Teaching Narative Writing- Jago Chapter 3

I thought it was rather ironic that this chapter tied in so well to the discussions we had in class only a few days before. While I enjoyed the piece of narrative fiction that was presented in this text, I could not help but wonder where is the line? Michele Payne responds to this type of writing by recommending that teachers focus on responding to the student's writing rather than to the content, warning against the impulse to read student texts through a psychotherapeutic lens. While I can understand where she is coming from in this statement also makes me further wonder..where is the line?

In claire's response to her writing, she stated that this piece of writing was therapeutic to her because it helped show her that there would be people in her life that could see the signs. She was able to gain from her writing that there would be people there who would always care about her, and be there for her. However, what if she wrote this piece of fiction, or if it was another student and they didn't get the same interpretation out of the process? What if they in fact felt the opposite, and related more to the character that finds no way out of their troubles.

Maybe my interpretation and views are skewed based on my life experiences. Growing up I had family members that suffered from bouts depression, as well as several close friends that walked that fine line. During my junior year of high school we also had two suicides within a short period of time, which was a bit life altering for the entire student body. I can't help but think, that if I read this particular piece of writing that it would be a cry for help. I am not sure how to exactly take off that psychotherapeutic lens. How do you see writing for what it is, with out a hidden agenda? < Am i being too critical? I just really think I'd have a hard time not worrying if I recieved a student essay much like the one discussed in this chapter...

As teachers, and even in my current job as an RA we are told to look out for the warning signs, and i think its hard to establish when someone is being creative, and when its a cry for help. Will it be a situation where we have to use our best judgement and hope to God we are making the right decision? I love the idea of using creative writing in the class room, and having having these narrative pieces.. but I can't help but fear that I would read more into things than I should or vice versa. I suppose as we stated in class if we address our students with the guidelines and what our policies are in regard to confidentiality that the rest is out of my hands.

Overall this chapter hit home for me mainly because of the student essay, I could ramble on and on about some of the prompts and excercises Jago uses, which I enjoyed, but for now I think I've said enough..