Shining A Light On Writing Processes

I have long tried to practice and advocate for the highlighting of process when teachers share examples of their own writing. To be a teacher who writes is a critical first step in helping young writers see that you value something you are asking them to wholeheartedly embrace. However, a further  mindful step is required in order to maximize the writing the teacher brings to the classroom. There is more that can be done than simply reading our writer’s notebook entries…

When it comes to sharing a piece of writing with young writers, the story surrounding it, the process undertaken, becomes a vital part of the share time.

As teachers, we must be prepared to invest time shining a strong light on the processes that brought the words to the page. There is real value to be gained explaining the procedures followed, the craft moves employed, the discoveries the process revealed, as well as the lessons learnt along the way.

Unpacking these aspects of the writing journey elevate the text to the level of an exemplar- a teaching text. By illuminating such matters, the less experienced writer is taken into important writing territories and provided with vitally important insights. This is the HOW to WRITE part and it can be extremely influential in transforming the attitude and understanding of impressionable student writers.

Once the process of the writing piece has been unpacked, invite curious learners to pose questions. This enables further clarification of the writer’s process –the back story. It sweeps away doubt and confusion. It provides a path to follow for the inexperienced writer.

When process drives our pedagogy, the inexperienced writer is supported in learning to navigate the various challenges that predictably arise when attempting to solve problems through writing.

The result is greater surety when undertaking a writing project of their own. They begin to follow the lead and set their own process goals. They more confidently rely on their own authentic process across a writing project.

As they continue to observe the process of the most proficient writer in the room, young writers begin to better appreciate the recursive nature of writing. They realize parts of their writing can be revisited, if necessary. As this adoption of process grows, greater responsibility for setting process goals can be handed over. It allows for greater accountability in relation to writing deadlines -which can be progressively introduced. In the writing classroom, such moments are to be celebrated.

Teacher Actions Supporting The Growth of Writing Processes:

Mindfully encourage the personal growth of writers so they begin to assume greater responsibility for publishing and performance decisions across time.

Encourage the growth of metacognition in relation to personal writing processes.

Usher in an understanding of what it truly means to think of yourself as a writer and what writing delivers.

Nurture the growth of self-regulation and independent action by improving the young writer’s sense of what is required of them and how to work towards achieving that goal.

Champion the move towards more challenging writing projects through your own writing efforts.

Promote the growth of intrinsic motivation in order to produce writing that is reader friendly.

·