Writing Conversations and Some Pertinent Questions

 In this post I wish to explore the types of questions I hope arise when teachers and students share critical writing conversations (writing conferences) in the classroom. The questions teachers bring to these important conversations should aim to encourage the developing writer to become more reflective in their approach to writing in order to grow in both confidence and competence, as they move forward.

Are you writing about things that matter to you -matters you care most about, matters close to your heart?

If your students are writing merely to please a teacher or impress their peers, then this conversation is quite important. We should never embark upon writing we don’t care about. It should matter to the writer. It might actually be a piece they need to write quite urgently because they never want to forget that particular moment/ feeling/ event/ experience.

Do you know why you are writing about a particular topic/issue/ideas?

This is an opportunity to nudge the thinking of the young writer so they think more deeply about why it is important to write about this particular matter at this time.

What genre best suits what you want to write about?

When writers write about this topic/ idea/ issue what genre/genres do they usually choose?

Have you looked at examples of the kind of writing you are trying to write?

Such conversations help to tease out important considerations for every writer regardless of age, or experience.

What is your aim/purpose for this writing?

In other words are you wishing to inform, entertainment, record for posterity, influence change, analyse, persuade? Knowing what the purpose of the writing piece is helps to guide the writer in so many ways. Word choice, tone, length, mood, all come under consideration at this point. Making the writer aware of these matters is vitally important.

Are you ready to start writing now or do you need to do some more research/ preparation to enable you to feel confident about what you hope to do as a writer?

Sometimes the writer needs to do more thinking/ investigating /talking/ planning/research or reading before composing begins. Sometimes the words are already inside the writer just waiting to emerge on the page. Sometimes however, the writer needs to gather more information. Knowing the difference between these two important actions is critically important to writing development.

Have you been thinking about the words you want to use in your writing?

Rehearsal and word choice are further important considerations in the writing process. Fostering rehearsal through a range of pre-writing actions helps the developing writer to think more actively about the words that work best.

What are you reading that is most like what you are trying to write?

Encouraging the reading writing connection for our student writers is something we must do mindfully. Helping the writer to become aware of how reading particular texts can inform the type of writing they are currently trying to perfect is critical to growing their capacity.

Who is your intended audience for the writing you are doing. What do they need from you?

From day one, the writer needs to show courtesy and awareness of their potential readers. Raising the young writer’s sense of audience is deserving of continual maintenance.

Where are you looking for writing ideas?

We can assist the inexperienced writer to broaden the writing terrain by mindfully sharing the range of possibilities gleaned from our own notebooks. This can to be a powerful influence in alerting young writers to the endless treasure awaiting their focused observation of the world around them.

What are your current writing territories and what topics are you finding within those territories?

We can help the young writer to identify the broad parameters that are their personal writing territories, so they may be better placed to seek out the myriad topics lying within those territories. We must model how we go about this. Make the learning visible.

How are you using your senses to help you notice writing ideas?

Gather examples from a range of suitable mentor texts to highlight how more experienced writers invoke the senses when they write. Shared reading of extracts will help to draw this important realization to the attention of young writers. Drawing on a range of senses assists the reader to make a stronger connection with the writing.

Has anyone found a potential idea in a place/ moment/experience that surprised them? 

The identification of writing ideas is something requiring constant care and attention. The ability to detect and collect ideas when out in the world is the essential life source for any writer.

In each of these conversation scenarios, it is the most experienced writer who must be prepared to share how they most adequately address these important writing considerations. The reading and writing lives of teachers must impact classroom discussions. The teacher has a genuine opportunity here to support and influence student writing attitudes. A light can be shined on the problem solving processes used by writers.

There are other questions that no doubt need to be raised. The more these types of conversations are facilitated, the more likely they are to arise and be reflected upon. For me, the critical consideration is allowing for this type of interaction to occur in the classroom on a regular basis. That way we will create some sparks!

Make writing workshop a time and a place where teachers and students are sharing the learning around writing. Such an approach actually enhances your authority (and integrity) as a teacher. Your position is strengthened because you become viewed as a fellow risk taker.

Teaching is presented from an authentic perspective. When you discuss real issues around your own writing (and how you worked to resolve them), when you discuss writing honestly, your willingness to be vulnerable reveals your writing voice. You are doing more than you can imagine to build a sense of trust within your burgeoning community of writers.