Don Murray used to carry around laminated cards about the size of a bookmark, that said, “Nulla Dies Sine Linea—Never a Day Without a Line.” He gave them to anyone and everyone who asked him about writing. It was his mantra—and the most important advice he gave to all of us, the reminder to put our thinking down every day, or it would slip away.
Every day Don wrote in his daybook.
“The most valuable writing tool I have is my daybook… All the writing in the
daybook is a form of talking to myself, a way of thinking on paper….The daybook
stimulates my thinking, helps me make use of those small fragments of time that
on many days is all the time I have to write. There is no sign of struggle. I’m
not fighting writing. I’m playing with writing. …The daybook also keeps my
writing muscles in condition; it lets me know what I’m concerned with making
into writing; it increases my productivity….(it’s a place) where you can do all
the bad writing and bad thinking that are essential for those moments of
insight that produce good writing.”
Influenced by Don, I keep
a Writer-Reader Notebook. I have more than 25 years worth now, and I can trace
every piece of writing I have ever done either personally or professionally, to
these notebooks. I admit that I don’t write in my notebook every day —and I
realize so many things I wanted to remember are gone. Still, what I have, gives
me a lot from which to work and with which to play.
Every
note I have ever taken at a workshop or conference, every passage I have wanted
to remember from books I am reading, and all the pictures, sketches, and random
notes I just didn’t want to forget, reside in these notebooks. The notebooks
hold the nuggets of ideas I have saved that help me remember my thinking. In
most instances I have no idea where or when I will use some of this writing,
some of these sketches, or some of these professional notes, but they are there
waiting patiently for the right moment—the moment when I need them.
I have moved from lined spiral-bound notebooks
to large bound notebooks with blank pages. These work best for me—inviting
sketching and leaving me room to set up the page in any way I choose.
My
students are prominent in my notebooks. My grandchildren have crawled, toddled
and walked their way in also.
As
we were watching the Anne Frank movie in class, I was sitting behind my
students, watching how reverent and shocked they were throughout this movie.
Sketch of Students
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On
my oldest grandson’s graduation from high school I found pictures of him
picking apples at our house, wanting to remember those little hands that have
now become those of a young man.
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I have been teaching myself drawing—practicing what I read in journaling and
sketching books. What have I learned, just like writing—practice, practice,
practice--the more I sketch, the better it becomes. Sometimes the sketches lead
to writing. Other times they simply allow me to slow down, take a breath.
I
sketched Rye Ledges on a marine biology field trip with our students after
several years of trying to get rocks looking like rocks.
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Sketch of Rye Ledges
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As I was working at my
computer one day I watched a squirrel at our bird feeder, grabbed my notebook,
sketched and wrote.
Bird Feeder
I
ask students to sketch their thinking as readers and do it myself when the book
creates images in my head. As I was reading The
Great Gatsby I wrote out my frustration.
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Reading A Separate Peace, there were so many passages I wanted to capture
that I thought they had to be written on that tree I kept imagining.
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And as we
were reading and discussing “Nothing Gold Can Stay” from The Outsiders I kept thinking about how quickly the years go by and
put together my thinking with images and writing from being a grandchild to
watching my grandchildren.
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When
I go to conferences and workshops I take notes in this notebook. Sketch notes
from a workshop with Kylene Beers and Bob Probst last December in Maine.
Penny Kittle and I gave a presentation at the New England Reading Association. She asked us to draw our hands after showing Sarah Kay on YouTube saying her poem “Hands.” This has stimulated lots of stories for me, some of which have become longer pieces.
Workshop Sketch Notes
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Penny Kittle and I gave a presentation at the New England Reading Association. She asked us to draw our hands after showing Sarah Kay on YouTube saying her poem “Hands.” This has stimulated lots of stories for me, some of which have become longer pieces.
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And
what are the last two pages in my current notebook? An article cut from the newspaper
pasted into my notebook with notes from Anthony Doerr after hearing him speak
at the Portsmouth Music Hall, written in April. The cover of the latest book
from one of my former students, Abby Carroll, and notes from her reading. Then
nothing—until two emails from today that I did not want to forget. Jotted
down—and dated. So much to remember.
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One
of the greatest pleasures of keeping a Writing-Reading Notebook, and asking
students to keep one also, comes from hearing from one of them every now and
then. Four years after having Lil in 8th grade, and having heard
nothing from her for four years, I received this email:
Wednesday, January 17 9:51 PM
“Mrs. Rief, I counted my journals tonight. I have written
21 since eighth grade. Thank you!”
Sincerely, Lil”
Keeping a notebook makes me pay attention to the world. It
slows me down. It lets me breathe. It makes me a deeper listener, a stronger
observer. It lets me think. It captures what I want to remember. It gives me a
place to think, and think again.
Here's something to try. Watch “Hands” by Sarah Kay on YouTube. Then, read the text of "Hands." Ask the students (I would suggest 8th grade and higher) to find a line they like and write off that line for several minutes. At another time they could trace their hand, as I have done and put some dash facts on each finger that remind them of a story that has to do with hands, as I did. They can go back to any of these pieces and extend the quick write to a more developed piece. This summer, carry your notebook with you. Sit in front of a painting at a museum and sketch it. Take it to the beach, sit by the lake or ocean and sketch what you see, write what you are thinking.
Here's something to try. Watch “Hands” by Sarah Kay on YouTube. Then, read the text of "Hands." Ask the students (I would suggest 8th grade and higher) to find a line they like and write off that line for several minutes. At another time they could trace their hand, as I have done and put some dash facts on each finger that remind them of a story that has to do with hands, as I did. They can go back to any of these pieces and extend the quick write to a more developed piece. This summer, carry your notebook with you. Sit in front of a painting at a museum and sketch it. Take it to the beach, sit by the lake or ocean and sketch what you see, write what you are thinking.
Linda Rief is the author or coeditor of five Heinemann titles, including Inside the Writer's-Reader's Notebook, The Writer's-Reader's Notebook, Adolescent Literacy, Vision and Voice, and Seeking Diversity , as well as the author of 100 Quickwrites. She is an eighth-grade teacher at Oyster River Middle School in Durham, New Hampshire, and an instructor in the University of New Hampshire's Summer Literacy Institute. She is also a national and international consultant on issues of adolescent literacy. In 2000 she was the recipient of NCTE's Edwin A. Hoey Award for Outstanding Middle School Educator in the English/Language Arts. Her classroom was featured in the series Making Meaning in Literature produced by Maryland Public Television for Annenberg/CPB.
Linda and Heinemann are generously offering 2 giveaway books, so we will have two winning commenters on this post. Please leave your comment by Thursday, July 29, 2017 to be entered into a drawing for one of two of Linda's books: Inside the Reader's Writer's Notebooks or Read, Write, Teach. I will announce the winners in this space on Friday, July 30, 2017 as well as on Twitter and at The Poem Farm Facebook page.
Please know that Sharing Our Notebooks welcomes all kinds of notebook keepers - of any age and interest - to open up their pages and share their process. At the present time, I am accepting all notebook entries and am especially hoping to receive some entries from boys and men who keep any kind of notebooks. If you are interested in writing in this space, please contact me, Amy, directly. I took a little break from this blog to write Poems Are Teachers: How Studying Poetry Strengthens Writing in All Genres (Heinemann, Fall 2017)...but I'm back and welcome you!
Please share a comment below if you wish.
