Middle School1 more
English Language Arts

Teaching Students About Voice In Their Writing

How can students develop a voice in their writing? This is a perennial topic in English classrooms around the country. It is extremely difficult to teach voice; however, this collection includes a text and videos that address voice and offer suggestions and lessons.
A Collection By Melissa Mirabello
  • 5 Collection Items
  • 5 Collection Items
  • Discussion
Teaching Students About Voice In Their Writing
  • Melissa Mirabello says:
    This is a nice PowePoint for teachers to use when teaching voice. The cartoons and samples bring fun to one of the most difficult aspects of writing - incorporating voice.
  • Melissa Mirabello says:
    In this video, the speaker suggests that writers should surround themselves with their own essence. This clip led to a discussion of where students write and how setting affects voice. My students liked her idea about a writing bubble - to place yourself in a safe place with everything that you love, a place devoid of criticism.
  • Melissa Mirabello says:
    My students tried steps 1-4. Most students did not feel comfortable sharing their conversation with the entire web; however, many did tweet a line or two or send some of their writing via text. All of the students were interested in looking at the words that they use, how often they use the words, and the way they "sound" when listening to themselves. We talked about creating this "sound" in their writing.
  • Melissa Mirabello says:
    My students enjoyed the way this man talked about finding and demonstrating voice. His tone was positive and serious, yet honest and relatable. I asked my students to think about his idea: What makes your writing unique? Most didn't know, which led to an examination of the components of voice (syntax, diction, imagery, tone, details).
  • Melissa Mirabello says:
    A fun handbook full of excellent descriptions of voice in writing and a plethora of lessons that help students develop their writing voice(s). I had students share many of the exercises in class, work in pairs on a number of assignments, and work independently as well. After the exercises in each chapter, I assessed the students' learning with a writing activity geared toward the chapter.