The many hats of Theodor Seuss Geisel: writing activities

Organizing

Once an author has an idea he or she wants to expand, it's time to get organized. There are many exercises to help a young author reflect and focus before getting down to the business of writing: introduce the outline, timeline, story board or story map, or cluster diagrams as appropriate to the ages and abilites of your students. For soon-to-be writers and readers, this might be an adult-led group effort.

Writing

Once ideas are organized -- remember the definition of "organized" here depends only on the organizer -- writing can begin! But students should heed the words of Ted Geisel on the arduousness of writing:

"I tend to basically exaggerate in life, and in writing, it's fine to exaggerate. I really enjoy overstating for the purpose of getting a laugh. For another thing, writing is easier than digging ditches. Well, actually that's an exaggeration. It isn't."

If your students need more structure and instruction as they prepare to write, sharing titles introducing young authors to the writing process may be useful:

PreK-K

Grades 1-3

Grades 4-6

Grades 7-9

Grades 10-12

For Teachers

Revising

Another important point to stress with students: the great thing about writing is revising! Ideas can be rearranged -- or just take out old ones and put in new. Any number of changes can be made any number of times. Once he had an idea and unleashed his imagination on it, Geisel would go through countless revisions of a book. His great-nephew, Ted Owens, remembers: "All the walls would just be plastered with rough tissue sketchings. Sketches of what the story would be, what the layout would be, with the ideas for texts (and) crossed-out words as he refined over and over again, finding the right cadence and words to use in these stories."

After completing a first draft, students need to read their work. Then, they should put it aside -- at least for a day -- before rereading it and revising. Another round of rereading is then in order, and possibly more revising. Young authors should not be discouraged at what might be viewed as "extra work." Have them consider Geisel's struggle with Horton. Horton was first named Osmer, then Bosco, then Humphrey before he became the famous elephant who hatched an egg and rescued the Whos.

Editing

Editing should follow revising. Students should always edit their own work before asking someone else to play the role of editor. This is the time to check spelling, grammar, vocabulary, and if the story can be understood by others.

Help students create guidelines for peer editing that include providing both oral and written feedback. Depending on students' ages and abilities, peer editing can be done in pairs, in small groups, or in a large adult-led group. Even soon-to-be readers can offer suggestions about stories told or read to them.

Peer editing resources:

• Amy Pavely at Cole R-I Elementary School in Russelville, MO, offers a Peer Editing Checklist and a Self-Evaluation Checklist.

• Student advice on peer editing from Chimacum Middle School, Chimacum, WA. 

• From Joel Littauer, Los Angeles Unified School District, Teach Peer Editing.

• The Teenfinity Project at Fruita Monument High School, Fruita, CO, offers Peer Editing of a Science Fiction Story. 

• Faculty and students at the University of Richmond Writing Center offer peer editing strategies.