Writing: Instructional Philosophy and Teaching Suggestions

The information in this section applies to all grade levels, 6-9. Grade level differences will be reflected in the teacher's choice of learning objectives, resources, and activities.

Students learn to write by exercising all the options available to real-world authors, including daily time for writing, conferences with teachers and peers, pacing set by each individual writer, and opportunities to publish their writing. (Atwell, 1987, p. 10)

Writing

Writing and thinking are interwoven. Writing is a complex process that allows writers to explore thoughts and ideas, and make them visible and concrete. Thinking is the foundation of writing and, because thinking is central to learning, students who are able to make their thought processes concrete through writing enhance their learning capabilities.

Writing encourages thinking and learning for the following reasons:

Writing motivates communication.

Writing is a way of crossing the boundaries of time and culture, reaching those not present when the piece is written. Writing generates discussion through peer conferences or sharing activities.

Writing focuses and extends thought.

Writers must think to decide what to say and how to say it (e.g., explore and organize thoughts, make word choices, add or delete ideas), and identify audience, purpose, and point of view. Writing encourages the development of more complex thought as ideas are analyzed, evaluated, and compared.

Writing makes thought available for reflection.

When thought is written down, ideas can be examined, reconsidered, added to, rearranged, and changed.

Writing is multi-sensory.

All of the senses--sight, hearing, taste, smell, and touch--contribute as ideas are generated and refined into written work.

Writing is most likely to encourage thinking and learning when:

Students view writing as a process.

By recognizing that writing is a recursive process, and that every writer uses the process in a different way, students experience less pressure to "get it right the first time" and are more willing to experiment, explore, revise, and edit.

Students decide what to write about and have their own reasons for writing.

By choosing topics from their own experiences, observations, and interests, students get a sense of ownership of the writing in which they are involved; this sense of ownership promotes commitment and continuing interest. When students determine their own audience and purpose for writing, they are compelled to find a way to say it clearly, appropriately, and effectively.

Students talk as a part of their writing process.

From pre-writing to final draft, talking about their writing is central to students' learning about their writing abilities and needs, and learning from the writing of others.

Students write frequently and regularly.

Writing keeps the mind open and alert to ideas for writing. Regular and frequent practice is necessary to becoming an effective writer.

(Adapted from Haley-James, 1982. Used with permission of the National Council of Teachers of English.)