One of my colleagues just went out on a limb and had her sixth graders compose graphic essays. I’ve wanted to do this for years but haven’t had the nerve; I had a million questions! She gave me her rationale, her goals for the unit, the methods she used to scaffold the work for her students, the final products.
And yet, I still had one more question: “But what words did you say to start this?”
A reader had a similar question for us recently — “How do you start a unit of the kind of analytical writing you advocate for in Beyond Literary Analysis?” — and it’s a really good question. How do you start? What do you say day one, minute one? What language do you use to communicate to your students what they are about to do — especially when jumping into something as challenging as analysis and as wide-open as Analyze-Anything-You-Want-In-the-World.
Although we spend the biggest chunk of Beyond Literary Analysis providing lessons for your class, we never do address the very first day or what a unit of analysis study might look like. We made this choice in part because it looks very much like the way we proceed in any unit of study (I’ve written about it here, and it gets a whole chapter of Writing With Mentors). Where our mini-lessons typically go, I use mini-lessons on passion, ideas, structure, and authority from the book based on what I think my students need most at that moment.
But I thought it might be worth spending a moment talking just about gearing up and getting going, including the language I use to explain to students what they are about to embark upon when they are writing free-choice, wholehearted, passion-driven analysis.