Activity Summary:

This is a read-stop-write activity, meaning the teacher first reads a section of an essay then stops for the students to write. The exercise allows students to write unhindered, and I find many of the students use ideas generated from this activity for their final research paper.

Instructions:

“I use this activity at the start of any writing intensive unit. This activity is designed to help students use reading as a way to stimulate ideas and to record those ideas without interference. I have found that many students don’t believe they have anything new to offer. This activity gives them a chance to write down ideas that may lay just beyond their consciousness and helps short circuit that internal editor. This exercise is a good way to begin the research paper or any other lengthy writing assignment.”

1. Students will need a pen and notebook in preparation for this activity.
2. You should explain to students that this activity will help them generate ideas about their final paper and show them how they might contribute to the academic conversation.
3. After students understand that this is an idea generating tool, you should explain that the goal of the exercise is to turn-off your internal editor and begin to generate ideas.
4. Next, tell the students that they should not write until you finish reading. Once done, the students should write without pause and without worrying about the content. tell them if you cannot think of anything to write, write the word “penguin” over and over until and idea strikes you. Many of the students will be writing “penguin” after the first stop.
5. After you have completed the instructions you should read until you reach a good stopping place. I have found that moments I find interesting are good moments to stop. I usually mark the essay with red arrows at all the places to stop (maybe 8-10 spots in a short essay).
6. Do not let students sit without writing. The goal is to get them free writing.
7. Discuss ideas generated from the exercise. I have sometimes asked students to circle their three best ideas. I then ask for volunteers to share their ideas. Sometimes I comment that a particular idea would make a great thesis for a larger research paper.
8. Finally, make sure to stress the idea that there are stages to the writing process. Allowing yourself time to generate multiple ideas while reading others can be a good way to invent your contribution to the conversation and avoid merely summarizing others ideas.