Investing in Meaningful Student Writing Engagement

The late, great Donald Graves reminded us in his 1983 book, Writing: Teachers & Children at Work' - 

'Good teachers show what they mean instead of telling.'

Katie Wood Ray in her 1999 book 'Wondrous Words' urged teachers to model writing work habits so students would come to see themselves as authentic writers. She further pointed out-

 'Either we can be walking breathing, talking examples of all we advocate for our students, or we can have them sitting around wondering why are trying to get them into something that we are obviously not into ourselves.'

These notions challenge the traditional and often dominant paradigm in many schools that writing is to prove to others what has been learned. In reality writing needs to be about discovery leading to reflection of learning. Writing is the  physical representation of all the thinking acquired. It arises from being deeply immersed in the processes of writing.

When young writers are mindfully encouraged to think about their actions around writing -before, during and after, they are more likely to explore places they don't initially anticipate. They are often surprised with what is revealed about writing and about themselves as writers.

When teachers urge and nudge the developing writer into the realms of metacognition, curiosity and exploration are nurtured. Such mindful efforts foster conversations of greater depth, and in time builds confidence and trust in one's self as well as faith in fellow writers. A healthy interdependence and a sense of community emerges.

This kind of engagement assists the inexperienced writer to develop:

• Greater stamina and more sustained connection to their writing efforts.
• Increased risk taking behaviour in relation to thinking and writing range.
• Increased awareness and understanding of confusion and its quite natural (and temporary role) in writing. Understanding that writing is essentially a problem solving process something all writers must negotiate.
• Increased optimism with regards to writing. An increased sense that writing  presents as an achievable challenge.
• Increased awareness that effective writers reflect on their written efforts and set themselves goals.
• Increased willingness to embrace a range of revision strategies as an essential of moving writing from good to great. 
• Increased desire to create a written piece worth sharing.

When the inexperienced writer is offered opportunities to pursue authentic writing projects their beliefs, emotions, dilemmas, curiosities and understandings are more likely to be explored.

If writing is taught from this perspective, students are challenged to participate in some mighty important intellectual wrestling. 

In this environment writing outcomes improve in every way. The enduring words of Donald Graves and Katie Wood Ray are enacted with powerful effect.