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Hello, my name is Corbett Harrison, I am both a teacher and teacher-trainer. I am also the webmaster at WritingFix. During a really boring education class I had to take as part of my Master's program, I invented Mr. Stick. See, I like to doodle, but I never could draw very well; with stickmen, I can make a better-than-average representation. To alleviate the boredom during class, I started sketching elaborate stickmen in my spiral notebook's margins. I made my stick people say funny things to me (with dialogue bubbles) about the information that I was recording in my notes. I drew my classmates asking questions. I drew my professor answering them. I received an A in that course; the doodling didn't affect my test scores.

Even though that class was really boring, I ended up loving the notes I took during those lectures because they were decorated in a way that made me laugh. It occurred to me that this stickman--whom I had dubbed Mr. Stick, my Margin Mascot, could be used as a tool in my own students' journals back at the high school where I was teaching at the time.

I ended up not only creating a whole series of resources to help my students use our margin mascot in their journals, but I assembled those materials into a packet that I began presenting to my fellow teachers at local workshops, beginning in 1997. At left, you can see the cover of my original packet of materials. I've probably presented my Mr. Stick Demonstration Lesson close to a hundred times over the years, and I still am called "Mr. Stick" by good friends and colleagues.

I have recently posted most of my original stickman materials am freely sharing some of my favorite Mr. Stick resources at my own website's pre-writing resource page. If you find success using Mr. Stick in your own classroom, I'd love to hear from you: corbett@corbettharrrison.com

Here's an Example Review: The chapter book, Diary of a Wimpy Kid written by Jeff Kinney, creates an interesting twist with journal writing. The main character, Greg Heffley, documents his experiences in a journal at his mother’s suggestion. He is mortified because his mom buys him a diary when he specifically requested a journal. Boys don’t keep a diary; that is a girly thing. Throughout his “journal,” Greg writes about things that have happened to him and his experiences at school.

I have found that my students can really relate to Greg and are always eager to hear his stories. For instance, on page 36, Greg sneaks down to listen to his brother’s CD and he gets caught by his dad. Greg finds himself in a heap of trouble when his dad calls him “friend,” which Greg knows is not a good sign. A memoir prompt for this part of the book might be something like, “Have you every done something you know you shouldn’t have and you got caught? What happened?” If students are unwilling to confess, then try, “Have you every done something that you know you shouldn’t have and you got away with it (didn’t get caught)? What happened?”

My students absolutely love this book and there are numerous memoir prompts that can be used to help students tap into their memorable moments. The series includes two other books that are chalked with many other “situations/experiences” that the students can also relate to and enjoy.

After reading and sharing a journal entry from the book, I have the students brainstorm their own ideas. To engage them further, I have the students share with a partner, group or whole group. I give them time to discuss their personal stories as part of the brainstorming session. Often, students will remember a story of their own by hearing the stories of others. I have them write two to four ideas during their brainstorming sessions. Once they have a few ideas, I have them choose one idea to transform into a longer piece or narrative writing. The students must make sure the writing piece has details that create an image and contain voice. The piece must sound like them and have their energy.

----book review by Julie Leimbach, Northern Nevada Writing Project Consultant