It might be a learning experience for the students to see "bad" (or, in a more positive vein, "unperfected") humorous writing--from you and others, including their peers. Me too, though. When I try to be funny (like Dave Barry or even a little "deeper" like Woody Allen) I come off sounding like a doofus. It's embarrasing. Just yesterday I found some college writing stuff I did, and I was trying to sound funny. But I just cringed and tucked it back away on the bookshelf. But it might be a learning experience for my students to read "bad" or "unsuccessful" humor against some "good" or "successful" works. Together, we might figure out what makes for really good humor writing.
Additionally, I'll just throw out that I've always loved the idea of having a "stand up comedy" unit. (As a tag-on to a persuasive writing unit?) Where, perhaps, we take on "issues" relevant to the students or people in various groups in society...but spin it, as does a comedian, in a funny way. The kids would have fun, they'd practive public speaking/communication, and tackle life issues (in a healthy way).
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From: "Evelyn" <email@example.com>
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Subject: Re: [Channel-talkhswriters] Workshop 4: Question for E-mail group
Date: Thu, 23 Jun 2005 07:55:59 -0500
I don't know where the journal is, but am posting
Are there writing forms that you avoid as either a writer or a teacher? If so, what might you do to become more comfortable incorporating them into your own repertoire? Briefly describe these ideas in your workshop journal.
As a writer, I avoid any hint of humor in my writing. I don't feel I can do it well, and am afraid of coming across as a nut. I don't really know what I can do to overcome that, except to just launch out and give it a try. Which is something I am always trying to get my students to do.
As a teacher, I try not to avoid any forms of writing, but do shy away from the humor. However, I have had students surprise me with the degree of humor they incorporate in their writing. Makes me stop and think that if they can do it, why can't I.
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