When Is Enough, Enough in Regards to Personal Narratives?

I’ve been thinking a lot lately about the kinds of writing we ask kids to do. About how writing is both a tool for communication and a way to let learners experience the reading-writing process so that they can better understand texts they read.

As I reflect on this I think of David Coleman’s presentation (Coleman’s a co-author of the CCSS) on YouTube where he states that personal narratives (where a writer shares an experience) and personal (correction—should read "persuasive") essays (where a writer shares an opinion) are the two most frequently assigned writing genres among high school students. He cautions, however, that having students write in these genres may not get them very far in their work lives as they will seldom be asked to do either. He suggests that what’s needed is for students to write with evidence.

I think about my visit to Manhattan New School at the start of this school year… As it happened I visited on the same day that writing consultant Isoke Nia was working with primary grade teachers. Isoke had teachers pondering why they consistently kick off each school year with a personal narrative genre unit and suggested that perhaps it’s time for kids, and themselves, to move on.

I also think about journal writing…and the extent to which we ask kids to produce these notebook entries. I "get it" that it can loosen them up, get their writerly juices flowing, convince them they have something to say. But I also know that it’s too easy to assign journal writing and let it take the place of an authentic writing workshop where children actually receive explicit instruction, guidance, and feedback about how to write.

As we approach the end of one school year in anticipation of the beginning of another, this may be the ideal time to consider whether or not we want to continue in this direction. It may be time to reflect on authentic purposes for writing—to communicate, to inform, to persuade, to entertain. And then consider whether personal narrative genre units are taking up precious time that might be better spent elsewhere.

I. for one, think there’s a lot to be said for expanding the writing repertoire we expose students to, especially at the start of the year. Do kids, especially those in second grade and up, really need one more dose of personal narrative writing? Might we instead have them save personal writing for their Idea Books or “free writing times” and let them choose to write them or not.