Sometimes
I like to dream big dreams. I revel in “What if?” scenarios. What if everyone
on the planet got along? What if teachers got paid according to how difficult
their job actually is? What if I had a dollar for every time a kid asked to
borrow a pencil and then didn’t return it?
Lately,
I’ve been thinking about what might happen in schools if every student wrote
every day in every class. I know. It’s a crazy idea. But, as I said, I like to
dream big dreams. If teachers in all subject areas—math, science, social
studies, English, fine arts, LOTE, physical education, career and technical
education—made it their mission to insert just a little bit of writing into
their daily lesson plans, the results would be astonishing.
If
every student wrote every day in every class, here’s what might happen:
Students
would become more confident writers. Writing— like most things that are worth doing well—takes
practice, and the more you do it, the better you get. Students don’t have to
write formal papers (which, let’s face it, should be special-occasion
experiences) in order to improve as writers. Quickwrites, short answers,
explanatory paragraphs, summaries, and letters to the teacher (or other
students) are all ways of practicing writing within academic disciplines. The
simple act of stringing words together to make sentences and adding additional
sentences until something emerges that makes sense builds confidence and
self-efficacy.
Teachers
would have a better idea of what students know and don’t know. Asking students to explain
something in writing gives a glimpse into their understanding in a way that is
more complete and nuanced than a multiple choice question or
thumbs-up/thumbs-down or fist-to-five physical response. Writing is an
easy-to-implement formative assessment tool at any point in the lesson cycle.
Having students write what they already know about a topic prior to instruction
can give teachers an idea of where to begin teaching the entire class or which
students will need differentiation, either enrichment or remediation. Pausing
mid-lesson to allow students to explain how they reached a solution or solved a
problem can provide insight into their thought processes and help the teacher
diagnose gaps in understanding. An exit ticket summarizing the day’s essential
question on a notecard provides instantaneous feedback about whether students
“got it” so teachers will know whether to move on or revisit the concept
tomorrow.
Blank
pages and blank stares would become things of the past. Like a car that’s been
sitting undriven for a few months, many student writers have trouble getting
started when they are asked to write. Once students start writing every day in
every class, their batteries remain fully charged, and the ideas emerge much
more readily. This is especially true when frequent writing activities are
low-stakes, ones in which getting ideas down on paper doesn’t come with the
“gotcha” of a grade attached. Writing in a fearful state is paralyzing. Writing
(sans pressure) to explore what you think about a topic is freeing. Not every
idea that comes out of your pen (or shows up on your screen) is going to be
brilliant, but putting ideas into the world every day increases the odds that
you’ll produce something worth saying.
Classroom
conversations would be better. Writing before talking helps us generate ideas and clarify our
thinking. How often, before a difficult conversation, do we write out and
rehearse what we have to say to increase the chances of it coming out as
intended? Similarly, allowing students to write a response to a question before
a classroom discussion has several advantages. First, it provides every student
a chance to wrestle with the thinking instead of sitting back and waiting for
the loudmouth in the room to answer the question orally, freeing them from any
obligation to think for themselves. Second, it gives students a chance to try
out their ideas, to have some “think time,” and to organize their response
before being asked to share it aloud. Whether or not the student is called on
to respond, the student has done some thinking, and that’s what’s most
important in an educational setting.
The
quality of student writing would improve, which means, among other things, that
writing test scores would increase. The more you write, the better you write. If you write every day,
throughout the day, you’re bound to get better. Instead of complaining that
“these kids can’t write” and focusing on inadequacies, teachers should consider
providing numerous opportunities for writing and offering encouragement to
reinforce what’s good. Praise-hungry students will latch onto the traits that
receive positive feedback, and, eventually, their writing will get better. When
the quality and quantity of student writing improves and anxiety about writing
withers, the writing they’re asked to produce on-demand for standardized tests
will seem less daunting. It’s just another thing we’re asked to write, right?
No big deal. What will be a big deal is the amount of time educators can
spend focusing on exploring meaningful content rather than tedious test
preparation.
The
school will develop a culture of literacy. Where the written word is valued, learning
thrives. When students see that all teachers—not just the English teachers—care
about writing, they’ll care more, too. Soon, you’ll hear discussions about what
writing looks like in various content areas, how writing in science looks
different than writing in social studies or English. Disciplinary literacy will
shape students to become more thoughtful, purposeful writers and more curious
readers. Students will write for real-world audiences and will be eager to let
their powerful voices be heard. Building a culture of literacy sets all
students up for real-world success in whatever the future holds for them
because those who can read perceptively and write with precision have the power
to influence others, to get what they want, and to achieve whatever they dream.
Teachers
would spend more time grading. Wait! That’s not true. The kind of writing I’m talking about is
mostly ungraded and doesn’t require out-of-class teacher feedback. When
students write daily in school, they’re mostly engaging in writing to learn
(also known as learning through writing), which is about acquiring the
knowledge and skills, not being assessed as right or wrong. It’s more about
doing the writing (and the associated thinking) rather than receiving a reward
for correctness or compliance. And there’s a likelihood that students will
write down some incorrect or misguided ideas on their pathways to mastery,
which shouldn’t be penalized because making mistakes is a healthy part of
learning. Students should be writing more than we could possibly read anyway.
Shifting the audience away from the teacher gives students a more potent
motivation for writing well and communicating clearly. When, and if, teachers
grade and comment on writing, many other readers should have seen and provided
constructive feedback on that piece previously. Content-area teachers who fear
being unqualified to assess student writing should free themselves from some of
that pressure. It’s not your job to be a copy editor and fix every grammatical
error. Focus on what makes sense. Question what doesn’t. When you focus on
meaning, any time you spend reading and responding to student writing will be
more pleasurable; it will be a conversation between you and your students about
what they think about their learning. And that is fascinating.
I
realize that asking teachers to add a bit of writing to their lessons is
encouraging risk-taking and stepping outside of comfort zones. I acknowledge
that my dream isn’t likely to come true on most campuses. I know, however, that
students don’t write enough in school, and I’ve seen how
learning-through-writing strategies can transform classrooms into active,
vibrant, student-centered communities of scholars. You probably don’t have the
power to control what goes on in others’ classrooms, but you have control over
what goes on in yours. Any bit of writing you add is more than your students
would have done without you. Help me make my big dream come true.
Amazing words again! Craig, you offer such great insight. Loved the whole article, but especially this. “Not every idea that comes out of your pen (or shows up on your screen) is going to be brilliant, but putting ideas into the world every day increases the odds that you’ll produce something worth saying.”
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