Back to School: Interview with Chiho Nakagawa, Young Writers Program Educator

NaNoWriMo’s Young Writers Program helps over 85,000 kids, teens, teachers, and families set creative goals and tell stories they care about. We asked some of our amazing YWP educators to share how they take on the NaNoWriMo challenge in their classroom. Today’s advice comes from Chiho Nakagawa, who teaches English as a second language in Tokyo, Japan.

Q: What grade/ age level do you work with? What type of NaNoWriMo group is it (whole class, club, homeschool, elective, etc.)?

A: 10th grade, whole 2 classes of 80 students whom I teach three times a week, last year I did with them. Two years ago, I did it with all the students in the 11th grade (about 250 students)

Q: How long have you been doing NaNoWriMo with your students?

A: 6 years. During these 6 years, I skipped two years ago as my students had to focus only on preparation for their university entrance exams.

Q: How do you structure the entire project (for example, do you start prepping in October and write in November, do you have kids work on it all year, etc.)?

A: I start the NaNoWriMo project in April when our new school year starts. Once or twice a week, our students have time to read books in the morning homeroom. As our school has an online library, most of them read online. During their break in summer, they read more books and decide their best one. After the break, they have biblio-battles in class. They upload the picture of their favorite book to OneDrive to share their recommendation with all the other students. For the preparation of their creative writing, they think of a story in a group, looking at one picture. They write a sentence in turn to make a story. Sometimes, I give them the same starting sentence and they create the following sentences together in group. Though they start with the same sentence, each story expands in totally different ways, which shows them their varieties, diversities and uniqueness. When I have such activities, I usually let them write in groups using Google Jamboard. Then, just before they start writing, they start creating their main character online using the Avatar maker. After that, they create their own page using OneNote and upload their main character and plot in the roller coaster style format . After their writing in November, we usually create their collection of stories online and share it in class.

Q: What does a normal NaNoWriMo day look like for your students?

A: Full of creativity. They are obsessed with their stories. Many students talk about NaNoWriMo. Of course, there are some demotivated students who struggle with writing, and they say NaNoWriMo, YaRaNaiMo. YaRaNaiMo means “I won’t do it” in Japanese. Even though they have difficulties and feel discouraged, they use the great rhyme. The rhythm in Japanese “yaranaimo” sounds not terrible but cute like kids in kindergarten. They are full of energy and joy that shows they are interested in writing even when they complain.

Q: How do you set and manage word-count goals?

A: I believe in my students’ autonomy. Nobody writes low goals. Some are even too ambitious but as it is their choice, I respect them. I give them some sample numbers and they usually arrange according to their skills. Last year, they set their own goals and I put them into groups. They made bar charts to show their progress in groups and they competed between groups, which I think was motivating.

Q: How do you manage grading? Do you grade?

A: No. As long as they try and enjoy the activity, it would be great. If they did, I give them points. If they did not try, I did not give them any grades. I just celebrate their writing.

Q: How do you approach revision/ publishing (if at all)?

A: I never check their grammar mistakes. I usually publish as they write. I can see some parts which are difficult to understand, but it would be okay. They will see that not a lot of their classmates read their novels as they are difficult to understand. The following year, they will do it in the same way and they will read their previous year’s novel. Then, they will find how much they have improved. Some of them told me not to show their previous one in class as they find their mistakes.

Q: Any NaNoWriMo tips or tricks to share with other educators? Hard-won lessons? Ah-ha moments?

A: NaNoWriMo encourages my students to read. My students are not bookworms but they read as they would like to know how to start writing and how to make a story. Also, they are interested in other students’ writing and try to understand them. Reading encourages them to think and understand others, which encourages them to respect others and their own identity. While they struggle writing, I would like to help them but it seems that nobody can help them. They solve their problems by themselves as their novels are just from their inside, not from their outside. Finally, they know how to control themselves and how to talk to themselves.

Q: Have you ever run into resistance from your administration about doing NaNoWriMo, and if so, how did you manage it? What do you say to people who don’t see the point of having students write novels?

A: Yes, some say that I should teach English for English exams. Getting Exam skill is the most important and creative experiences are not practical, they say. However, creative writing is effective in preparation for exams as students think more logically and critically to make their work better. They learn grammar and vocabulary to make their sentences clearer. My students’ engagement gradually changes their mindset and finally, they understand what they have achieved as their novels are based on what they have learned in other subjects and their whole lives. As everything inside of themselves is combined to make their novels and shows that it is a integrated learning, they finally agreed to make it and now, they encourage me to do it.

Q: What are the most meaningful things you or your students take away from the project? What’s your best NaNoWriMo memory?

A: They find their identity. They read their friends’ writing and they find they are different. They find their own uniqueness and start enjoying the difference. After NaNoWriMo, they praise each other for their achievement and effort and it was the happiest moment.

Q: Anything else you’d like to add?

A: They learn not only about language but also about rights such as copyrights and personal information. Also, they learn creation is enjoyable after their struggle. This is an output activity with creativity, but at the same time they learn input is important to make their knowledge richer. I would like to encourage my students to read more, but how much I told them to do, they did not. Therefore, I thought of a different method, writing a novel, and it was totally successful. They read as they need to write. Their reading starts as if they check samples.

Chiho Nakagawa is an English as a second language teacher at a private school in Tokyo, Japan. Her motto for teaching is to raise independent learners. Her project-based learning classes improve her student’s creativity and autonomy. At the same time, her students find their own identity and respect others as they experience differences and uniqueness. She is also good at creating classes making full use of ICT as a Microsoft Innovative Education Expert and Adobe Education Leader.