Writing

LIVING IN ISOLATION: A WRITING PROJECT

April 9, 2020 By Nicole Feledy

The events of 2020 have taken the world into uncharted territory. We are living through a historic event. Imagine having a record of your experience – how you felt, what you thought and what you did.

Write about it

Writing helps a person make sense of their thoughts. To write clearly, it is necessary to write cohesively. Ideas, concepts and situations must be sequenced logically, or at least plausibly, so the reader can understand the message. Therefore, writing provides a tool for organising the flotsam and jetsam of the mind and helps a person fashion ideas into patterns that can be shared. It is this need for sorting, selecting and sequencing that makes writing an effective tool for reflection. Research has also shown that the narrative recounting of an experience can help a person make sense of what happened (Bruner, 1986; McAdams, 1993). Writing about events in narrative form is an opportunity to review situations from different perspectives. As a person shares a story, they are consciously choosing which elements to reveal and how to arrange them. This process can bring into focus what was previously hidden and may help a person become consciously aware of their thoughts, feelings and actions.

The project described here is voluntary, it has been designed to capture your experience. The questions are simply prompts, the activities merely a guide. This is your opportunity to record your Story of Isolation.

POSSIBLE ACTIVITIES

Keep a journal or diary

At a regular time each day, record what you have done that day. Devote a few minutes to diarising the day’s events, activities and experiences. Then, read what you wrote the day before. Give a few minutes to reflecting on how you feel or think about what you wrote yesterday and jot down your thoughts. You may also like to project forward to reflect on thoughts or feelings about tomorrow. The aim is to create a continuous stream of linked thoughts, feelings and experiences.

Interview yourself and/ or family members

Self-interview

Use the questions as prompts. These questions are guides to start the flow of ideas – change them to suit your situation and aim. You may like to respond to only question, or you may choose to answer a few questions. You could answer a different question each day or base your choice on the experiences of the day. Write what you think and feel in the moment.

Then, at a later time, go back and read what you wrote over a series of days. Sequence your writing into paragraphs and add any ideas, thoughts or feelings.

Interview a family member

Use the questions as prompts. Remember they are guides to start the flow of ideas – change them to suit your context and purpose. However, only ask one question per sitting. This will help keep interviews short (no more than 10 -15 minutes). Shorter interviews will be less cumbersome to transcribe. Record the interview so you can concentrate on what is being said. You may like to write down any thoughts or reflections you have during the interview.

Then, at a later time, listen to the interview recording and write up a transcript. As you are writing, remove any interviewer questions, ums, ah’s and hesitations. Then structure the transcript into a narrative. Show it to the person you interviewed and ask them if they’d like to add any comments or additions to their story.

Possible interview questions

What was the highlight of today? Describe it.
What was your most memorable moment today? Describe it.
What activity did you most enjoy today? Describe what happened
What family activity did you most enjoy today? Describe what happened
What was the most rewarding part of today? Describe what happened
What was your favourite meal today? Why?
Was there any part of today you wish you could do again or do differently? Explain why.
If a film crew from a reality TV program was to film your day, what do you wish they recorded?
Where were you at … (insert time) and what were you doing, how did you feel at the time and what were you thinking?
Imagine it is one year from now and you are sharing your experience with a friend, what would you say about today?

If you choose to take part in this project, please let me know, I’d love to read what you write.

References

Bruner, J., (1986), Actual Minds, Possible Worlds, Harvard University Press, Massachusetts

McAdams, D.P., (1993), The Stories We Live By, The Guilford Press, New York

If you would like to learn more about the factors influencing your decision making process, contact Nicole

e: nicole@isthismystory.com

Nicole is an experienced Secondary School English teacher, Certified Gallup Strengths coach and qualified Meditation teacher. She helps teachers and students manage stress, find direction and understand the connection between thoughts, feelings and behaviours.

Becoming a Better Writer – Write to Engage Your Reader.

February 9, 2015 By Nicole Feledy

Why do you write? Do you write for yourself or because you want to be read. Perhaps it’s a bit of both. For example, in this post I’m writing for you; to help you improve your writing. However, blogging also allows me space to practise writing. The key to becoming a better writer is to write; write regularly, write frequently and create a writing habit. Of course, the most important partner in this process is the reader. We can practise all we like but if we’re writing to be read, we need to engage our reader.

How do we engage our reader? Perhaps it’s time for a story.

It helps to remember that most readers like stories more than bland facts or authoritative instructions. They like to immerse themselves in the words and feel connected. In other words, your words need to matter enough to inspire your reader. Your reader needs to want to keep reading.

Imagine meeting George at a party. George likes to talk about himself. He rambles on and on about where he’s been, what he does and how well he does it. Luckily tonight, he is feeling generous.

George asks “what you do?”

