoughts of
“I can’t write like that.”
and
“well, that just isn’t me. I *don’t* write like that”.
Interestingly I WASN’T thinking – “I wonder how I can write like that?”.
It’s kinda crazy, the limits we put on ourselves isn’t it? 🙁
So , there I was, feeling a little in awe, (and a little bit nervous in case the teacher were to pick on me next to read out mine – which didn’t happen, thank goodness!)
but on reflection, what’s most interesting now is that – I was, well, just… resigned.
Resigned to the fact that, that just wasn’t me.
I simply accepted that I didn’t have the confidence or skills to write in such a sophisticated, high quality way. I figured it was just some sort of natural gift.
Of course, I know NOW (after over a decade of teaching and national and state exam marking, including specifically FOR Y12 state writing tests (which I never would’ve believed I’d be doing if you’d asked me back then!)) with absolute certainty, that it isn’t about who you are or how much of a natural you are at writing.
What it IS about, is essentially putting on a bit of a show or performance for the marker, by putting into action a set of specific techniques, some simple strategies and tricks, so that you can craft amazing responses in whatever genre or style a task demands.
For example, in an analytical essay:
Students should be using longer compound and complex sentences, using fully expanded wording and technical vocabulary that gives a formal and official feel and will give the impression of a confident competent student who really knows their subject and how to convey it clearly.
But then for a blog, a feature article or a persuasive speech:
A more casual writing style is needed, which is achieved by using more colloquial language and contracted words (like it’s instead of it is). Plus it’d be good to use a few short, sharp sentences, perhaps sprinkled with a bit of purposeful repetition as well for impact 🙂
The point is, students need to write in the way the task and criteria demand and there are simple tips, tricks and techniques to do that.
They don’t need to be a natural writer or a wizard with words and they certainly don’t need to slave over grammar books or read novels cover to cover to catapult the standard of their writing.
If I’d realised this back then, aaaaaaannnd known these key strategies (and of course, how to enact them and when to use them), I could’ve definitely written as well as or even better than Suzanne Baker 🙂
And if you’d love your teen to have aaaaaaalllllll the steps, strategies, tips techniques and tricks to writing like an A-grader, then CLICK HERE to check out my ‘Write Like and A-Grader’ Training.
It’s where I give your teen everything they need – all the tools, explanations, tutoring and examples of how to apply them, so that they become one of those students who can write with confidence and sophistication (and has those skills for.ever.)!
