Exploring Bean

Exploratory writing about John Bean’s ideas on exploratory writing

In my classes, exploratory writing has usually taken the form of a free write on the day I introduce a new topic or after students have completed a reading. It’s fueled by a question, something like “What do you know about X topic? What do you want to know?” or “After reading Y, what sticks with you? What would you want to ask the author? Do you agree or disagree with Z’s ideas about A?” It’s usually meant more as a mental warm up than anything. I often follow it with discussion since even those who do not want to contribute in large group will have something they can consult. But, I don’t use it on a regular bases because, as Bean notes as a common objection, students dismiss it as unimportant since “it’s not graded” and also I value a more targeted task. But at the end of every term, I look back and wonder how another term went by without me dedicating time in class for students to just write. It sometimes feels like a “waste” to carve out instructional time with an activity like free writing, even if it’s only for 5 minutes. If anything, I use it more as a strategy to get beyond the silence inspired by a question that I think is important for all students to take a stance and answer. (So it’s been 5 minutes, so I’ll end here and also admit that I read and minimally revised as I wrote, so this is not a true free write.)

So, will I engage with any of  Bean’s 25 ideas for exploratory writing? Yes, I have, and I will. Some are described above. I am considering using the ePortfolio as an opportunity to incorporate some to this exploratory writing, but I do still feel obligated to read it. I know Bean likens exploratory writing to listening to a student musician recording all practicing and expecting the teacher to listen to it, but unlike music, exploratory writing should be more than parroting back, so I do not like the analogy. Yes, it is practice writing, but if it does not serve another purpose, I do see it as busy work. So, back to the idea of using ePortfolio as a means to capture some of this exploratory writing. I’m thinking about early course work that will lead into the literacy narrative but also serve as a way for me to get to know students and for them to get to know one another. The idea of a bio-poem may work as a way to have students describe themselves as learners or their feelings about English class. I’m thinking it might be fun to pair it with a visual element (maybe a GIF file).

Line 1: First Name

Line 2: Four traits that describe you as a student:

Line 3: Lover of __________  (something you love doing or just something you love)

Line 4: Student of _______ (major or anticipated field of study)

Line 5: Who feels _______ about taking this class

Line 6: Who hopes to learn _________ in this class

Line 7: Who fears ______ about this class

Line 8: Who loved the story ________ as a child

Line 9: Who read the ____________ series of books

Line 10: Who struggled to get through the book ______

Line 11: Who checks ______ (social media platform?) every day

Line 12: First Name