Choice and Control

Although the students needed consistency of structure, it was also important to maintain their feelings of ownership and control. Janet and I designed the course so that everyone could participate at a level at which they felt comfortable. When I asked the group to write about their favorite found object, one student wrote about a book she found on a memorable trip with friends while another wrote about finding herself after years of care-taking and personal illness. Both pieces of writing were beautiful, and told us lots about the writers. Any writing prompt can trigger deep, soul exploring writing. However, if a participant isn't ready for that, a prompt can also inspire humorous, informative, less risky pieces. A facilitator doesn't need to ask students to bare their souls; they will do it, or not, on their own schedules.

One day, a participant and I were discussing the writing group outside of class. She was saying that she found writing difficult sometimes, because of a past relationship (with her abusive exhusband). She was afraid to trust another woman in our group, as they had acquaintances and family in common. I was worried that she would want to quit the group, or would spend her time feeling unsafe. When I asked her how she felt about this person being in the group, she replied, "I just think about what I'm writing before I put it down. It might be less free, but there is nothing wrong with not writing about my past. I like to write about the present. She [the other person] needs a place too." It was clear that this student wasn't getting less out of the class, she was just taking control of what she contributed. In the same conversation she said, "This group helped me get through the nights; it was something to get up [in the morning] for."

It is important to note that the women also had the option not to participate in any given activity. That could mean not writing with us, or choosing not to read their pieces out loud. Janet and I made a point of modeling different ways of participating. Janet would sometimes choose not to read her work out loud. During breathing exercises, I made a point of keeping my eyes open. We didn't want the women to feel they must participate in a certain way to be a part of the group. Our first goal was to make them comfortable in class; the next goal was getting them writing. It didn't take long before the participants were writing madly and wanting to be the first to share.