writing lessons from second grade

Believe me, I’ve read a fair lot of books about writing fiction – writing novels specifically. Moseley’s book is a fair example, as is Stephen King’s, as are Le Guin’s. Most of them talk about

– character

– setting

– plot

– voice

– point of view

– pacing

These kinds of things constitute an anatomy of the novel, and are surely useful to consider in writing one.

But I was really taken aback when I read a handout that was sent home with my daughter Rachel, who was then in second grade. The handout didn’t mention any of these. It instead discussed things we parents should be doing with our children as they improve as readers, and the kinds of intellectual or cognitive tasks that readers learn to perform as they grow. They called these ‘strategies’ for reading, but I feel like this is a misnomer.

It was a real revelation to me that we could enunciate or classify different mental tasks that readers of story perform. How is it that the cognitive or behavioral side of reading a story is ignored (largely) or de-emphasized when teaching fiction writing? Shouldn’t it be the primary focus?

It has become a goal of mine to try to exercise readers in this way – to hold their attention by pushing or encouraging them to perform these kinds of tasks as they read my stories.

Here below is the list of ‘strategies’. I may have edited a few. I hope I still have the original handout,somewhere, but moreso hope I remember to keep these in mind while writing. The quoted sections below are directly lifted from the xeroxed pages my daughter brought home to me. At the bottom, at least one of these pages says “(c) L. Malorino, 2012”.  (I contacted Lauren Malorino, and she very graciously allowed me to quote from her work.)

1.) Making Predictions. “Making predictions motivates readers to find out what happens in the story.”

2.) Inferring. “Clues to Prompt Inferences – characters’ behavior, picture clues, facial expressions on characters in pictures, cause-effect situations, unanswered questions, reader’s own experiences, reader’s background knowledge of a topic.”

3.) Asking Questions.

4.) Visualizing. My own strategy is to describe something that I cannot visualize myself, and to not provide excessive specificity. Invite the reader to fill in details, add something of themselves to the mental images they’re assembling.

5.) Synthesizing. “Synthesizing is when a reader’s thoughts evolve throughout the course of a book or text.” This I would say should be a goal of nearly any good writing.

6.) Making Connections. “There are three types of connections that your reader is learning about and practicing.

– Text-to-self

– Text-to-world

– Text-to-text.” I think this is great to explicitly state!

7.) Determining Importance

To this list I can add one item of my own:

8.) Assessing Moral Choices.  Surely all kids, and to some degree most adults, read what characters think and do, and cannot help but make comparisons to the characters’ own avowed moral system, that of the larger culture surrounding them, and the reader’s own.

I invite readers to contribute to and comment on this list.  Does this make any sense to you? Are there big obvious omissions to this list? Is it wrong (or maybe just insufficient) for the writer to be explicitly concerned about how the reader is thinking as he is reading her work?