Writing Unbound: How Fiction Transforms Student Writers

by Thomas Newkirk

In Writing Unbound, Tom Newkirk argues that as a teaching profession, we shoot ourselves in the foot when it comes to writing. We fail to take advantage of a huge opportunity that is before us. That opportunity is fiction writing.

Consider Our deepest wish is for students to develop a love of books- particularly a love of fiction. To discover the power of stories to transport us into worlds we never knew existed. At the same time, we want them to build a love of writing. To really love it; not just endure it. So if these are our two primary goals, how did they become so disparate? Why is the writing we're asking our students to do so completely opposite from the fiction they enjoy reading? "My worry," Tom Newkirk writes, "is that we have been asked to buy a lie-or rather a series of them. That analytic writing is somehow a higher form of thinking than story, that "creativity" is for the talented few, and that fiction writing is unteachable... If we accept these lies, we lose our birthright as English teachers." Through 40 in-depth interviews with student writers as well as teachers of writing, Newkirk builds an argument for bringing fiction back into our writing curriculum as a way to strengthen all writing. He addresses the common obstacles and resistance to fiction and illustrates, through students and teachers' insights, why keeping fiction writing on the outside of school walls is a missed opportunity. "If reading fiction is humanizing and valuable," Tom writes, "the same, perhaps even stronger, case can be made for writing fiction."

Genres: Teaching, Education, Professional Development, Writing

160 pages, Paperback

Published March 12, 2021

About the author

Thomas Newkirk is a teacher and author who worked for 39 years at the University of New Hampshire.

Reviews

[Kris]

WOW.

This is the first English Education book I've been able to read since the pandemic began - and WOW - what a re-entry! I'm teaching another novel-writing class this spring. :)

From p. 140:
"My worry is that we have been asked to buy a lie - or rather a series of them. That analytic writing is somehow a higher form of thinking than story; that the major function of school writing is to explicate literature; that creativity is for a talented few; that narrative is a specific text type and not our primary way of understanding; that fiction writing is unteachable and ungradable - and not really relevant for "college and career"; that rigor, not pleasure, is what we should be aiming at. If we accept these lies, we lose our birthright as English teachers."

I'm a little bit in love with Tom Newkirk right now.

[Sarah Krajewski]

This was a quick read for me. I found myself nodding my head throughout its entirety, for fiction writing needs to be part of every English classroom. Students are made to write and analyze fiction they read in the form of essays, but often don’t get time in class to create their own. Narratives are often woven into arguments, articles, reports, and other forms of (good) nonfiction writing. Fiction writing has so many benefits, and you’ll see them when you read the interviews Newkirk includes with various student writers. It’s time that teachers set aside the quizzes, worksheets, and Q&A about the reading, and make time for writing it.

[Sheila Bracken]

There is much in this book that I agreed with and there were a number of ideas that challenged me. For instance, I am and have always been a reader and writer, so I know that in order to read and write well and to reap the other benefits of literacy, one must practice both skills frequently. What challenged me is the idea of students writing fiction regularly in lieu of analytical paragraphs and papers.

According to Tom, and a number of other writing teachers (past and present), as well as a number of middle and high school students, fiction writing provides all the benefits of analytical writing--reflection, analysis, close observation, internal debate, and critical thinking--while not being formulaic. We're hardwired to share stories, so it makes sense to have students practice the art of writing fiction if it will indeed improve the quality of all of their writing. One of the biggest arguments against students writing fiction is that their writing sucks and it's difficult to read and to assign a grade, but that's true of all of their writing. Tom talks about these issues and connects it to coaching. Middle and high school athletes show limited skill, but with good coaching and lots of practice, their knowledge and ability improve. All teacher, but especially English teachers, could (or should) use this same model of good coaching and lots of practice with writing.

Tom also talks about those same issues that all teachers bring up whenever asked or encouraged to do something new or different--time and grades. He shares his ideas along with other teachers about how they handle those issues. He sounds off on rubrics and shares students' thoughts about them: they contaminate "free space," which is another way of saying they inhibit creativity. As is typical in Newkirk's writing, he includes lots of resources. Some of these are people, teachers and writers, and some of them are books. I'm particularly excited about the book of 100 word stories and am imagining how I will utilize them.

One of the most powerful images is when Tom talks about tattoos--how the designs are chosen and the pain suffered when people have a change of heart and want to wipe them away. If I were to get a tattoo that reminded me of why I became an English teacher, no part of that would have to do with test-taking strategies or standardized test scores or college and career readiness. I became an English teacher because I love literature and other forms of storytelling such as art and music and theater and film, and I wanted to share that beauty and power with others. I don't feel the need to cover my body in images, but if I did it would have to do with sharing my love of the written word. 5

[Mrs. Stein]

Fantastic discussion about how writing fiction is just as valuable as, and perhaps even more valuable than, argumentative writing or literary analysis. Some great thoughts about and techniques for using fiction writing as writing instruction.

[Deb Eaton]

A must read for any ELA teacher, so many post-its.

[Abby]

Really salient points about incorporating fiction writing into our work with children, not only to the benefit of student writing, but also to benefit students’ understanding of literature.

[Christa Maurice]

Great book if you plan to teach creative writing to students.

[K Love]

Another masterpiece that leaves me vindicated, and also somewhat defeated. Defeated because I try to share this amazing work and ideas with others who simply do not want to hear it.

[BookChampions]

This was SPOT ON. Tom Newkirk has been a constant force in my teaching life, and in a way, one of my mentors via his books. This might be his best book yet! Keep at it, Tom.

[Heathcliff Lopez]

I found this to be a very interesting teacher book. It was very anecdotal, and it read like one big argument in favor of why we should teach fiction writing. I agree with newkirks compilation of ideas. Personally i was looking for a teacher text that had concrete strategies for teaching fiction, and while it had some ideas and structures, it wasnt as clearly defined as i would've liked. Thats not to say its not useful! Its more like about building your own strategy as you go, which is a great take tbh.

on my reread:
I re-read this book looking for some practical advice, and while there are some great conversations happening in this book, so much of it seems centered on more privileged and white students. I could be wrong, but the spaces in which Newkirk found students is not reflective of the teaching spaces I've been in throughout my 15+ years teaching. I would be curious about the fiction writing habits of students in urban, rural, and low-SES schools, and advice for approaching fiction writing when it comes to balancing instruction with standardized-testing.

[Pmslax]

I realized I never was obliged to write fiction. At least I don't recall doing so in school. I do recall wondering why anyone would take creative writing. The same incredulity I had about cross country as a sport.