Early in my teaching career I read a book that said to call an activity, “Our Time.” Since the name “Our Time” had nothing to do with the activity, I thought it was a pretty ridiculous (and manipulative) idea.

What I came to see was that even though “Our Time” had nothing to do with the activity, it did have everything to do with students understanding exactly what was expected of them during that time.

Over time, this rather absurd “Our Time” clarified for me that when you classify something and name it, it becomes a shortcut for understanding and communication. In teaching, it becomes a shortcut for students and a shortcut with students.

Explorations: A Shortcut for Exploring Writing and Exploring Learning

Explorations focuses on:

1. Real writing for a real purpose
2. Reflecting on what is being learned
3. The prewriting process 

“Explorations” clearly defines six types of writing. It gives a name to each and clear guidelines for each. In one sense it “compartmentalizes” these six types of writing inside of a single journal.

 These six types of writing have a lot in common.  The way I use “Explorations,” all six types of writing could be considered “prewriting.” They are not a finished product that gets “turned in for a grade.” However, they are all very important types of writing. In fact, they are the types of writing that most people are most likely to do EVERY DAY.

The Explorations Journal, or Explorations, is a shortcut for much that I want to achieve both in teaching the writing process and in teaching the learning process.

Finding Maximum Writing Opportunities Every Day

The research says to give students LOTS of writing opportunities every day.  “Explorations” is a journal that fits A LOT into a tiny package.

Explorations: The Six Types of Writing to Explore

1. Quick Writes – Quick reflections on what students have learned or are going to learn. They are directly connected to what is being studied and the curriculum. They last anywhere from 2 minutes to 7 minutes. I may pose a prompt or I may leave it completely open ended. This is one way to check for understanding and to make sure students are following along. It should provide great insights for students about what they have learned. The teacher needs to “help make students aware of their own insights” and promote them.

2. Journal Entry – More thoughtful/reflective than a Quick Write. The word “journal” comes from the word “journey,” so in one sense it’s about each student exploring their own unique journey and their unique learning experiences. Journal entries take anywhere from 5 to 15 minutes. If we have the time I may have students do a quick brainstorm. (After “Pattern Based Writing: Quick and Easy Essay” students are experts at brainstorms, both brainstorming for details and focusing on the bigger picture with the Main Idea List (MIL.)

Here are a few times I may choose journaling as the best strategy: completing a chapter or unit, exploring a sticking point in math, reflecting on a field trip or an assembly, progress reports, vacations, the weekend. Quick Writes are more about the information and journals are more about the experience. 

3. Brainstorms – As mentioned, my students are experts at brainstorming both at the detail level and at the main idea/big picture level.

Here are some times we might brainstorm: Before a discussion, making a class decision, getting a few ideas flowing before reading, before discussing what is expected.

4. Note Taking – Note taking is a lot like brainstorming, or I should say that it’s easy for students to make the jump from brainstorming to note taking. The way brainstorming is taught in “Pattern Based Writing: Quick and Easy Essay” has students easily able to brainstorm for details, as well as brainstorm for main ideas. We take these skill and transfer them to what the students are reading. For this kind of “note taking” I do not have children write in complete sentences. (All this is covered in, “Pattern Based Writing: Quick and Easy Essay.”)

Here are some times we might do note-taking: If we watch a video, a student is giving a presentation, before discussing what was important in a chapter. Note taking largely focuses on vocabulary words, shocking facts, main ideas, and “ohh, that will be on the test.”

5. Free writes – I use free writing as a gateway to creativity and language play. Sounds, rhythm poetry. Unconscious stream of thought, with a little “intent” thrown in. The intent is, “sounds, rhythm, and poetry.”

Doing one of these from time to time is better than the traditional ways to prevent “writer’s block.” The free writes seem a little bit like preventative medicine.

Here is an example of a 3 minute free write: (Remember, it’s unconscious stream of thought writing…)

String, strung. How the thin little thread creates a web of tricky little treats. String for kites and boats, but not for thread. I use it in my teeth, and in the sheets on the bed, but when I tie a string around my finger it reminds me of… string, the string reminds me that I need even more string. String is strung around the flagpole at dawn. It is also strung from the spiders two front claws. Sting, strung, string, strung. Guess what? It’s spring!

I see many amazing free writes. Often strange, but it’s writing people can’t do when they try, especially when they do try. However, the goal here is not the results. (I personally find them to be amazing, but I don’t know that everyone would see eye-to-eye with me on that.)

