Teaching Writing- Some Fundamentals

Some Writing Fundamentals…




Some fundamentals beliefs and actions need to be considered when thinking about our teaching practice. It is no less important when we consider how we undertake the teaching of writing. What are our fundamentals? What are our non-negotiables?

The role of the teacher in assisting the inexperienced writer to grow assumes paramount importance once we begin to consider what fundamental beliefs surround our pedagogy. It drives how we conduct ourselves in the classroom.

It is helpful to revisit what we hold to be true about the essentials of writing. With this in mind, I have revisited my own fundamental beliefs regarding the needs of young writers. This is what emerged:

Young writers need to be encouraged to develop and choose their own writing topics, their own ideas and projects. How do they learn to do this important work- by watching and observing how more experienced writers go about the very same process. When young writers choose their own topics we can apply a greater expectation of them as writers. They can be nudged as learners to strive for improved outcomes.

Young writers need practice in making choices about the most appropriate form their writing will take. If we are committed to the belief- ‘writers make decisions,’ ample opportunities to practice decision making need to be provided. If I get to practice choice as a writer, why shouldn't every other writer? Decisions regarding the most appropriate genre/genres are necessary. The writer needs to be able to ask- What have I seen that is like what I’m trying to write?  -a great question I learned from Katie Wood Ray.

Young writers need to be shown possible places writing ideas may spring from- the well of inspiration. They must be helped to develop awareness of the rich potential of small, yet significant moments and everyday events capable of triggering new writing ideas. They need help to become explorers of their world. As teachers, we are more than capable of leading the way and shining a light. This must become a mindful part of our teaching practice.

Young writers need regular response and feedback from a range of  fellow readers and writers. It is an essential aspect of the writer’s development. Peer feedback(verbal, written), small group discussion, strategy groups, author's circles, writing conferences provide mechanisms for these vital conversations to occur. The writer begins to assume a metacognitive stance to their own learning.

Young writers need to hear their teachers talking through their own writing processes.They need to witness, first-hand the thinking, rethinking, and the problem solving that goes naturally with writing. Sharing aspects of the process is non-negotiable if we are to positively impact writing development. This requires teachers to be highly visible as readers, writers and curious learners. This is how we grow trust and a sense of community in the classroom.

Young writers need teachers committed to teaching the inexperienced writer HOW writing happens, not merely telling them what to write, not trying to control writing -teachers intent on growing self-belief, confidence and engagement. Exposure to trusted mentor authors and the ways they craft and style their writing is essential in all this.

Young writers need their own writers notebook and they need ample opportunities to see  how other writers utilize the notebook as a writing resource, a tool to gather potential ideas. They need to know the notebook is a place to gather writing fodder, to think on paper , to experiment and  take writing risks. They need to know, the notebook is a safe place to grow their writing until it can be lifted out and shared with an audience of readers.

Young writers need lots of reading, talking and discussion, and an increasing amount of time to grow their writing. They also need teachers who facilitate these critical opportunities on a daily basis. Writing stamina grows from frequent opportunities to practice. Deliberate practice will make for better writers. Practiced young writers have no difficulty choosing their own topics. 

Young writers need to know that writing isn't merely 'a school thing.' Writing, like reading is a form of portable magic able to take place anywhere, anytime. Encouragement to write in locations beyond the classroom requires encouragement and opportunity in order to grow. When a child enters a classroom and announces- 'I know what I'm going to write about today,' it stands as evidence that writing is alive beyond the four walls of the classroom.

No doubt, you will think of other considerations worthy of inclusion in such a list. To be most effective in our teaching approaches, we must continually monitor our writing fundamentals. It is important to revisit and review exactly what is needed to grow healthy writing attitudes among impressionable and curious learners. We undertake these important steps in order to foster an essential sense of agency within these learners, these writers.


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