I am loathe to tell a young writer what to write, but I do try to introduce them to different forms of writing because one size does not fit all and it may be that any creative paralysis they’re experiencing could simply be because they are poets, not playwrights, or novelists, not short story writers.

The English curriculum covers novels, poems and plays. Maybe a short story or two. YA publishing doesn’t cover much more than this either. There are very few short story collections for teens, never mind anything more experimental. Which means there are so many forms and genres out there that they haven’t even heard of, and one of them just might be their writing comfort zone.

For example, there’s Memoir, Prose-Poetry, The Personal Essay, Flash Fiction, Novellas, Micro Fiction, Radio Drama, Spoken Word Poetry, Creative Non-Fiction, TV Scripts, Graphic Novels, Video Game Writing, Blogging, Fan Fiction, Nature Writing…

There’s even ‘Twitterature’.

And probably more, not to mention all the variation and genres within these. Some of the more uncommon things produced at our writing club have included:

Continue reading “Flash Fiction and The Postcard Box”

A lot of these posts will be on what we actually do at the writing group I’m involved with, this one is on why we do it.

As I’ve said, I rarely do exercises with my teen writers, because I think they’re always much more engaged with their own ideas than anyone else’s, but I do suggest exercises they can do when they’re stuck for an idea of their own.

Anyway, we were doing this exercise where you write twenty sentences, each beginning with the words ‘I remember’. Then you write twenty more beginning, ‘I wish’. Then you use what you’ve got as raw material to write a poem or story.

One of the girls was reading out her ‘I remember’ list and said, I remember playing Pretend with my friend for the last time.

I thought, Oh God, what happened, did her friend die or something? I hesitantly asked and she said, We were just playing Pretend one day and she suddenly stopped and said, “This isn’t working anymore,” and then we went inside and played video games.

I think that probably broke my heart even more than the dead-friend scenario.

Continue reading “Let’s Pretend”

In my primary school we’d occasionally be given the opportunity to write stories. But what I remember about these exercises is that, like most things in life, they came with a catch. The teacher would give you the first line of the story, or the title, and you had to finish it.

To me that always felt like being promised something exciting and then having it snatched away. I remember one that had to be called ‘The Magic Shoes’. I didn’t want to write about magic shoes, I wanted to write about meeting Santa. But I was an obedient kid so I wrote a story about meeting Santa, in the last sentence of which, Santa declared I had been so helpful that he’d give me the gift of a pair of magic shoes.

Continue reading “The Little Box of Inspiration”

As I said in the last post, the format at my writing group is REALLY simple. I don’t do any formal teaching or give instructions or exercises, we just let the kids write whatever they like and they respond well to that, producing fantastic writing that’s really personal and important to them.

But there are ways you can inspire, help and teach them without putting them under pressure or making them feel like they’re doing homework and I’ll be sharing those as we go along.

First up: Top Tips

Something that always inspires me to write, is reading interviews with other writers. Mostly this is to reassure myself that they ALL find it difficult, but the best bit is when they give you their ‘Top Ten Tips’ for writing. Every writer gets asked for these apparently, there are dozens of them online.

When I first began working with my young writers, I started choosing an author each week and printing out their Top Ten Tips to give to the kids. Sometimes they’d heard of the writer, sometimes they hadn’t, it didn’t matter. They always looked forward to the tips because they’re quick, useful, often funny, and they come from REAL writers, which, I’m sorry, is always going to be more impressive than REAL librarians and REAL teachers (totes unfair, I know).

But the big benefit of these is seeing that every writer does it differently. It’s great when you read a tip and think, ‘Oh! I do that too!’ because you feel like you must be getting it right, but it’s also great to see the massive variation in writing methods because it drives home the point that actually, you can’t possibly be getting it wrong.

Continue reading “Top Tips”

It is a truth universally acknowleged that kids hate school. Even the ones who love it, are publically obliged to swear it’s hell on toast. Which makes me wonder why writing groups for kids are based on a traditional classroom model: An adult sits at the front, talks at you a bit, sets an exercise and then judges your work.

Not saying there’s anything wrong with classrooms or teachers, just that, for some kids, the classroom setting is tied up with notions about assessment and right/wrong, pass/fail, which isn’t really what creativity is about.

Most writing classes have to be run this way because it’s usually a one-off session or a course that people have paid to do, so of course you need to provide actual instruction. And this can be brilliant and helpful. But a regular school writing group has certain advantages that you don’t get from one-off taught classes and we can exploit these. Such as:

Continue reading “We Don’t Need No Education”

Welcome to The Blank Page Blog! Novels are all very well but I do love a good blog. They’re useful, bite-sized and create communities of likeminded people. Plus you get to use memes, and who doesn’t love a meme?

So I have set up The Blank Page for all things Fellowship, and I thought I would start with a post on being appointed as Seamus Heaney Children’s Writing Fellow for Northern Ireland and my plans for this year, because that’s probably the best way to introduce myself.

What is a Children’s Writing Fellowship, I hear you cry. Well, funnily enough, I asked Damian Smyth from the Arts Council the same question. And the answer was, ‘whatever you make it’. It’s essentially two years of time and space for me to write and work on projects that I’m passionate about.

So you can think of this first blog post as a statement of the things I’m passionate about and would like to contribute to through this wonderful opportunity, and my plans for working with schools this year.

A mini-festo, if you will!

Continue reading “Minifesto”