PURPOSE

When students' writing menu consists of writing only to fulfill school requirements, pass standardized tests, gain admission  to college, it is an impoverished experience, a near-starvation diet.  Without genuine reason to write for themselves, an important kernel of nourishment is missing for any segment of the population, but perhaps the deficiency is most acute for adolescents.  Journal-keeping and log-keeping, to the extent that these are done for one's own benefit and are not expropriate by the teacher, can provide students the opportunity to write for their own uses and enjoyment.  Letters to Yourself, a project  in which students write to the young adults they expect to become in two, five, or ten years, affords a rich experience of truly personal writing.  In addition, since the project is infused with the mystery of a partly  unknown audience, it partakes of some of the qualities of public writing; motivation is high to write clearly, correctly, completely.  An added bonus for the teacher: this is a serious piece of writing that won't need to be graded!

PROCEDURE

1.  Either provide envelopes and stamps, or ask students to bering in self-addressed, stamped envelopes

2.  Students might be prepared for the letter writing project through any number of autobiographical explorations - extensive personal journal writing, point-of-view writing in the voices of familiar peers  and adults, creation of personal "coats and arms," three-dimensional or collage representations, presentations to class mates and invited guests, etc.  on the other hand, Letters to Yourself can be introduced to a group without any prior autobiographical project.

3.  Ask students to write letter to themselves to be scaled and saved and mailed two years from now ( or five, or ten years from now).  Suggest that hey might describe themselves as they are now in terms of interests, educational and career ambitions, favorite teachers, best friends, and family relationships; they might also like to describe themselves as physical beings, their general health, exercise regimes, sleep habits, diet.  Some of these might take the form of lists, e.g., lists of favorite performers, songs, movies.  They might what ot include and anecdote that seems to capture the essence of who they are right now.  They might want to tell about the events and images of a dream.

4.  Encourage students to imagine and write about the (future) person who will be reading the letter.  What does she/he d o in the public sphere? What does she/he like to do in leisure time?  What are the good or bad habits she/he  has broken or acquired?  What are the goals attained?  who are his/her friends and loved ones.

5.  Drafting the letter may take several class periods.  When the letters are finished, have students put them away for a few days or weeks, then re-read them and rewrite on stationary each individual chooses.

6.  with whatever amount of ceremony you may choose, have all the students fold and seal their letters.  This might be a good occasion for a class celebration.

7.  In tow (or five or ten) years, the teacher mails the letters.

SUMMARY
 
 
 
 

                                                                                                                        Prepared by:

                                                                                                                        Thomasina Joan LaGuardia