Writer's Notebook -Ways To Encourage Student Ownership


It remains vitally important the integrity of the writer's notebook be preserved if it is to retain a strong position as a writing resource. 

How the notebook is perceived by both teachers and students is a critical consideration in establishing its effectiveness within a writing classroom. Its acceptance and ultimate health depend on the preservation of its integrity as a writing tool.

With the start of another school year in Australia, my thoughts return yet again to the notebook and how it is presented within the writing program. 

Donald Graves frequently wrote about the growth of orthodoxies surrounding the writing process. Many of these so called orthodoxies were based on misconceptions and distortions of the original intent and were unwittingly instituted by educators. The same thing is true of the writer's notebook. Its intent has too often been hijacked as well.

Across the almost 40 years I have been using notebooks I have seen some quite disturbing assumptions regarding the use of notebooks in the classroom. Most of these actions and beliefs involve teachers asserting undue control over the content and direction. The notion of a safe place to write for the developing writer, obliterated in the name of control and insufficient trust. For instance, when I see notebooks polluted with black line worksheets I want to invoke Shakespeare, and cry, - 'Out damned spot!

So with these thoughts in mind, I find myself once more advocating for the young writer and the writer's notebook:


  • It is not the role of the educator to tame the words that enter a young writer’s notebook. The notebook should at all times remain a slightly wild place for a writer to work with words. Allow the writer to own  and foster the relationship.

  • Encourage the less experienced writer to roam the literary terrain in search of words and ideas, discoveries and the inspiration to write in that space. Preserve a view of the notebook as a place to explore possibilities. Lead by example. Celebrate risk taking and exploring.

  • Convince them through our own actions that the notebook they own is hungry to receive their words.

  • Avoid all urges to control the writer’s notebook.

  • Providing conscious encouragement for them to own the space and be responsible for the words that assemble there, must drive our teaching efforts. 

  • When teachers descend upon the notebooks the young notebook owner begins to see it as just another workbook. Integrity fades. The unique status of the notebook evaporates. Risk taking, experimenting shrink away, replaced by teacher pleasing, and safe writing.

  • The best way to influence a child’s view of their notebook is for a teacher to attend to their own notebook . Make a powerful declaration by regularly sharing entries from your own notebook. Show, don’t tell.









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