The Limitations Of Allocating 'Free Writing Time'


It is important to note that a personal writing project does not equate to the allocation of ‘free writing time.’ where the writer is given a small portion of time to write ‘creatively.’  Free writing time generally focuses upon the time given, rather than the actual writing that may be involved. 


For this reason free writing time is little more than a tokenistic gesture. It lacks gravitas, for its purpose is often ill defined. It is offered in the misguided belief that such an allocation of time provides sufficient investment in supporting and engaging young writers. It fails to enshrine authentic writing practice, selling young writers short. It's an example of fickle literacy.

When a writer chooses to write 'freely' in order to discover what it is they want to say, they may pursue the drafting of a piece to determine what is important, by trying out ideas. Here they are trying things out with a purpose in mind.  

Doling out occasional periods of 'free writing time' effectively pushes personal writing projects to the edges of the curriculum in terms of importance. Such an approach offers little sense of genuine agency for the developing writer. The writer is thrown a few crumbs, a little time to fill with -whatever...

When writers are encouraged to undertake a personal writing project they are afforded time to write in their own way, driven by their own goals and intentions which have been identified prior to undertaking the actual writing. The chosen project benefits from replicating processes writers enact in the wider world. That way the writing that emerges will be grounded in authentic purposes.

In consultation with a more experienced writer, their teacher, the young writer identifies and negotiates the length of the project- Days? Weeks? A term? This brings into play the reality of progression points and deadlines and the use of check in groups to monitor progress and provide targeted support. 

Providing young writers with this sense of agency, does not mean accountability is reduced in importance. The writer is held accountable for the choices they make and the teacher must work to support the writer to achieve their individual writing goals. During a personal writing project the teacher is charged with nudging the developing writer to bolster their capacity for self-regulation.

'Free writing time' falls well short of this supportive framework. It has the whiff of set and forget about it. Such an approach ignores the considerable research on the value of rehearsal and a host of pre-writing strategies which can be utilized to positively impact the quality of student writing.

Alan j Wright



Comments

Post a Comment

Popular With Other Visitors

Writing Opposite Poems

Image
 O pp o s ite  P oem s In his book, ' How To Write Poetry,'  Paul Janeczko presents the idea of opposite poems. Paul suggests they could also be referred to as antonym poems. This is wordplay and it's fun to try. Here are some examples Paul provides to help us see very clearly how these short little poems work. I think the opposite of chair Is sitting down with nothing there What is the opposite of kind? A goat that butts you from behind Paul Janeczko You will  notice the poems are written in rhyming couplets. They can be extended so long as you remember to write in couplets. Paul shows us how this is done. What is the opposite of new? Stale gum that's hard to chew A hot-dog roll as hard as rock Or a soiled and smelly forgotten sock You might notice that some of Paul's opposite Poems begin with a question. The remainder of the poem answer the question posed. Opposite poems are a challenge, but it is a challenge worth trying. Not eve...
Read more

Writing About Reading - Reading Reflection Journals:

Image
UPDATED February 2022 Writing in response to literature can be a great way for students to organize their thoughts, explore what they think, and generate ideas. One of the strengths of writing in journals is that it allows students to capture all of those great ideas that generally float off into the air during the discussion.  Journal writing can also become drudgery if students are asked to write too often, given little choice or inspiration in what to write, or if they simply don't have anything to say. While some students eagerly share their impressions about selections they have read in class discussions, others are less comfortable and keep their thoughts to themselves. In an effort to encourage all students to think more about what they read and confidently share their observations and opinions, some teachers are turning to the reading reflection journal and are gaining insights they never anticipated.  The Value of Reflection Journals   Journals assist teachers...
Read more

Learning How to 'Zoom In' When Writing

Image
It is important for young writers to understand that not all parts of a story are equal. There are parts through which a writer moves quickly, and important parts where the writer slows down and lingers a while. This is where the writer might intensify the action or reveal the character’s reactions in greater detail. Young writers need to know that this is a deliberate strategy on the part of the author. The author consciously zooms in. The writer uses a magnifying glass to view a part of the story more closely; to focus on a moment and to slow down time. When an important part of the story is enlarged upon, it   is a signal to the reader, that this part of the story is important. The strategy of ‘zooming in’ goes by many names: ‘exploding a moment’ ‘magnifying a moment’, ‘hotspot’ ‘snapshot’, ‘adding detail’ or ‘slowing the action.’  What ever the name, the idea is the same. The author writes in a way that expands a significant part of the story with the intentio...
Read more

Slice Of Life Story-The Trials Of A Left Handed Writer

Image
Amazingly I learnt to write using my left hand. An achievement against the prevailing beliefs of the day. My very first teacher saw it as her mission in life to ‘fix’ the poor, wretched little boy suffering from what she clearly diagnosed as left handed disease. She must have thought, 'This child must be re formatted! If he remains left handed he will be forever condemned to writing in a scrawl that no one will be able to read. Ugly hand, ugly hand.' ...They tried to say it couldn't be done, it mustn't be done. They took the pencil out of my left hand and placed it in my right hand. It felt unnatural. It felt weird. It was not right. More to the point it was not left. I was not about to conform. At least they didn't try tying my hand behind my back. Watch me I said. I may be an oddball, left handed scribbler but I am a determined oddball. I mean how boring would the world be if everyone wrote with their right hand? So I dug my toes in –and my hands to...
Read more

Exploring Themes in Poetry With Emerging Writers

Image
There is so much more to poetry than haiku and acrostics. Yet, so many young poets never get to experience the rich breadth of poetry beyond these highly structured forms. Why? Primarily, it’s about their teachers comfort levels with poetry. We often teach to what we know, meaning that being adventurous and taking young poets into new realms is not part of the poetic landscape for many. This sells young poets and poetry itself short. Last week I had the pleasure to again work with a group of young poets from Derrimut Primary School grade 5/6 in Melbourne’s west. We have been exploring patterns and repetition in poetry. We have explored personification as a literary device to develop the writing of poetry. We delved into the idea of writing through a mask to provide inanimate and animate entities with a voice. They told stories in words from their own perspective. On this occasion we again went to the edges and began to explore poetry through themes. We discussed a range ...
Read more