Critical Conversations Regarding Writing Instruction

The effective teaching of  writing requires schools to commit to engaging in regular critical conversations around the teaching taking place.

The flushing out the important issues surrounding writing development must be seen as a driver of discussion. The refining and review of teaching practice is the sign of a healthy learning environment.

The most effective ways of nurturing agency and engagement must be viewed as central to arriving at an agreed understanding of what must guide a school's writing curriculum. 

Where schools demonstrate a desire to develop agreed understandings and consistent practice around pedagogical approaches, it proves to be a powerful guiding force in the realization of improved learning outcomes for young writers and increased satisfaction for those fostering the learning. We must remember, we cannot control learning, but we most certainly can create the environment, the conditions, where it is more likely to take place.

A characteristic of such schools is a desire to ensure student writers think more deeply about what they are writing down; to write about the things that matter most to them, - things closest to the writer's heart. In these ways agency, voice and choice are becoming a centrepiece of the writing program being implemented. Respect for the writer is articulated and practiced at every level. 

When the nurturing of positive writing attitudes drives pedagogy, teaching young writers how and where to find great ideas for writing assumes significant importance. Ideas often lying dormant inside the young writer are then more likely to emerge. 

When the modelling of such actions is embraced by teachers, the inexperienced writer gains valuable insights. Teachers nurture writers when sharing their own writing and the process surrounding that writing. They nurture writers when sharing their own wonderings, and observations of the world. Such actions provide great writing insights for the less inexperienced writer. These mindful actions possess an immense power to influence.

In the most effective classrooms these actions occur consistently within the writing workshop. Every effort is made to make the learning authentic and visible. The result being, learning is  driven deeper.

 Here are some of the essential learnings I have seen emerge in schools committed to whole school approaches:

Writers make lists of important memories, people, places which could become writing topics

Writers sometimes sketch important memories, people, places which could spark an idea for a story as part of their pre-writing rehearsal

Writers get ideas for writing from regular reading of books

Writers learn from their own trusted mentor authors

Writers make decisions about topic and genre

Writers are encouraged to be observers of the world

Writers are storytellers, so talk is  viewed as critical to writing

Writers can write anywhere they choose

Writers are seen as collectors, so a writer's notebook is important.

Writers share their discoveries with other writers

Writers choose topics close to their hearts

Writers choose small topics/ small moments

Writers choose ideas that matter enough to write a lot about it

Writers know that writing what we know, think, feel or wonder about a topic helps us discover the heart of the subject

Writers often rehearse their lead sentences before writing them down

Writers often use pictures to help tell their stories

Writers can add words below their pictures or to the text they have already written

Writers can add labels to their pictures

Writers can add to pieces of writing they have worked on previously

Writers spell lots of words by saying them slowly and writing the sounds they hear.

Writers can be brave when it comes to unfamiliar words by attempting them before seeking help

Writers use details from their stories to plan their illustrations

Writers often think about and rehearse their stories before they begin writing; before they enter the classroom

Writers reread their writing aloud when they think they are finished and before they consider sharing it with a reader.

Writing takes many forms –books, cards, songs, signs, instructions, letters, poems

Writers understand that dialogue can bring a story to life and reveal something about a character

Writers try to create endings that satisfy readers

Writers revise to improve the content of their writing

Writers edit to improve the flow of words and the surface features of the writing

Writers are always aware of the needs of their audience (readers)

Writers make lots of decisions when publishing their writing

Writers make decisions about how and where they will share their writing

Writers use a variety of sentences in their writing

Writers reread old notebook entries to find new ideas

Writers read to further inform their writing

Writers need to build their stamina just as readers do

The fact such matters are being discussed and unpacked as part of the writing programs in schools is gratifying. When educators hold such matters as important, they teach more mindfully and explicitly.

It is all part of the broader push to teach the inexperienced writer HOW to write, not merely WHAT to write. Such expectations are part of a concerted move towards making writing an authentic experience for the developing writer.