Writing Is A Matter of CHOICE


Nothing influences a child’s attitude to writing more than the choice of topic. If the child is given control over topic choice and if the teacher displays genuine interest in that choice, then there’s usually no limit to the effort the young writer will make. Young writers who are given this power soon develop confidence in choosing appropriate topics for their writing. They are engaged in thinking and preparing for the writing that will later spill onto the page.

Occasionally I hear teachers lament, ‘They’re (meaning inexperienced writers) not good at choosing something to write about.' The logical response is, ‘What can you do to assist them to improve this aspect of their writing processes?'



Actively teaching the inexperienced writer to make good choices, showing them how to identify a suitable focus for their writing, and harvesting ideas are excellent places to begin. 

 Topic choice is an inexact science. It takes time and practice to better understand what matters constitute your personal writing territories. There will be the occasional misfire. This is an opportunity for reflection in order to help the writer narrow the gap between intention and action. Our support is multifarious.



Teacher modelling is critical to students making improved topic choices. They need to see the most proficient writer in the room in action! They need to see how we narrow down the focus of our own writing. We also need to alert young writers to the potential that lies in everyday events. Learning how to monitor the world is an essential factor in becoming better at topic choice.

Anne Lindbergh said it all with her words, -'Writing is more then living, it is being conscious of living.' Closer to home, I once encountered a five year old, who gave me further confidence that learning to monitor the world is the way to go when she quietly informed me, 'I'm five now and I can see everything!'

In setting our expectations for writing we need to examine our own practice and provide active support to grow confidence regarding topic choice. Rather than focusing energy on what students can’t do, focus on being joyfully literate and setting an example for students to follow.
I compare this approach with that of my fifth grade teacher, who owned the topics and merely threw them in our direction each Thursday afternoon. No sense of ownership there. No confidence building in that approach. Very little thinking required. It did however influence many attitudes to writing. When teachers own the writing; when they control it so completely, it becomes merely an assignment set by an adult. -no commitment, no passion, and relief rather than satisfaction.

 We must consciously invest in growing the capacity of young writers to identify suitable ideas for their writing, as well as the confidence to trust their decisions. Young writers should be left in no doubt that we believe they are capable of such actions. 

 -And all this does not preclude asking the young writer to explain their choices. We must gently nudge them to reflect upon the suitability of such choices. We must encourage such reflective actions. -Why is this a good choice for me?






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