The WfP Helpline: How do I create independent writers?

This image has an empty alt attribute; its file name is image-1.png

Welcome to another post in our WfP Helpline series. This is where we try to answer your most pressing questions and help solve those most difficult teaching problems. Today we are answering the question: How do I create independent writers?

This image has an empty alt attribute; its file name is image-2.png

Not including for motivational or behavioural reasons, there are only two reasons why a child can’t write independently. Both have to do with the instructional decisions of the teacher and the classroom environment in which they ask children to write. Children won’t write independently if they don’t know what to do or if they don’t know how to do it. They are lacking in what is termed self-regulation.

Our research last year, which looked to understand what it is the best teachers of writing do that makes the difference, showed that they focus on using teaching practices which increase children’s self-regulation.

Here is a list of the things these teachers did that made the difference:

  • At the beginning of class writing projects, these teachers took time to discuss exemplars texts with their class. This meant children had an idea of what their writing should be looking to achieve.
  • As a class, alongside the teacher, they would generate the product goals for their writing. These are the things they felt they needed to do to make sure their writing was successful and meaningful.
  • Throughout the class writing project, in negotiation with their class, these teachers would set loose writing deadlines or process goals that the children were expected to achieve within a certain time – all on the road towards publication or performance.
  • Independence came from letting the children write from a position of strength. This was achieved by allowing the children write on self-chosen topics.
  • Through daily mini-lessons, these teachers demonstrated writing processes, and shared craft knowledge that would help the children achieve the set product goals. This meant children knew what to do but importantly how to do it.
  • Children were always invited to use what they had learnt in the daily-mini lesson during that day’s writing time.
  • These teachers had the expectation that children should write independently during daily writing time and children knew how to solve common problems on their own. Their classrooms were orderly, well resourced, and productive places to be.
  • To promote independence when drafting, children were encouraged to use ‘invented’ temporary spellings, put a line under any parts they felt didn’t make sense, and to read their developing composition quietly to a partner in moments of writer’s block.
  • Once they had finished their class writing for the day, they knew that they were to continue working on any personal writing projects they were crafting.
  • Teachers provided additional instruction through daily pupil-conferencing.
  • One teacher encouraged their most inexperienced writer to write and talk alongside two experienced peers.
  • These teachers taught responsively. They were always aware of the things their class didn’t know how to do and taught them quickly.

To make sure you don’t miss out on our other posts in the series, subscribe to our newsletter below.

Subscribe to our newsletter

Leave a Reply

%d bloggers like this: