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What Do Your Students Understand About Writing?

September 30, 2013 

In my own work I have periodically asked similar questions to student writers.  -Sometimes formally, sometimes informally. In some instances, the responses I gain are eerily similar to those gathered by . Too many students talk only of surface features, or tell me their writing needs more ‘describing words.’

Good writing is much more than the eradication of errors. It results from implementing an extended process that includes learning how to gather ideas, finding a stance or viewpoint, writing drafts, having other writers responds to those drafts, revising for audience and purpose, and polishing, editing and sharing through publication.

This process helps writers develop ideas more fully, build connections between each aspect of a text, so the entire piece is clear, and the errors capable of distracting readers are dealt with as a consequence of these critical processes. It suggests that writing involves many modes of communication and that writers develop more effectively when they are part of a supportive community of fellow writers. Empowering the writer to exert a sense of ownership over writing tasks; writing outcomes, increases engagement. It works every time!

When such matters are taken into account they hold immense significance for what is valued in the classroom. The responses of student writers in such writing friendly classrooms move beyond surface features and the need to get things right. It drives student understandings about writing well below the surface. They begin to embrace writing as a tool for communication. Writing becomes an activity that assists them to understand their world and themselves simultaneously.

The responses student writers provide when asked about ‘writing’ offer a window into the value systems of teachers. As teachers of writing we must never lose sight of this. Assessment Classroom Environment Effective Writing Programs Reflecting on writing Research Teaching Writing


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