. . . The reason that I think that this would be welcomed by the students is because it does allow you to get into a persona. Like you may have noticed how Charles, you know, changed into the reporter for the Rolling Stone. Did you notice? I'm joking, of course, but basically one way to trick students into loving writing is to allow them to play roles. And so if you tell them, "Write an article about an author," that's like, "Oh, God, you know, I have to write an article about an author." But if you tell them, "Okay. You're the roving reporter for Rolling Stone, you know. Go to the library, you know, look up articles and interviews by reporters and imitate that style, you know." You are likelier to get a piece like Charles wrote and the same way for Glamour. I imagine fifteen-year-old girls of a certain type, you know, would love being the Cosmopolitan, reporter. And basically giving them the chance to play roles and to try on different persona and to try on different voices and styles. How would you implement this in the classroom?
It kind of reminds me of-you've spoken about a columns activity sometimes at a key point in literature-we have press conference and all the characters, you know, seven or eight students would volunteer to play characters. And I'll say to the students, you know, "Take ten minutes and write the questions and you get to decide summarily, you know, what kind of newspaper or magazine you're writing for." And it gives . . . surprisingly people become very active.
Maybe when writing about literature, you could have students adopt the persona of different characters and, you know, write about the same scene. Or be the same character, but write about the same scene for a different audience . . . for the mother instead of the father, or the brother who was angry as opposed to the sister who was happy.
What do you think? You can offer your ideas, or respond to others that have been posted, by visiting Channel-Talk archives.