Holding on to Someone Else’s Line

By: Linda Rief

In my latest book The Quickwrite Handbook (Heinemann, 2018) I described how I came to do what I called “quickwrites.” Year after year I noticed several kids, frequently boys, staring into space more often than they were putting words on paper. Talking to them, trying to help them with their ideas was not a big help. I read Don Murray’s work about writing fast to outrun the censor in all of us. Sounded good. But for those kids that continued staring into space, telling them to write fast didn’t help if they still couldn’t think of anything to write. That’s when I thought, if I put a short, compelling piece of writing in front of them to show them what someone else did, and encourage them to “borrow a line” and write as fast as they can for two to three minutes off that line, that might give them something to hold onto, something from which to build their own ideas. Write fast, I told them. Don’t think too hard. Don’t plan what comes next. You are writing to find writing—the words you didn’t know you were going to write until you wrote them.

And it worked, and has continued to work, for most of my kids.

Holding on to someone else’s line has been magical in helping my students find their own words. More often than not they can get rid of that line as they continue to draft their thinking in their words.

Maybe it was the notion of holding on to someone else’s line that led me to Nikki Grimes’ book One Last Word. In this book Grimes has found inspiration from many of the poets of the Harlem Renaissance to write her own poems. The poetry she is writing takes the form of what is called the Golden Shovel. In her words “The idea of a Golden Shovel poem is to take a short poem in its entirety, or a line from that poem (called a striking line), and create a new poem, using the words from the original. Say you decide to use a single line: you would arrange that line, word by word (one word under another), in the right margin. Then you would write a new poem, each line ending in one of those words.”

This is the first year I have tried this form with my students. We had just finished reading Refugee by Alan Gratz. As we read the book I asked them to collect lines that resonated with them from the three families’ stories. I asked them to write down questions that came to mind as we read, and to look up articles and pictures that might help them answer the questions. When we were done with the book I encouraged them to share response or reaction in any form they chose. But, I did show them One Last Word as a possibility.

Although this worked especially well after reading the book Refugee, because of its emotional topic, I imagine these examples could be used at any time for any kind of writing. These were the instructions and examples I gave my students, adapted from Nikki Grimes.

Write a poem by

• using the line/s from a poem, each word of the line becomes the last word in each line of your poem, or
• using a favorite quote from Refugee or any author or book you love, each word of the quote becomes the last word in each line of your poem, or
• using a newspaper headline with a compelling lead or poignant photo attached, each word in the headline becomes the last word in each line of your poem

I gave the students several examples from Nikki Grimes book One Last Word. I showed them how she took the poem “Hope” by Georgia Johnson and used the first line of that poem to shape her poem “On Bully Patrol.” Then I showed them what I wrote.

I used the last line from Mary Oliver’s poem “The Summer Day” because it is a line I use as a mantra in working with eighth graders: “Tell me, what is it you plan to do with your one wild and precious life?

This is what I wrote, using that line:

Sometimes, in their writer-reader notebooks students tell

Truths that they are admitting to me

And so often I don’t know what

it is

That would help them cope with it

                        Whether the “it” is hunger or homelessness, self-doubt

         or bullying or even dysphoria. As a teacher you

Try your best to plan

A strategy to

Help each child do

What they need to do, with

Compassion and sensitivity. Your

Concern and helplessness make you worry that one

Day this wild

Child, who is only defending herself and

Trying to make the world work for her, will know what to do with her one precious

life.

Linda Rief

Many students found poetry by crafting their poems in this form. Sophie asked, “Do we have to stick with that form, one last word?”

“Absolutely not,” I told her. “Form should never drive what you have to say. It is only a suggestion. Let your words take the form that best fits what you want to say.”

Sophie wrote:

Tallying the Daily Dead

Line from Refugee by Alan Gratz, p.195

When you were in kindergarten

you learned how to tally.

You thought nothing of it,

nor should you have.

It was just a way

to count the numbers

that were put in front of you by a teacher.

You were always told

tallying should not be used for big numbers,

like 65.6 million people displaced at the end of 2016 or,

the 40.3 million displaced

within their own country or

perhaps not

the 22.5 million forced to flee

to another country.

In kindergarten,

you tallied numbers.

Now,

we tally lives.

Sophie M. 8^th grade

I am always looking for a variety of ways to help students get words on paper. No matter what way that might be, we need to remember: try the idea ourselves, give the students examples (ours, professionals, other students), give them choices within the framework, and let the framework go if they have other ideas. The bottom line in writing: finding every, and any way we can, to help students communicate their thinking in order to grow their voices.

References:

Gratz, Alan. 2017. Refugee. NY. Scholastic.

Grimes, Nikki. 2017. One Last Word. NY: Bloomsbury Children’s Books.

Rief, Linda. 2018. The Quickwrite Handbook. Portsmouth, NH: Heinemann.