The point is, and the goal is, that they open up the door for so much risk-taking and creativity in student writing. If you teach the kids how to do it without complete silliness, it’s fun for both teachers and students. (It’s not something I am going to spend hours on, but 3 minutes every once in a while… good use of time.)

6. Lists – Sometimes lists are the best ways to get great ideas fast. Ex. We are going to an assembly. “Your ticket is showing me five behaviors I will see, and five behaviors I won’t see. Use complete sentences with correct spelling and punctuation.” 

Lists are also a nice way to get great ideas without seeing a lot of grammar and spelling “rule breaking.” If I’m teaching important new concepts, I don’t want to see a bunch of rules being broken that will take the teaching and the learning in the wrong direction. A list keeps it simple!

General Guidelines for Explorations:

I refer to the journal as “Explorations.” I don’t emphasize that Explorations is a “journal.” The word journal has a specific meaning to many people.

Three Definitions of Journal:

• A notebook for reflecting on, exploring, and examining one topic in order to progress and breakthrough.
• A diary to reflect on life.
• A diary to record life.

Explorations purpose is different than these three journal descriptions. Explorations is strongly connected to prewriting. Prewriting to me is about exploring… and then getting organized. Explorations (obviously) deals with the exploring part of prewriting. We can then use Explorations to create “brainstorms and Main Idea Lists (MIL)” as taught in the “Pattern Based Writing: Quick and Easy Essay” writing program.

This leads to fantastic essays that students write quickly and easily!  Click here “Teaching Essay Writing Strategies” to discover how!

More General Guidelines:

• I give students a short amount of time (2-12 minutes) for most of the writing in Explorations.  Although I do not give a lot of time, I do expect neat, thoughtful work. This is not “sloppy copy.” (I do not teach students to purposely try to do poor work.) Explorations (and prewriting) is more about writing without judging than about writing fast. If you don’t judge your thoughts as you write, it flows more easily.

• I make sure students know which of the six types of writing they will be doing. Purpose and intention guide their writing. (I use printed descriptions and checklists to both teach and review the six types of writing and my expectations.)

• I never skip a day. Skipping even one day is the beginning of “abandoned journal syndrome.” As busy as we are, I can always find 2 minutes EVERY SINGLE DAY to reflect or brainstorm. Usually I can find several opportunities each day. We keep Explorations close at hand!

• No skipped lines or empty spaces. If the previous entry covers more than half the page, skip to the next page. If there is more than half a page empty, draw a line under the ending of the previous entry and start on the next line.

Sharing and Grading

Be sure to read “How to Use Journals in the Elementary and Middle School Classroom.” There are many great ways to handle the sharing and grading of journals.

I have a lot of different systems for sharing writing. I try to have most everything students write read by at least one other person. That’s the goal. (I will need to do another post on all the ways I have students share their writing!)

I also have a lot of different systems for grading, including rubrics and checklists.

I do collect Explorations every week and read/scan them over. I write a few comments at the very end, and possibly along the way. (Studies have shown that students pay most attention to the comments at the end.)

I pay attention to:

• Neatness
• Completeness
• Ideas and thoughtfulness
• Spelling and grammar
• Appropriate style and format
• Used time wisely

Structure in Journals

There came a point in my career where I was frustrated with journals. I worked hard to teach students to write correctly, and journals seemed to send a mixed message. In journals students would write “sloppy copy.” I don’t have that problem anymore. I spend 1-2 months getting students to write fantastic essays, and then everything in Explorations just makes sense to them.

There is no such thing as “sloppy copy” when you understand the writing process and take pride in your work! Click here to check out the essay writing program for kids.

The benefits of mastering prewriting skills for elementary and middle school students are really quite profound. By learning effective prewriting techniques students can develop the skill of being able to see the big picture before they start an assignment or project of any kind.

When students have truly mastered prewriting they will have developed the habits and the skills of being able to think ahead, as well as being able to find the beginning, middle and ending of all their assignments. This greatly improves their writing and their class work across all subjects. That is powerful!

Prewriting Is a Map for Students: It is a Map that They Create

Prewriting is an excellent map! It helps keep students from getting lost. It also helps students to easily get back on track if they do get lost. It is a map that will greatly improve your students’ writing.

However, looking at a map it is not the same thing as being there. Your students’ writing may turn out to be somewhat different than what their prewriting shows.

