Reminiscence, the Group 6 Program Design

  

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Reminiscence: Memoir Writing Program

Aaron Bean, Initial Authorship

James Brunson, Editing and Submission

Wilisha Scaife, Proofreading

EDAC 634

March 24, 13

Introduction

“Our stories about our own lives are a form of fiction, I began to see and become more insistent as we grow older, even as we try to make them come out in some other way.”
- Roger Angell

This quote is the basis for the formation of the adult writing program Reminiscence. Reminiscence is a writing program which helps teach adults how and why the writing of their life story is interesting and important.  Storytelling can be a cathartic learning experience in which adults can free themselves of the burdens that have plagued them over the years. The Reminiscence program helps  guide the writing process from inception of thought to plan of moments and dialogue. Adults who participate in this program will not only find that their life story has appeal, but will also learn how their life stories connect to others.  Reminiscence is offered online and at select community colleges throughout the United States. 

Background

The creators of Reminiscence believe that communication is the key to successful relationships.  Taking that concept one step further, they looked into the act of writing for therapeutic resolutions. Reminiscence guides adults in putting pen to paper, helping them open the layers of their psyches for the purpose of relaying ideas, thoughts, and stories unique to them but relatable to others.  In its therapeutic function, writing continues a service to personality which was begun in infancy by oral language (Burrows, 1952).  The release of tension through communicating feelings to other interested and sympathetic humans begins as early as a baby crying (Burrows). The creators of Reminiscence researched the health aspect of writing as therapy and forged the basis of Reminiscence as a method to help adults improve their lives. Studies done based around the form of expressive writing had identified the following benefits.

 ‘Writing about earlier traumatic experience was associated with both short-term increases in physiological arousal and long-term decreases in health problems. (Pennebaker & Beall, 1986: p. 280).

Why a life story or memoir? Reminiscence chose the form of memoir because of the complex layers comprising each human life, and because writing a memoir can be a life changing experience. A memoir is part autobiography and part self -expression. Writing a memoir helps adults acquire courage sufficient to tell their stories the way they want them told. Reminiscence helps adults find and develop their written “voices”.

Purpose and Objectives

The Reminiscence writing program was formed around the idea that every person has a story to tell. The program treats the writing of a memoir as a tool, useful in helping people find peace and purpose in their lives. The creators of reminiscence believe that an individual tale of life’s little journeys can be a subtle way for an adult to acquire insight into moments that have shaped his or her development, along with learning about the the powerful tool of reflection. The roots of this writing program are based on the principles of Narrative Learning theory. “Personal stories are not merely a way of telling someone (or oneself) about one’s life; they are the means by which identities may be fashioned.” (Rosenwald and Ochberg ,1992) With this in mind, the objectives, for students in the Reminiscence program are as follows:

·        Develop the use of graphic organizers and mind maps;

·        Learn to create writing with “Voice”;

·        Take a personal journey and learn to reflect;

·        Be prepared to share their memoirs upon completion.

Course of Action

After the introduction of the course, and after all students have informally introduced themselves to one another, the process begins.

Step 1 – Reminisce. Gather ideas and start to “map” out the direction of your story

This is the most crucial part of the writing process because it is where the students look to originate their stories and determine how they want to unfold their tales. Do they start from childhood or adulthood? Do they start from trauma or happiness? The process is different for each individual, and Reminiscence provides the tools to help students plan their memoirs from beginning to end.

            Step 2- Voice. Develop your “Voice” as a writer.  Everyone has a unique personality, and that is what makes each student’s writing unique. The hard part is in letting that voice come through in the written word. Writers need to reflect upon their original thoughts and personal feelings, their particular way of seeing things and interpreting them, and then write that down. The image each student has in his or her mind is different from that of others, those differences are to be described for others to read. Reminiscence facilitates this development by training students through a series of writing seminars.

            Step 3- Write. During this phase, students release their thoughts, inhibitions and passions through the writing of their stories. Reminiscence is there to help them refine their reflections. A large part of the process is editing, and Reminiscence instructors have the ability to help students take a step back and examine their writing with a critical eye.

            Step 4- Share. This is a unique part of the Reminiscence program where students share their stories before they write their finished drafts. The strategy is that as students let their “voices” be heard their confidence and courage in the Reminiscence process will be strengthened. This final push encourages the student writers to finish their stories and publish their memoirs.

Closing

The Reminiscence program was developed with adult learners in mind, and the belief that self-therapy is vital to the overall health and well-being of each individual is at its heart.  Adults’ stories are more important than most people know. Reminiscence know the value of each student’s story; it is priceless.

 Resources

Burrows, A. (1952).  Elementary English. National Council of Teachers of English

(29, 3), pp. 135-138, 149.

Rosenwald, G., Ochberg, R. (1992). Storied Lives. New Haven, Connecticut: Yale University Press.

Pennebaker, J. W. & Beall, S. K. (1986) Confronting a traumatic event. Toward an understanding of inhibition and disease. Journal of Abnormal Psychology, 95, 274–281.