CAMEO WRITING
TAKING THE YOUNG WRITER FORWARD IN THEIR ABILITY, KNOWLEDGE AND ENJOYMENT OF WRITING
GAYE BYERS,
Literacy Facilitator, TEAM Solutions, Northland.
Project Leader, Kaipara Literacy Initiative.
Facilitator, Literacy Leadership, Learning Media, Wellington.
If I were to acknowledge the origins of Cameo Writing, it would have to be our dining room table, for it was here that as a family of avid readers, we would discuss the literacy content and value of the texts we were currently reading.
It was here that our children were immersed in the language of imagery, of poetry, of expository writing and that of contentious issues. It was a discussion time of ‘ what worked appropriately for that text.’ It was where they met ‘specifically selected verbs and adjectives that enhanced nouns rather than overdressing them,’ sentence structures that created certain moods and effects, phrases that worked for that particular context and a most extensive vocabulary.’
While we discussed the content of the texts we were reading, it was this actual involved discussion of the language used, that rebounded back into my own three children’s writing. I was so pleasantly surprised to find aspects of vocabulary, phrases, sentence structures that had had an airing at the table, suddenly appear in a most appropriate text written by my young son or daughters.
If this was happening with my own children at home, could I adapt the methodology, and use it in my classroom?
At that time I was teaching a 7/8 class of children in a decile 2 school in Northland. I later moved to a Y1 class in another decile 2 school and from there to a Y4/5/6 in the same school. I was amazed at the children’s progress in writing using Cameo Writing – and at the pace in which they acquired knowledge of language features, language conventions and extended their vocabulary knowledge. I was also amazed at the positive response to writing from both boys and girls. They all had had a wealth to write about – but hadn’t had command of their own language in order to make writing a pleasurable experience.
Cameo Writing thus became one part of a ‘magical writing programme.’ Like any programme, if it hadn’t had a wide variety of approaches the methodology wouldn’t have
had the same impact. I waited in eager anticipation for cameo writing aspects to ‘spill-over’ into other contexts for writing.
Sitting atop of all methodology was my own passion for language and the mass of value I placed on each child’s efforts.
Since becoming a Literacy Advisor in 1989, I have introduced this methodology and others to my teachers in Northland. Many are using the approach with outstanding success and it has given rise to a passion and enthusiasm for making writing that magical process it should be.
CAMEO WRITING:
• How can we support children to experiment beyond the structures of writing they are familiar with ?
• How can we create a knowledge of what makes a text effective for the reader?
•How can we assist children to extend their vocabulary base, to be able to carefully select words on their effectiveness for that particular text and the specific audience?
• How can we encourage them to experiment with different sentence structures and learn what actually makes a sentence, how we punctuate and why?
• How can we support them in learning about effective language conventions in text?
• How can we assist them in appreciating and knowing the ways in which imagery are created?
• How do we get children to appreciate that what they read or listen to – forms a sound basis for their own writing?
Cameo Writing has provided a context for addressing all of these aspects - as well as having a profound impact on student achievement in many schools using this methodology, as one component of children’s writing experience.
What is a Cameo?
A cameo is a ‘snippet’ of text taken from an entire text, to exemplify outstanding language.
This snippet or vignette may comprise:
• descriptive language clearly defining an image or a ‘moment in time.’
• language features contributing to this image which may include metaphor, simile, personification etc
• other carefully selected vocabulary, making meaning clear for the reader
• the effective use of varying sentence structures
• the use of effective sentence beginnings
• the use of correct and effective punctuation and surface feature
• the use of an effective text style or structure appropriate to the context.
How do I use a cameo in my Writing Programme?
Teacher preparation :
- Select a cameo suitable to the age and ability of the young writers.
- Photocopy a copy of the cameo for each child. ( For Y1/2 chdn, have one very large edition of the text that all the chdn will address using one set of highlighters)
- Mark on your copy the features of language that you wish them to identify.
- Select an appropriate ‘theme’ from the cameo that your children can identify with, that they have experienced and can therefore write about from personal knowledge.
- Each student will need a highlighter.
Exploring the cameo:
- Read the cameo to the class, discuss the understandings, allowing the children to interact with the construction of meaning.
- Now ask them to identify what aspects of the language make the text work for them. What is effective? What assists in making the meaning clear? What language features add to this?
- The children highlight their own copy of the text.
- Together discuss those highlighted features, encouraging children to use the correct terminology ( see Exploring the Grammar Toolbox resources for support in building this knowledge)
Setting the writing scene:
- Using the theme selected ( this ‘theme’ is very generalised, allowing for personal interpretation) orally discuss the writing theme your own writing will take that day.
- Children have ‘thinking time’ to internally clarify their ‘moment in time’ and then share it with their writing buddy – before their writing.
- Children may brainstorm, mind map or use their buddy sharing as the basis for clarifying their thoughts.
The writing time:
The writing time is one of personal reflection, thought and industry. It is therefore a quiet time.
Often teachers will play very quiet peaceful music to set a tone of harmony with writing. The teacher is a writer also – writing alongside the children.
The timeframe depends on the particular class, topic choice and the industry of the children on that particular day.
An editing time is built into the timeframe, such that as well as editing in process they are encouraged to edit and make minor recraftings as they finish.
The sharing time -
Is a time for valuing the efforts of all writers. As many children as time allows, and the teacher, share, value, discuss and contribute towards all efforts. This is a time when class goals or individual goals can be discussed,, affirmed, set or re-set.
Where do I get cameos from?
Every time you read, whether it be adult or children’s books, have some means of identifying outstanding passages.
Some specific resources I have found useful are:
School Journals
Journal of Young People’s Writing
New Zealand and National Geographic
Poetry Books
Newspaper, topical magazines
Poetry Books
Novels – adult and children’s
Also use your own writing and that of your students.
How are schools storing cameos?
Many schools have made master copies of cameos, with language features noted, and
suggestions for themes for writing.
They have then organised another copy with several editions of the cameo for photocopying purposes for individual students.
These they store in ‘themed’ files.
Some schools have laminated all master copies and these are stored by their photocopier.
Enjoy this methodology within your classroom writing programme.
Gaye Byers