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.
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.
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).
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.