Talk And The Developing Writer.

Talk is an integral part of learning, and no less so within the writing workshop. The legendary writing researcher, writer and educator, Donald Graves, regularly encouraged young writers to think aloud and articulate their writing intentions. He wanted young writers to give voice to the intended direction of their, soon to emerge, writing.

It is said, the more we articulate our intentions, the more likely we are to actually pursue them. So, providing opportunities for inexperienced writers to engage in this kind of targeted talk needs to be embraced within the working structures of the writing workshop.

Graves further prompted young writers to explain their individual writing processes - the journey and its associated actions that brought about the writing piece.

Increasingly, the importance of sharing process is being recognized as a critical component within the writing workshop. Young writers need mindful mini lessons that teach into:

• ·    Writing craft
• ·    Writing style
• ·    Writing structure –grammar, punctuation, spelling
• ·    Writing processes-routines, rituals, considered actions

In every instance, talk is an essential consideration.

Teachers assist the development of writing among their students when they share and discuss their own writing. This action becomes much more impactful when teacher-writers not only share the writing pieces produced, but also the process they followed in creating that very same piece of writing. When this occurs, the value of such sharing rises appreciably.

With time and practice, young writers become increasingly more skilled and confident at performing these critical writing actions. Regular opportunities to talk and reflect aspects of their writing lives is the determining factor. Donald Graves understood this. He witnessed this. He heard it shining through in the words young writers began to articulate.

We, as teachers, learn through listening to the young writers in our care. They become our informants. We, as the most experienced writers in the classroom, must strive to mindfully set up workshop opportunities for meaningful talk to have the desired impact.

With encouragement and practice, young writers begin to share the stories that underpin their individual writing ideas. They reveal the extent of their problem-solving capabilities, and let’s be clear - writing is essentially a problem-solving exercise. They begin to reveal what they think they need in order to succeed as writers; as learners.

As we listen, we begin to understand the inner mechanisms of each learner. These revelations inform the demonstrations we must share. We owe all this to the presence of quality classroom conversations and active listening. Graves knew the genuine power of directed talk. His discoveries continue to inform best practice in writing.