This is the second-to-last week of this year’s writing workshops. I started class by telling the kids, “Fourth grade is the magical year. It’s your best year.” They didn’t understand what I was talking about. Over the next 90 minutes, all of the following happened:

• A student asked if he could use the word “pelvis” in his writing piece. I said, “Sure, why not?” He said, “Because it’s down there,” then pointed to ‘down there.’
• Later, after another student asked if I “was alive for 9/11″. I said, “Sure, why?” A different student cut in and said, “Did you actually watch it? And did you know the whole thing about the plane hitting the Pentagon is a cover up…SUPPOSEDLY…?
• Finally, when class was wrapping up, another student looked at me a little panicky and said, “I can’t find my backpack.” I stared for a second and said, “It’s on your back.” He patted the bag strapped over his shoulders and said, “So it is.”

Magical.

–

A friend, the father of a 12-year-old, asked me about this year’s writing workshops. He wanted to make sure they weren’t happening in early summer. “We travel then,” he said.

“They start in mid-July,” I said, “and continue through August.”

He grinned.

“Ahh, the dead season,” he said.

Hot, humid, dead or alive, whatever choice of words you use to refer to summer’s dog days, make sure and give the young writers in your family an opportunity to keep their pens and pencils moving across the page (or their fingers plugging along the keys, if that’s their preferred mode of expression).

If you’ve landed here by accident, hop over to the Young Writers Workshop page to learn about two separate camps, one at the Attic in SE Portland, and the other at Opal Creek. You can also also download a registration form for the workshop at the Attic, and get in touch over on the Inquire page.

Believe me, the kids have plenty to write about. Give them the space and time they want to put the words in motion.

–

Greetings friends and neighborhs,

I’m delighted to be the featured presenter at the next Young Willamette Writers meeting, set for Jan 3, 2012 at the Old Church in downtown Portland. You can find out more about the Young Willamette Writers here.

We’ll be doing an hour of poetry, starting at 7 p.m. The Old Church is located at SW 11th and Clay, and the event is FREE. It’s a great way for young writers to start the new year off with some new words.

The following is intended to clarify my approach and goals when working with writers in individual and group environments. For parents interested in connecting for writing workshops, I encourage you to read the following, then follow up with me through email to continue the conversation. You can reach me at info(at)davejarecki(dot)com.

The overall goals of my writing workshops, whether working with young writers or adults, are as follows:

1) Create a comfortable, inviting and inclusive atmosphere where participants feel welcomed and encouraged to engage with their own creativity and to share their creativity with others, free of self-judgement.

2) To impart valuable tools and lessons that will support each participant’s growth as a writer, no matter where he or she is in their own growth. (In this way, even within a group dynamic, I take the time to connect with participants individually to be sure they are continuing along their own path and pace.)

3) To encourage consistent, constructive writing habits so participants begin to build a daily writing practice into their lives.

4) To increase and enhance each participant’s literary vocabulary, building their strengths as writers, editors and reviewers. Much of this work comes in the form of constructive critique. To introduce the concept of constructive critique, we generally begin with pieces of literature written by someone not in the workshop. From there, we often critique pieces of my writing. Then we get into critiquing the work of writers in the workshop. This is a safe and supportive way to build toward critique, especially with young writers for who the concepts of workshopping, review and revision are still relatively new.

WORKSHOP SIZES

In the past I have worked with groups as large as 20, and as small as 2 (in addition to 1-on-1 sessions). In setting up a small, parent-driven workshop that occurs at one parent’s home, an idea number would be anywhere between 2 and 6, though if space permits, we could have as many as 8. The smaller the group, the more individualized attention each writer will receive.

For a group of 4 or less, individual sessions will last approximately 90-minutes to 2-hours. For 5-8 students, individual sessions last between two and two and a half hours.

PROPOSED WORKSHOP SCHEDULING & TUITION

When launching a new workshop, I prefer to set parameters around the number of meetings, in order to help us clearly identify and work toward goals within a set amount of time. If, once the workshop is complete, we decide to continue, we can stick to the original design, or we can redesign the workshop to accommodate schedules, goals, etc.

I’ve provided the following example to help you conceptualize how a workshop may run. Again, I’m happy to work with parents to design a model that works for them and their child/children.