Once students begin the actual writing they:
• May not use their prewriting as much as you thought they would
• May use their prewriting in a way that is different than you thought they would

Students may use their prewriting to:
• Check in with and monitor their ideas. They may do this in order to verify and validate that they like the direction they are headed.
• Check and see which important ideas they have not used. Their prewriting is like their personal bank account of good ideas.
• Monitor the direction they are headed and to monitor how their entire essay will connect together.

“Pattern Based Writing: Quick and Easy Essay” contains a unique and powerful prewriting system that teaches students how to improve their writing before they even start writing…

What this means for students is:
• Less editing… and students like that idea!
• Finishing work faster… and students like that idea!
• Creating first drafts that are so good that not even their teacher can believe it is a first draft… and everyone likes that idea!

Be sure to click above for your free guide to writing and to check out the “Pattern Based Writing: Quick and Easy Essay” homepage!

Since calling a bottom on the stock market on March 5th, 2009 during one of the worst financial crises in history I’ve received quite a few emails from people that read my post at “The Elementary Educator” blog. They seem to be impressed.

I’ve only brought it up in relation to “Pattern Based Writing: Quick & Easy Essay” because it’s been my passion for both teaching and studying patterns that has led to the creation and effectiveness of this writing program, as well as being able to see things clearly when our country was in a time of crises.

The “A, B, C Sentence” in Pattern Based Writing is directly connected to one of the most famous of all patterns in the stock market which is called an “A, B, C Patten.” The A, B, C Pattern simply lets you see things clearly. I wanted to be able to make my students be able to see things clearly in their writing, and the “A, B, C Sentence” worked like nothing I had ever seen before.

I bring it up because… I want people who are considering “Pattern Based Writing: Quick & Easy Essay” to know that this is a truly unique writing program that gets amazing results. It’s not what you think… and it works better than you can imagine.

When I made the post on “The Elementary Educator” blog, I had nothing to lose. If I had been wrong, who would have blamed me? But it turns out that depending on what market you look at it was within ONE or TWO days from the actual bottom.  This means ONE or TWO days from the bottom of a financial crisis that had been going on for 1 ½ years!

I’m not in the habit of making predictions, and that will likely be my “prediction of a lifetime.” Also please note that in my prediction I use the word “probably” and “probability” quite a bit. I didn’t “know,” but I felt so strongly that this was the very bottom that I knew I should put it in writing.

Basically… I’m a teacher… and I’ve created a writing program that helps kids visualize an entire essay in their mind before they even start writing.

How I Made My Call for a Market Bottom and a Brighter Future

You can find my market prediction by doing a Google search for “Paul Barger One Teacher’s Prediction.” I wrote this prediction on another teacher’s blog (mrpullen.wordpress.com) in response to their rather bleak prediction. (Scroll to the bottom of their page where I added my comment to their blog.)

For me, their bleak prediction was the first piece of the puzzle. As the weeks passed I could see continued pieces of the pattern coming together. Finally, I was quite sure that “this is the bottom,” so I went on record.

A Little Bit about Patterns

Patterns help you see and understand what is going on. Here are my favorite two examples of what I would call the power of patterns.

In the movie “A Beautiful Mind” there is a part where he looks up and points out all the beautiful patterns shining in the night sky. Most people think, “How great it would be to see the world that way! What a gift!” The truth is we all have the ability to see the world that way. We all have a beautiful mind…

By the end of the Pattern Based Writing program, students have the ability to see writing just the way that the character in the movie was able to look up at the stars and see the constellations. It’s all clear. They understand what they are doing, and where they are going in their writing. Total control makes writing fun!  

Blink- The Power of Thinking Without Thinking

In the book “Blink- The Power of Thinking Without Thinking” the author, Malcolm Gladwell’s basic premise is about how our first impressions and our intuitions are actually our amazing and natural gift of being able to instantly decode and process patterns.

Pattern Based Writing leads to writing in an organized and beautiful nature without really even having to think about it. It’s kind of like what Malcolm Gladwell describes.

It’s like teaching an artist some patterns, and then watching them create new patterns using those patterns. (Pattern Based Writing does not lead to “rote writing.” It actually gives students the control to do to their writing what Picasso did to his painting. And they do!)

Patterns in Language and the Stock Market

I learned patterns in both NLP (neuro linguistic programming) and the patterns in the stock market. Between these two subjects I’ve studied just about every single kind of pattern found in science, nature, art, and in language.

I’ve read LOTS of books on patterns in the stock market and in NLP. (I’d be embarrassed to tell you how many…) NLP is VERY pattern intensive and is most famously known for it’s in depth study of visual, auditory, and kinesthetic learning styles. I have to admit that I was shocked to find the kinds of advanced language patterns found (and hidden) in language.