You mention you’re thinking of starting a new venture.

George’s ears prick up. He sits forward in his chair, rubs his hands gleefully and says, “I know all about that. You know what you need to do, you need to …”

Then, for the next hour, George keeps telling you. He tells you and tells you and tells you. George tells you all the reasons you need to listen to him because he knows best.

How would you feel, has George inspired you?

Maybe he has, especially if you can use his story to improve your writing. Think about it. Do you listen to your audience? Do you allow them time to think, speak and share their ideas. Can this even be achieved?

The simple answer is yes; ask questions. Ask questions within your writing and leave your reader the mental space to discover an answer. You may like to look at something you’ve written recently. Read the questions below and ask yourself, “have I engaged my reader?’

1. Does your writing have a clear purpose that is obvious to, and resonates with, your reader?
2. Will the reader understand how reading benefits them?
3. Are your words written in clear, plain English?
4. Do you offer instructions in an easily recognisable, step by step format?
5. Have you used stories, metaphors or analogies to create a personal connection?

Another useful tip for creating connection is to share some of your own vulnerability. Many readers like to feel they have something to offer. Many like to help. They are happy feeling sympathy or empathy. Why? Because when we feel sympathy or empathy, we don’t feel alone. We don’t feel inferior. We don’t feel as though we’re the only ones with a problem. We don’t feel like we’re being judged. Instead we believe we have something someone else needs. We have answers. We have something to give.

Of course, many of these feelings swirl deep within the reader’s unconscious mind. In all probability, most readers aren’t consciously aware of their emotions. But you are. As the writer, you ‘get’ your audience and tap into their emotion. As a result, your readers will believe you understand them. You understand their position, you share their perspective and you acknowledge them as an individual. This is when your writing matters.

So, think about your reaction to what you read. What resonated with you? Did anything frustrate you? What could you do better?

Here’s the challenge, take what I have offered and improve it!

First, you may like to think about this. As human beings, we tend to be competitive (even when we don’t think we are). We like to prove ourself, we like to be better. We also like rewards. We like to be reassured that what we’re doing matters. We like to add value (think about our friend George). We also like to be part of something, we like to belong.

How can your writing, your words, add value and create a sense of belonging?

Challenge yourself now, re-read something you wrote. Compete with yourself; write it better. Then, very importantly, validate what you did well.

If you’d like more tips, editing or coaching, write to me: nicole@isthismystory.com

How To Use Blogging in the Classroom

April 3, 2013 By Nicole Feledy

Do you blog? Perhaps you should because – and I say this with complete certainty, blogging helps you learn. Blogging can help you become a more creative, more precise, more evaluative and more confident, communicator. Imagine how this will improve your studies.

Last week I wrote about developing creativity and I promised to offer a specific strategy this week.

Well, here it is…

Start a blog!

Make a commitment to yourself and begin to write regularly. Write about what you see, write about what you feel and, if you want to improve your study skills, write about what you are learning. Question your attitude toward content, question the creators of the content and, question your thoughts and feelings toward the evidence presented. Then, compare your new learning to your past experiences and current values. Be curious, be courageous. Have an opinion.

How will this help you become a more creative person?

How will this help you improve your study skills?

Blogging unlocks ideas lodged within your mind. As you write you may notice the patterns formed by an intricate network of thoughts and feelings. These patterns form the foundation of what is loosely termed ‘knowledge’. As these paths become familiar, your confidence will grow and this is where creativity thrives. In essence you will begin to stride along mental paths you have created yourself. These are the ah ha moments – the times when ideas seem to ‘click’ into place.

Yet this is not the only benefit of blogging. If blogging becomes a regular activity it also acts as practice – a practice that refines your study skills. Put simply, the more frequently you write, the better writer you become. This is especially true when writing for a ‘real’ audience about ‘real’ things that interest you. Additionally, since you are writing for ‘others’, you begin to appreciate the importance of expressing yourself clearly and coherently – after all you want your audience to understand what you are saying. Similarly, your vocabulary is likely to improve as you seek new ways to engage your audience.

You don’t have to trust me, look at the research. Many have seen how blogging in the classroom supports collaborative projects, is a vehicle for engaged dialogue and improves critical awareness.

So, are you ready to start?

First, choose a platform. I like to use wordpress (because it is easy to use and personalise) however, you may prefer something like edublogs, tumblr, weebly or blogger.

Next personalise your blog. Play with the settings and create a blog that reflects you and your material.

Then you’re ready to start posting. If you wonder what to write about, click here to find some useful suggestions. You could also look at the class blogs linked to this site. They offer questions for you to think about before writing a response on your own site.

Although your initial posts may be short, make sure you write regularly. Set aside a time to write each week. This is important, your writing, creativity and evaluative thinking will improve as a result of focused discipline. Thinking about it is not the same as doing!