• Six group meetings of 90-minutes to 2-hours. Meetings are held in a parent’s home, or at a designated nearby location.
• At-home writing exercises to be completed during the week. The intent of the exercise is to help foster good, consistent writing habits. Students will bring the pieces they generated during the week to the workshop to be read, discussed, reviewed and revised.
• The overall six-week curriculum is a blend of creative writing and fundamental basics designed to enrich what they are learning during the school week. Writers will also be able to bring school-related writing exercises to the workshop for peer review, insight and revisions.
• Costs for this type of workshop generally falls in a sliding scale between $600 and $900 for the group (or, $150 – $225 per student, assuming four students). Parents are free to split these costs in any way they see fit. My goal with these costs is to ensure that parents are able to afford these classes within their family budgets.

PAST AND ONGOING YOUTH WRITING WORKSHOPS INCLUDE THE FOLLOWING

• The after-school writing program at Woodstock Elementary (SE Portland). Now in its fifth year, this program includes three, eight-week sessions throughout the school year for Woodstock’s third, fourth, and fifth grade populations.
• One-on-one workshops. These personalized sessions are designed to build on the strengths of the individual writer while also introducing them to new concepts, approaches and techniques. When working with young writers in one-on-one sessions, parents are invited to participate, share their thoughts and offer their input into the direction the workshop takes.
• Summer Youth Writing Camp at The Attic Institute (2011). The inaugural youth writing camp (Summer 2011) welcomed more than a dozen young writers, ages 11-16, for a four-week, eight-session workshop built around creative expression, writing fundamentals and critique/review. Writers wrote and shared during each three-hour session, and also engaged in at-home writing exercises.
• Winter/Spring Poetry at Depaul Treatment Centers (NE Portland, 2006/07)

AND ONE LAST NOTE . . .

Take a look at this previous post about the Summer 2011 Youth Writing Camp, which delves a little further into my process, thoughts, and drive behind working with young writers.

Thanks for reading!

–

I’m pleased to be partnering with the Attic in SE Portland to offer three exciting literary enrichment opportunities for middle, junior and senior-high students. Please feel free to share with any colleagues, family or friends who may be interested.

• SPRING BREAK WRITING CAMP – a week of writing and creative expression.

  From March 22- 26, coinciding with Portland Public’s spring break, Writing Camp offers multiple opportunities for middle school and junior high students to express themselves. During morning sessions, students will work with guest poets, including Sage Cohen, Pam Steele and Peter Sears. In the afternoon, writers will explore various fundamentals of creative and expository writing, including narrative structure, character development, dialogue, setting, and place, as they launch new pieces of writing and work on existing ones.

• FUNDAMENTALS OF FICTION, FANTASY & PERSONAL JOURNAL

  Saturdays from April 10th – May 15th, junior and senior high writers will work toward moving their ideas and stories beyond their first lines, first paragraphs and first pages toward completion. In so doing, they’ll focus on the fundamentals of good storytelling, including narrative arch, characters, plot development and more, with the goal of finishing their stories.

• WEAVING EXPERIENCES INTO WRITING

  Also on Saturdays from April 10th – May 15th, junior and senior high writers will uncover the steps it takes to turn their personal experiences into stories, poetry, essays, fiction and more. This workshop will be especially helpful for students preparing for college entrance essays, who want to write a book, and who are interested in exploring personal narratives.

LEARN MORE AND REGISTER at the Attic’s classes page, or email me at info(at)davejarecki(dot)com.

ABOUT THE ATTIC

Founded in 1999, the Attic Writers’ Workshop is widely regarded as a literary gem–a place that encourages & develops your talent, helps you focus on your writing, & invites you into the camaraderie & community of other writers. In addition to individualized consultations for writers at all levels, the heart of the Attic is the workshop: small, supportive, innovative, & intensive. Students receive generous attention, geared to their present & future writing.



–

As part of my ongoing adventures as a writing workshop instructor, the following piece owes a lot to this year’s third-grade class.

Some eight-year-old boys drool. In the four years in which I’ve worked with third graders, at least one boy has drooled in the middle of at least one class. Sometimes it’s from frustration, but mostly it’s a result of over-excitement coupled with a blood sugar spike.

This year’s drooler is Ben. He’s now drooled three times in two sessions, which means he has six more sessions to break the all-time drool-per-session record of seven. Ben’s in-class snack of choice is a juice box. His teeth are coming in at jagged angles, leaving plenty of gaps through which saliva can escape. And writing excites the hell out of him.

I say the record is his.

Read the rest @ ReadWritePoem.org

–

The following entry comes courtesy of Alice, a fifth-grade student in SE Portland. I’ve been working with Alice for two years – she’s a heck of a writer and has a great mind.

