The Revision Process

The revision process is the final process of writing. Revising your paper is key because it is the final time that you go over what you have written. This process is a chance to review what you have written and eliminate or add anything that seems fitting. There is always something to revise when it comes to editing your paper. Personally, I like to reread my paper aloud to myself so that I can hear what I have written and how it sounds. I also like peer revision. For instance, for this paper, Krista and I exchanged paper and revised each others writing in order to get an outside opinion. Hearing what other people have to say about your writing is a great way to get ideas to changes and edits that need to be made.

The Drafting Process

I find the drafting process to flow pretty smoothly after completing the prewriting process. In this process I take the thoughts that I wrote down in the drafting process and turn them into functioning paragraphs. The drafting process is great because it is still a phase where you can write down all of your thoughts without fear of them not making sense. The idea of a draft is that you will be revising it so you are free to write what you think will work even if it does not necessarily work. In the drafting process you also begin to use sources and gathered information to allow your piece of work to come together. I used the sources provided on the class website to write my first draft of my historical fiction essay.

The Prewriting Process

The prewriting process has actually always been something that I both enjoyed and dreaded. I have always been a procrastinator when it came to my writing so the idea of prewriting has always started off tough for me. However, I have also always enjoyed the writing process because I have always been so big on planning. The idea of prewriting is a great way to plan out my writing and organize my thoughts. For this paper, the first thing that I did was to choose a topic that interested me the most. I chose historical fiction because I love the idea of writing a fictional story based off of something real in history. I then began to think about what historical fiction really is and why it is so important for children to read it. After I started thinking about these ideas the creative juices started to flow and I was able to begin planning out my essay. I then began to free write and jot down all the thoughts about the topic that came to my mind. Doing this allowed me to get my thoughts down on the paper that would soon become my paragraph topics so that I could expand on them and begin my first draft.

Writing in General

Personally, I enjoy writing in general. My whole life I have always enjoyed it and it has not been a burden to me like other student's seem to feel at times. Since I was young I have always kept a diary and enjoyed writing down my thoughts. 

When it comes to writing in school I enjoy it slightly less than my own personal writing. Being assigned more challenging essay or research topics can sometimes sway me from wanting to write. I think that a lot of students don't like writing because they have only ever done essay-type writing which feels forced to them.

When teaching writing to students I think that it is essential to emphasize the creative side of writing. Having students do activities like free-writes or writing about the topic of their choice is essential because it is an enjoyable way to write. Students that are solely exposed to informational and essay writing give writing a bad name because they never broaden their horizons when it coms to the writing process. Writing should never feel forced. 

Original Piece of Historical Fiction

Original Piece of Historical Fiction (Short Story)

            I looked up to the blackboard as my teacher wrote the date in chalk. Tuesday September 11^th, 2001. I copied the date onto the top right corner of my white lined paper. Mrs. Hogan proceeded to talk about Pearl Harbor for the next forty-five minutes, our current topic in social studies. I tried my best to pay attention to her but to be honest I really wasn’t that interested in history. What’s in the past is in the past, right?

            About halfway through the lesson there was an announcement over the intercom calling almost nine kids down to the office for early dismissal. That’s weird. I wish I was going home early. My teacher continued to talk and I continued to stay uninterested. By the end of the lesson, it seemed like more than fifteen kids had gotten called down to the office for early dismissal. I could tell that even my teacher thought that it was getting to be a bit strange. The next announcement came with a very unexpected message.

            “Will Kayla Newall, Hannah Williams, and Breanna Miller please report to the office for early dismissal.” The voice announced over the intercom. As Hannah, who was in my class, began to shuffle around her desk and pack up her belongings, we could hear that the intercom was still on even though the announcement was over. That’s when we heard it.

            “Two planes have crashed into the twin towers in New York. The first plane hit the North tower around 8:46 am and the second hit the South tower around 9:03 am. We don’t know much more about the situation at this point. There is no telling how many lives have already been lost, let alone injur…” The intercom shut off abruptly and the radio broadcast suddenly stopped. I could tell from the look on my teacher’s face that we were not meant to hear what we had just heard. I could also tell that she was in pure shock from what the radio had just “accidently” announced.

            I looked around my class to see if everyone else knew what was going on and I saw many faces of confusion. Some of the kids were even crying. Suddenly I felt tears start to swell up in the back of my eyelids. The twin towers? Isn’t that where my Aunt Jenna works? Was she there? Is she okay? I have to call my mom. I need to get home. So many thoughts raced through my head.

            My teacher walked around consoling the crying children and many teachers began to stop in the doorway of our classroom. Mrs. Hogan approached the front of the classroom and I could see the reluctance in her eye. She seemed extremely hesitant to speak, partially because I don’t think she knew what to say.

            “ Ladies and gentlemen, I know you all may be a bit confused about what is going on here. Some of you may also be upset because you have family in New York and so do I. I want to tell you that it’s all going to be okay but I honestly don’t know exactly what is going on at this point. The twin towers, also known as the World Trade Center are a work place to thousands of people. All I can tell you now is that we should all be safe here. I am here and we are all going to get through this together. Anyone who wants to try and contact their mom or dad are welcome to come up to the front of the classroom to use my cell phone.”

            I could see the nervousness in Mrs. Hogan’s face. I was nervous too. I needed to call my mom. I wanted to know if my Aunt Jenna was at work today. How could anyone do something like this? What kind of people hijack a plane and crash it on purpose?

