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What: this prompt invites students to consider a memory of their past that is significant to them, and they will then write about it from the perspective of either someone else who was involved, or from the perspective of themselves as they are in the future.

Where: I originally found out about this through John and Claire, and I have adapted it.

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Why: this could have many interesting applications for students. Particularly, one could relate it to the topic of perspective when it comes to both personal narratives and in works of fiction. Some questions students could think about include about a narrator's positionally and how this can influence both the style and the form of the narrative.

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What: this prompt asks students to reflect on what "home" means to them. Is home a place? Is home a feeling? What makes a home a home?

Where: although it was mentioned during class, I have encountered this prompt before both as a student and in my placement.

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How:

Option 1- have students think of a memory of their own past (sad example: discovering Santa isn't real) and writing from the perspective of someone else who witnessed this. Maybe the person who told them this, or maybe their parents who tried to console them or rationalize with them.

Option 2- while reading a work of fiction, like a novel, we could invite students to think of the perspective of the narrator. Are the events being depicted something that occurred in the past? Are they events that are happening as they go? Why does this matter?

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Why:
the notion of home can be integral for students' own understanding of their identity. Particularly, BIPOC and immigrant students may think that having the space to process this concept in writing can be useful since they may not be asked to explicitly think about this in other settings.

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How:
This prompt could invite students to think of the notion of home when it is an important theme present in a text the class is reading. Students could compare their own notion of what home means with what they believe it means for a particular character in the text.

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What: Students will be asked to write either a poem, or a small reflection about their name. They will be shown an example (like Esperanza's in The House on Mango Street) and then asked to write their own.

Where: we looked at this exercise in class, but I have also done it during my own time in high school.

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Why:
someone's name can have a significant impact in their own perception of their identity. The notion that names sometimes have to be "Americanized" comes as a result of a white supremacist ideology that seeks "othered" students to be homogenized into the dominant culture. This could provide students a chance to think of their own name in a more positive light.

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How:
-show an example of someone doing this, could either be the teacher's own example or one present in a text like Esperanza's as mentioned above.
-Give students the time to reflect on what they read and then approach it on their own.
-If they feel comfortable, students could talk to one another about what they wrote and it could be a good opportunity to get to know each other's names.

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What: the idea is to have students write a letter to themselves. This could be done in 9th grade, and then have students set a reminder on their Google calendar about it when they are about to graduate from high school. The letter can invite students to share with their future self their dreams and aspirations as they begin high school.

Where: Heard about this both in class and I actually did this myself. As a sentimental but self-critical person, I cried and cringed the whole time while reading what 9th grade me wrote to my 12th grade self.

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Why: inviting students to think of their future selfs is a good exercise when they are still developing who they are as people. They will also (hopefully) appreciate having a conversation with themselves in this way, and judge their progress throughout their high school years.

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How: depending on the school, I see this being implemented in Advisory during 9th grade and then reading the letter in 12th grade by setting the Google reminder. In my case, the teacher actually kept the pieces of paper in a special folder which she gave to an admin (since she left when I was a junior)

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What: students will be given the chance to think of a writer (alive or not) that they would like to write to. Maybe it could be a letter to ask them about their intentions of their text, or maybe they just want to let them know how much they admire them.

Where: I actually did a version of this during my 10th grade English class. I wrote a letter to Tolkien back then (which I sent as an email to whomever manages his texts now but never heard back).

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Why:
Having students consider themselves as part of the literary narrative around their lives is crucial for them to take into consideration that their voice matters. It wasn't until college when I was explicitly told that I could be part of the literary conversation, but I think that students at the secondary level should also be encouraged to be part of it.

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How:
Possibly done as part of the beginning of a writing workshop (by making students think of their textual lineages), or it could be done after the end of reading a writer's text in order for the student to feel like they are able to be part of a conversation with a figure that under certain cultural paradigms seem untouchable.

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What:
Have you ever wanted to tell Romeo that he should get his feelings together? Did you ever want to ask Holden Caulfield why doesn't he just go home? Well, I did, and I would want students to have the chance to "insert" themselves into the narratives they are reading as if they were a character in order to have a conversation with one!

Where: I actually came up with this, after many times of feeling frustrated while reading at a character's not-so-smart decisions.

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Why:
similar to my intentions with other prompts, I want students to feel like their voice matters and that it is worthy of being included within texts that are sometimes considered to be sacred, canonical. Do they have an idea of how they could influence a story's plot? Let them get in there and tell the characters themselves!
Plus, students can make use of their knowledge of these characters to determine what they would most likely say and how they would respond. This is then an analytical and creative assignment.

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How:
This could also be done as a post-reading exercise. The teacher could prompt some "what if" questions during reading to get students thinking of the possibilities of their including their own voice in the narratives they read.

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What:
This is geared more for literary analysis and not creative writing, but it is still a useful tool for students to have (Especially at higher levels). Essentially, students keep a document where they make a note of important themes present in the text they are reading and they mark the page number so that they can go back to it later on.

Where:
I have made use of this since my years in high school, and it has saved me time and energy.

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Why:
many times students are expected to write essays or responses to a text they have read as a class. Many texts are complex and long, so it takes time to go back through it and try to find relevant quotes to be used in their papers. This is especially challenging if students are not given their own copies of the text.

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How:
Keep a document going (Google doc works) specifically made to list quotes and their relevance.

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What: although it sounds simplistic, I think that it is important for us to acknowledge the people who are around us or who have done something to make our lives easier. This is an opportunity to ask students to write a small but thoughtful note to someone they want to recognize in their lives.

Where: I have not done this before as a prompted exercise, but I did receive a few notes from peers of mine during my time at Avalon. These notes, although short, filled me with energy and made me feel happy.

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Why: students should be given time to reflect on the people around them and how their actions contribute to their lives in positive ways.

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How:
on a small sheet of paper, or even on actual "thank you" notes, student will write their brief but thoughtful message to someone in their lives. They will, hopefully, share this with the person in question.

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What: the instructor presents one or several (silly or interesting) images to the class. Then they are asked to write a short story about it, or other prompts like trying to sell the particular item.

Where:
This was part of my writing activity that Ashley, Andrew and I asked people to do.

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Why:
It is important to encourage people to be creative when writing, and this offers a good opportunity for students or participants to do this. Plus, it can lend itself to joyful moments with the class

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How:
Prepare images in advance, have them as part of a powerpoint presentation, give time for students to write about them and then have a few share their work.

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What: as an exercise in introspection, and possibly noticing the disparities between the concerns of BIPOC students and their white peers, the instructor can begin writing workshop with the simple but compelling prompt of "what do you hate?".

Where: I read about this prompt in The Anti-Racist Writing Workshop by Felicia Rose Chavez.

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Why: this can make students aware of the differences in their lived experiences, particularly since it is likely that while some students choose to write about big-scale issues like racism and poverty, other students may write more banal things like "raisins in cookies." What does this tell us about students' experiences?

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How: students will be asked to write by hand about this prompt at the beginning of writing workshop. Afterwards, everyone will be expected to share at least one item. The teacher can make note of tonal shifts in the environment and invite students to think of why this happened.