Side note: Okay this is kinda funny-who writes a story about suicide with a surprise twist at the end? The story is very serious, you are feeling so bad for Sara, then WHAM! ooooh! The person you thought was going to kill themselves shows up at the end! Move over Stephan King, "Claire" may be the next up and coming!
This chapter is really interesting because it is essentially a fiction writing workshop, my personal favorite: imagine being the geriatric lover who has just received a wink from the grandpa of her dreams! All of the ideas in this chapter; the art response, the smell test ect. are all great. I am still wondering though, can I just teach my students a creative writing section?I do agree with Jago's inclusion of Michele Payne's excerpt about "students not always wanting a response" when they write emotional stories.
I also really like Jago's tips on autobiographical essays. My favorite: not focusing too much on the person that inspired you so that it over-takes the personal biography. I never realized until Jago spelled it out that biography's should be a blend of student voice and narrative style. So maybe I just answered my own question about how creative writing would be relevant for teaching to test requirements?
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And there are state standards that have to do with creative writing as well.
I also liked her talking about the idea that sometimes students want you to critique their writing - not worry about what lies behind the content. We can sometimes be paranoid as teachers. It's probably be cause we live in this sue-happy society.
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