Below I’ve pasted the original skeletons, followed by Alice’s replies.

It’s ________ __________ “___________ ___________” and it’s ___________ __________ __________ “___________”. This is, __________ it’s _________ ___________ the __________! The _________ ___________ _________ the _________ __________ for __________, which _______, “_______ __________.” This is __________ _________ it is to _____________.

Alice writes:

It’s tomorrow buddy “seven days” and it’s today dear that’s “here”. This is, look it’s Safe Chap the hero! The weird dork from the planet Zuok for $4, which says “Yo dude”. This is how fun it is to dream.

When ______ _________ at ______ _________ of ________ ___________ in the ________ _________. ____________ ___________. I _________, “what are __________ ___________ ___________ ___________ ___________?” I _________ I’ll __________ a ____________ of _________ ____________. Then I __________ ___________ _____________ to ____________ ___________, I ___________ in ____________.

Alice writes:

When I cry at night love of life springs in the dark well. I’m desperate. I scream “what are you on these bleak lands?” I swear I’ll cry a river of salty tears. Then I sink down slowly to my knees, I struggle in vain.

Evan Billups is a fifth-grader who’s been in the after-school writing program for two years. She wrote Moms Without Their Daily Coffee during winter break. I made very small grammatical edits to Evan’s original piece.

When moms don’t get their nice cup of coffee in the morning, it gets nasty. First they notice when they’re driving you to school.

“Oh no! I couldn’t get my coffee pot to work so I didn’t get my coffee!” Mom says.

“Oh, mom! Please get it later!” you say.

“No, no, and no! I have a terrible headache and I left my aspirins at home,” Mom says. She pulls off Woodstock Street and quickly drives to the nearest Starbucks. “Stay in here. This will take five minutes.”

“Yeah right,” you mutter.

She’s in there staring at the menu board. You can actually hear her asking, “Pike Place or French Roast?” After ten minutes, you get up and go in.

“It’s 8:10, Mom! I’m going to be late if you don’t hurry up.”

“Oh, well, I’ll get Pike Place then,” Mom says. “But please take your time, I don’t want it rushed or it will taste too light. I want extra bold coffee.”

So then the coffee-maker person takes lots of time and does five extra stirs. By then you give up about not being late. It’s 8:20 and Mom is searching for a five dollar bill. She finally finds it and then slowly walks out the door.

By the time you get to school, it’s 8:30. You walk in and explain to Carla at the front desk, “I was late because my mom wanted a perfect coffee.” She is about to write a running late slip, but then puts her pen down.

“Seems like a suitable excuse. Go to class now,” she says.

You walk down the hall congratulating yourself on not being counted late. You walk into Mrs. Yochim’s and Miss B’s. They start to say, “Where’s your late slip?” but you quickly say, “My mom wanted a perfect coffee.” Mrs. Yochim and Miss B. shrug and say, “Sounds like a suitable excuse. Now start reading the Reading Street books.”

I guess coffee is really important in grown ups’ lives.

A new round of workshops started yesterday. The kids came ready. I gave them each a notebook prior to winter break; Chineyere filled hers up in a month. Everyone else at least filled their pages half-way.

Noah presented me with a poem when he walked in, which he later read to the class:

Poem by Noah

Time like water rushes ever onward,
never stopping, always moving, rushing
onward
following the many paths of people,
irrigating the fields of history
onward shall time flow, forward past the
bond of the universe
onward time, onward!

Meanwhile, Alice ripped off two great quotes, both of which I wrote down and now can’t find them. Sorry Alice – I told her I’d add them to the Blog this morning. They’re around here somewhere, buried among the papers and thoughts.

This week’s assignment for the Monday class: write a short, personal essay that is “true to the truth of the story” without worrying about the “truth of the truth”; then write the same story as a haiku.

The following examples come from a creative exercise using oracle cards. Students draw four cards (face down), flip them over, and then write a four-sentence story (one sentence per card). Students work on getting the most out of their words, while the stories often serve as seeds for larger tales. Both pieces are published with permission from the writers, 5th grade students at Woodstock Elementary

Serpent of conflict
by Justin Chen

There once was a serpent who cast a spell on a man named Conflict.
Conflict transformed into a bear.
One night, the Seeker of Water turned Conflict into a wolf.
Now Conflict struggles with each full moon.

Choice
by Chinyere Ike

The choice was made.
The Sacred Flame killed the Circle of Life, instantly overcoming the God of Fire.
This cast the Flame as the new ruler.
He overcame the universe, and everyone lived unhappily forever.