Writing in Process

Marci Glaus, the Wisconsin Department of Public Instruction consultant for English language arts, contributed this post.

Today, writing takes place in many modes and spaces. Whether individually or collaboratively, with pen and paper or online, writing is a complex process that takes time and thought. As a writer myself, I have been fortunate enough to share some of my writing processes with others, even though the spotlight is usually on the finished product. For many students, the finished product is also the main focus. However, pausing for a moment to take note of the amazingly sophisticated moves we make as writers before, during, and after a writing process, can be an effective way to reflect on instructional choices we make.

As a way to think through what takes place during a writing process, I created a video to capture the recursive nature of writing. The video provides an in-depth look into the principle-based definition of the writing process, a think-aloud of an actual writing process, and the research base to support teaching writing as a process: http://tinyurl.com/lowduka.

While this example is from an adult perspective, it showcases the idea that writing is not a lockstep three-part model. As educators, sharing our own writing processes with students is a great way to teach and talk about planning, translating, and revising throughout an entire writing process in any genre. It is also an effective method for modeling ownership over writing and keeping an audience in mind.

So where do we begin when it comes to teaching writing as a process while addressing specific student needs? As educators and teacher leaders, there are several key questions we can ask to start the conversation:

•      What do you already know about your students as writers?

•      What supports do students need?

•      How much time do students actually write?

•      What is the required writing task?

•      What is the purpose for the writing task?

•      Who is the audience? Can the audience be authentic?

Based on the answers to some of these questions, we can address any gaps that may surface, and then, based on an actual writing task, plan for explicitly teaching the appropriate writing skills necessary. The first three questions above are really formative practice and directly connect to the rest of the questions regarding how particular writing lessons can take shape. They provide a built-in structure for reflecting on where students are, how to incorporate time for writing based on a particular task, and what it means to establish an audience for writing based on purpose.