1. Finding a Voice Lynelle Stewart GHAWP Summer 2005 Fondren Middle School

2. It is the voice that attracts us to the story and makes us believe or not believe. Voice is the magic that is hard to describe, but is the most important element in the story, the music that supports and holds the story together. Donald Murray, 1996 Voice is the presence of the writer on the page. When the writer’s passion for the topic and sensitivity to the audience are strong, the text virtually dances with life and energy, and the reader feels a strong connection to both writing and the writer. Vicki Spandel, 2001

3. Voice is the writer’s music coming out through the words, the sense that a real person is speaking to you and cares about the message. Ruth Culham, 2003 Voice is the dynamo in the writing process Donald Graves, 1983

4. Writing with Voice: Objectives Refine selected pieces frequently to publish for general and specific audiences (4-8) TEKS

5. Why is teaching voice so important? When writers effectively incorporate voice they: Speak to the reader in a way that makes him/her feel like an insider Use the appropriate style to match the purpose and the audience Reveal the person behind the words

7. How do I introduce voice? Songs/Lyrics Art Literature Greeting Cards Role play Point of view Shopping list Pictures Advertisements Music Cartoon strips Other media

8. How long has it been since you wrote a story where your real hatred somehow got onto the paper? When was the last time you dared release a cherished prejudice so it slammed the page like a lightning bolt? What are the best things and worst things in life, and when are you going to get around to whispering them or shouting them? Bradbury, 1990

9. NO Blacks NO Mexicans NO dogs

10. Sample Activities Choose three pieces of music. After listening to appropriate excerpts, let children brainstorm descriptors for each piece. Have children write a diary, letter, memo, or invitation capturing the audience based on the descriptors Show pictures of paintings by two distinct artist. Include two of the same and let students discuss why third piece belongs to the specific artist. Display a variety of greeting cards. Let students explain why certain cards are appropriate for certain occasions. Allow them to create their own for a certain occasion

11. Assessment Tone is appropriate for purpose and audience (0-5) Writing is engaging. Reader connects with writer. Writers personality is revealed and consistent throughout piece. Expository writing is topic focused and assists the reader in understanding basic concepts

12. Modifications/Accommodations ESL/SPED-Provide frames for letters, memos or different forms of writing to get them started. Allow extra guided practice. G/T- Allow students to create a multigenre format of their own. Student may incorporate many different types of media for one voice.

13. Teacher Activity Identify one of the worst behavior problems in your class. Discuss/list with a partner what the student can do and does know. Write a short narrative in this student’s voice about something he knows, can do or feels positively about. Pretend you will be reading it to an audience that includes their parents and friends. Hansen, 2001

14. References Culham, R. (2003). 6 + 1 Traits of Writing. New York, NY: Scholastic Professional Books Fletcher, R. (1993). What a Writer Needs. Portsmouth, NH: Heinemann Graves, D. (1983). Writing: Teachers and Children at Work. Portsmouth, NH: Heinemann Hansen, J. (2001). When Writers Read. (2 nd ed.). Portsmouth, NH: Heinemann Spandel, V. (2001). Creating Writers: Through 6-trait Writing Assessment and Instruction. ( 3 rd ed.). New York, NY: Addison, Wesley, Longman