            I heard the adults talking about “terrorism” and I wasn’t completely sure what that meant. I got in line at the front of the classroom with the rest of the kids who wanted to use Mrs. Hogan’s cell phone. This was going to be a long day. And to think that I didn’t care about history before? Today I can call myself a part of it.

Historical Fiction (Original Writing Assignment)

Historical Fiction

            The genre of historical fiction is extremely useful when it comes to teaching writing and reading in elementary school. Historical fiction is defined as a fictional story that is based off of historical events or people (Dictionary.com). This genre is commonly used in elementary schools because it can be so useful when teaching history in the classroom. Some great examples of historical fiction in elementary schools are: My Brother Sam is Dead by Christopher Collier and James Lincoln Collier, Johnny Tremain by Esther Forbes, and The Adventure of Tom Sawyer by Mark Twain. These are all commonly used historical fiction novels, which can help students to learn about reading and writing along with some history.

            There are many different reasons why historical fiction should be utilized in the classroom. For one, it really gets children interested in history. The concept of fiction allows the stories to have an extra element that engages students more. A story that is strictly historical can sometimes lose interest with students, whereas a story that has some fiction and made up elements can really draw a student in. “Content area textbooks are too difficult for students in terms of both reading level and concept load” (Rycik and Rosler 163). Using historical fiction (whether they are picture books, poetry, or novels) can be an easy fix to this problem. The fictional stories about history will pique the children’s curiosity and come across on an easier level than a regular history textbook. Everyday details that a textbook misses will be present within these fictional stories. These details may seem miniscule and could be something as small as how families washed their clothes back then, but its details like these that will really help to shape the children’s understanding of the different ways of life throughout history. Students will be able to develop a much better understanding of life in different periods of history and geographic locations.

            Another great benefit of using this genre in the classroom is that it promotes multiple perspectives. Historical fiction has a way to allow different perspectives of historical events and people to shine through the use of fictional characters and events. The characters in the story who have different points of view and opinions allows the children to see different views of the history that is being addressed. This can also inform students about the “interpretive nature” of history and how different events and situations can be interpretive in different types of ways. “Reading historical fiction provides students with a vicarious experience for places and people they could otherwise never know. Often they are able to see history through a child’s point of view and identify with their emotions” (Rycik and Rosler 163). Allowing children to see a historical event through a child’s point of view, rather than teachers’ or textbooks’, is a great way for them to experience events in history through a point of view that is easily relatable to them.

            Historical fiction in the classroom also promotes academic equality. Students in the classroom have different levels of background knowledge, which can cause some students to understand events more than others. Reading historical fiction and a story that can be drawn upon by students to help for them to understand the topic just as much as other students.

            Teaching children to read historical fiction is extremely important because of the mixed elements of both fiction and non-fiction. It is important for teachers to make clear the difference between the two types of text. This is a type of genre that includes both fake and real events and students must be aware of that in order for the genre to be effective within the classroom. Students also need to be aware of the different authors and their opinions on the subjects being discussed. Teachers should try and explore different stories and novels on the same historical event or ideas so that they can compare and contrast the different authors and the way that they approached the subjects both similarly and differently (teaching history). A great way to explore this in the classroom would be to use Venn diagrams to compare and contrast historical fiction stories. You could also create cost versus benefit lists for different historical decisions after reading a piece of historical fiction. Students could make their own decisions about what they would have done if they were places in the same situations in history. Huge events in history such as the Holocaust are great examples of stories that could be written in the historical fiction genre. Students could read different fictional stories about the real event in history and be exposed to different opinions and stories about the event. It is just as important for students to emotionally respond to books as it is for them to learn from them (Rycik and Rosler).

            When teaching students to write historical fiction is it important for them to understand the different parts that make up a historical fiction piece. Students should know to first choose an event in history to base their story around, which creates the basis for a historical fiction piece of writing. Students should then create characters and realistic situations to surround that event in history. The events that occur during or because of the historical event do not have to be true but must be realistic based off of the time period in history. Writing historical fiction in the classroom is an excellent way for students to show that they understand the event in history that they are writing about. Through a student’s writing they can show the teacher if they have a thorough understanding of the history that they are discussing. The way that the child has the characters act and react to different situations will be showing of the child’s understanding of the time period. This is also a great way to allow children to be imaginative in their learning and incorporate literacy into history.

            Historical fiction is a great genre to help children in all areas of their education. It allows them to see history through new points of view, incorporate reading and writing into other subjects, use creativity and self-expression, and learn in ways other than through a textbook.

Works Cited

Rycik, Mary Taylor, and Brenda Rosler. "The Return of Historical Fiction." The Reading Teacher 63.2 (2009): 163-66. Web.

Module 10: My Favorite Piece of Historical Fiction

My favorite piece of historical fiction is one that I read a while back called To Kill a Mockingbird by Harper Lee. This novel is a historical fiction piece as it took place during the Great Depression but the characters and events are fictional. This story was about a lawyer named Atticus Finch who defends a black man named Tom Robinson who was accused of rape. This story depicts the time period that the novel takes place through an exciting and dramatic tale of racial injustice. I had always enjoyed this novel when I first read it and have learned to appreciate it even more now that I realize how much it has taught me simply through a fictional story.