Traditionally, the teaching of voice is left to the end of the year as the least important step to becoming an excellent writer and one that is taught only if there is time. I myself taught voice this way. It is an abstract concept that is difficult to comprehend: thus, I avoided it. Studying the definition and importance of voice has knocked my understanding on its head. Teaching this unit will start the students' exploration of voice through the study and writing of personal narratives. This personal reflection allows students to write about a familiar subject and examine themselves as they explore their development of voice.
Rationale
Almost every one of my students struggles with writing in a well thought-out, personally-engaging manner. Their brains work faster than their hands, and their thoughts go in every direction assuming others know everything they themselves know. To overcome this scattered writing, I teach strong organizational strategies first. Unfortunately, the organizational techniques used often strangle students' newly burgeoning voices and produce formulaic writing. The students ultimately communicate what they had intended but not in a manner anyone is excited to read nor were the students enthusiastic to write. But how can students be expected to know their voice if they aren't sure who they are yet? My students are just beginning their teenage years and are playing personality dress-up, emulating those they revere. This copying of personality is a good thing. Students need a chance to walk in these shoes for a while to take what they identify with and try someone else's stride. This also applies to writing styles. When students have the chance to explore and emulate others' voices, they improve their own voice. Through reading and writing memoirs and personal statements of belief, the students will eventually end up with their own, individual, authentic voices.
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