It’s quite amazing that you can tell by listening to the words a person is using if they are in a visual, auditory, or kinesthetic learning mode.

Language is amazing, and you can be sure that CEO’s, lawyers, and presidents have long SEEN the power of language!

Pattern Based Writing: Quick & Easy Essay is the first step in opening up a new universe for students and teachers!

Stock Market Prediction

Along with organization, ideas are the other trait that Paul B. Diederich felt deserved greater weight.

Good prewriting skills lead to good ideas. If students think the first idea that pops into their head is a good idea, it’s unlikely they will become effective writers or take great pride in their writing. Students need to understand that the first ideas that pop into their heads are just the tip of the iceberg.

Mass idea generation through prewriting makes this kind of thinking a habit. It’s not so much that students (and adults) must do prewriting for every single assignment they have, but they must be aware that they are not choosing from among just a few ideas, but that they are choosing from an unlimited number of possible ideas.

With the prewriting system I use students get in the habit of generating at least 80 unique ideas over a range of main ideas in anywhere between 5-10 minutes.

Developing the Habit of Exploring Endless Possibilities Before You Start Writing

I have a background in acting and the theater. A lot of actors will tell you that if you want to learn to act, you learn by doing theater. Acting classes are a poor substitute for real acting in the theater. Here’s why.

In acting classes you might rehearse a scene a few times, and you might perform the scene a few times. That’s it. You’re done. You think you have taken the part as far as you can.

However in the theater, you rehearse a part 4-5 days a week for 5 weeks. By opening night you have found layer upon layer that before lay hidden.

Six weeks later on closing night, you are almost embarrassed at how little you had understood both the character and the play on opening night. You realize how even on opening night you had just scratched the surface in understanding both the play and your character.

The next play you are in, right from the beginning you know that there are many, many layers that you can’t see at the moment. You know you don’t understand either the big picture or the subtle nuances that you will soon come to understand.

As such, you know to continuously seek new ideas and new interpretations. You learn new methods and new tricks for discovering different ways to uncover the hidden and complex possibilities that lay hidden in the words.

With each additional play you continue to learn how to more quickly uncover all the hidden possibilities. You learn that there are endless possibilities, some of which you will discover early, and some you will discover when it’s too late. But you get better and better, and faster and faster!

The Skill of Exploring All the Possibilities

Generating ideas is not something students should have a problem with. If they do have a problem coming up with lots and lots of ideas, it is most likely because they are not in the habit of coming up with LOTS and LOTS of ideas.

Students need to discover the “big picture” and the “fine details” early in the writing process. Don’t wait until it’s time to edit/revise to make it better. An effective prewriting system makes it better before students even start writing!

Frustrations with Prewriting

I have explored and experimented with many, many prewriting systems over the years. There are lots and lots of very creative prewriting ideas. Most of these prewriting ideas are not practical for students to use as a consistent prewriting system.

Graphic organizers are great. They are like math manipulatives for writing. However, they are rarely a practical resource that will help students get the job done. In fact, they are often more of a distraction than a problem solver. Students need a prewriting system that they can count on when they have work to get done.

Here are Eight Qualities of an Excellent Prewriting System:

1.      Quick, useful, repeatable, and practical.

2.      Improves students writing (I’ve seen prewriting systems that actually make children write worse!)

3.      A skill students can use and will use to get started writing and when they are stuck in their writing. (If the prewriting system is too complicated, students won’t use it. The prewriting system needs to be so accessible that students will naturally use it when they are stuck.)

4.      Will not distract children or prevent children from starting the “real writing.” The real writing is the part that people are going to read and for which they will be graded. (Some prewriting systems can be like an art project and prevent students from getting started on the real writing. They are fun and interesting, but not useful for everyday assignments.)

5.      Provides an opportunity for mass idea generation. (More ideas to choose from means better ideas get written on the paper.)

6.      Is easy for students to connect their prewriting to the actual writing. (There is an art to connecting prewriting to the actual writing. This art needs to be built into the prewriting system.)

7.      Helps students learn how to see both the “big picture” and the “fine details” of their subject or story.

8.      Student created. If the teacher has to “pass it out” it is not practical, and likely not allowed in many testing situations. As well, the student will not develop the self-reliance for organizing their own writing.

Pattern Based Writing: Quick & Easy Essay has a prewriting system which gets students in the habit of generating at least 80 unique ideas over a range of main ideas in anywhere from 5-10 minutes.