Oh, and remember to have FUN. This is your opportunity to have a say about the issues you care about.

Welcome to a World of Expression

Give Power to the Students

November 25, 2012 By Nicole Feledy

Are the pollies frightened of our kids becoming too educated? I know they talk about Australia leading the intellectual race, but are their words simply designed to appease anxious parents and apprehensive industry? Could suggested education reforms be calculated for control and accountability, rather than aspiring for innovation and construction?

Naplan, MySchools, budget cuts to education portfolios, blaming teachers for not being smart enough, increased administrative tasks and imposing rigid systems, all seem counterproductive. How can they inspire the flexibility of thought or adoption of proactive strategies that inspire the habits of mind required for a dynamic 21st century workforce.

Perhaps governments are concerned that a flexible thinking, critically literate society would see past political rhetoric. Maybe those whose leadership is based on hurling insults or fudging figures are worried because creative and emotionally literate individuals are less predictable. Could they be worried that a thinking populous would undermine the fabric of society as they know it?

Of course critical thinking and blind compliance do not go hand in hand. A critically, creatively and emotionally literate society has the potential to recognise untruths, make objective decisions and choose to act responsibly, all of their own accord. What would the administrators and bureaucrats do if the vast majority of the population were able to voice their opinions in an authentic and assertive manner? Worse, what would they do if people had the tools to think for themselves? Is that why calls for effective education reform fall on deaf ears?

Schools need the freedom and funds to do what is in the best interest of students. Our children need the empowerment inspired by critical, creative and emotionally literacy. The children of today are the leaders of the future. It is time they were given an opportunity to develop an authentic voice and provided with the platform to speak. They need to learn the focused, self motivated skills of lifelong learners. The old industrial model of schooling is no longer applicable. Students do not need to sit in organised rows, diligently digesting content poured from a fountain of textbook trapped knowledge. Instead they need to become digitally proficient investigators who can analyse, evaluate and synthesise information from a variety of sources. Today’s student needs to become a flexible thinker who has the courage to reach beyond what is known to what could be.

Literacy is the key. Critical, creative and emotional literacy can open the door to 21st century learning. It is the foundation for collaborative and project based learning experiences that offer opportunities to participate in learning that has a practical, real world focus.

It is time to take a proactive approach and equip all children with the tools they require to access inner awareness, discover an authentic voice and become confident lifelong learners who have the skills to thrive in a digitally enhanced landscape.

Welcome to a world of Expression

My Blog is Not Working

September 9, 2012 By Nicole Feledy

My Blog is not working. I write from the heart. I share opinions and offer tips for learning, but it is not enough. My posts do not generate discussions, they do not provoke comments. To be perfectly honest, I don’t even think they are being read by more than a select few. Why?

An internet marketer may criticise my lack of key words and tagging. They may point to the subject material and claim it is not interesting enough and does not solve a problem. Other bloggers may reach into the content and drag out a lack of personal voice or familiar appeal. Perhaps my posts are not sensational enough?

So what next? Write different content, solicit more links, search social networks for places to Pin, Digg and Stumble? How do I encourage discourse? How do I promote debate and how do I inspire shared dialogue.

This is my dilemma. I write to fulfil a need and, first and foremost, that need is within. I like to take random thoughts from scattered imaginings and arrange them in orderly patterns. I write to make sense of my world. However I also write to free trapped frustrations. I write to scream out against ideas that make no sense (… at least not to me). I write to support and I write to reveal alternative paths. I write so that readers may question.

But, as I said in the beginning, they don’t.

Do I need to change my reasons for writing? Is it even possible – if I don’t write from the heart, wouldn’t my writing become rote?

I need to find a workable solution. I would like to hear from you.

This post may seem like a self-indulgent, ego fed rant, but that is not my intention. Rather, I write to search for an answer and, I write in an attempt to follow my own advice. When teaching, I suggest the best way to improve writing is to write -write frequently and write regularly. When the writing is reflective, it also serves as a catalyst for fresh ideas. At the very least, writing about a problem helps an author identify the issues.

So, I have concluded I need to do more to find an audience. I am open to suggestions, but I accept the actions will be mine to take. I need to take responsibility for the connections I make and foster relationships from the embers of association. But I will still write from my own story and I will hope my story encourages readers to share theirs.

Oh, and if you do happen to read this, perhaps you could leave a comment below. What would you like to read about, or why do you write, 0r how do you bring people together?

Welcome to a World of Expression

Choose to Be The Author of Your Life

LIVING IN ISOLATION: A WRITING PROJECT

Becoming a Better Writer – Write to Engage Your Reader.

How To Use Blogging in the Classroom

Give Power to the Students

My Blog is Not Working

Live a Mindful Strengths based Narrative

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