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



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