My lingering questions stem from our discussion on Monday 7/29 about trying to include writing as praxis in my classroom.
How can I encourage and develop different types of writing (formal/informal/etc)?
How can I develop a classroom community that values writing?
How do I want to implement some of the strategies and activities we’ve seen throughout this summer session?
ECLInstitute - HVWP 2019-2020 
I love the question about creating a community that values writing (as opposed to pleasing the teacher or getting the grade, etc.). I always struggle with this myself. It makes me think about the situations we create in our class, and how we participate in them. I know a game changer for me was to start writing WITH my students, and share some of my messy writing with them. When it was clear that I cared enough to not just assign it- but to DO it – there was a shift in my room. I can’t say I have an answer yet, but I’m always looking for new ways to try to create this very community you are discussing here.
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How can I develop a classroom community that values writing?
-You write often and for varying lengths for time.
-You write with the kids.
-You give them the agency to chose topics.
-You give them confines to stay within.
-You try out different types of writing; poetry, short story, flash fiction, prose poetry, haiku etc.
-You treat yourself as a writer first and foremost.
-You share your writing and have them share theirs in whatever way that means that day.
-You show the students what writers do and expose them to how writers work. You have them break down a text and look for why the author phrased a sentence that way or used one word over another, create activities where those change those decisions and reflect on how the meaning and purpose of the text has changed.
-And most importantly, you forgive yourself for the uninspired and stubborn writers you will encounter. Not all kids will bite in at first but keep treating them as writers and showing them what writers do, and they will come to learn.
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I think back to my littlest students who are the closest to “blank slates” that I have and I think about the joy in their little faces as they learn to write their name, or words that matter to them (toy, dog, daddy, etc.). During play time they go to the “office” (writing center) and practice writing words, names and books for fun. Some always like it more than others, but initially, most children find joy in the writing process to some extent. It’s obviously easier to “trick” younger children into playing with words, but it is my goal to find ways to “trick” older students into playing with words too. When I think about growing up and finding “joy” in writing, I think back to laughing while writing stupid sentences out of the word magnets that we were talking about last week. I think sometimes, giving snippets of stupid joyful literacy experiences to middle or high school might be more meaningful than realized. I know that’s definitely not going to equate to a “community that values writing” in the sense we are experiencing now… but for the students that “hate” writing by middle school.. it might be one example of enjoying a “writing experience” and in the future, they might come back to it. (I hope)
As for formal/informal writing, can you use a “Do now” journal to give students experience to informal writing that is graded less formally than usual? I know your school is different than mine, but in the past I have found “do now” activities are nice way to vary writing experiences for students and “grade” them, in whatever way I see fit at the time. (I am just reading Sam’s answer to your question now and feel she answered much more thoroughly. lol) But really – I struggle with the same questions you have also!!
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I appreciate deeply what you wrote about a “next move” for you as a teacher — being curious about what it takes to create a community that values writing. While one of your purposes may be to support skills development, I’m inspired to read your reflection on the bigger issues: how could a strong community of writers support all students? How could students seeing value in their own writing, and the writing of others, and how might that support engagement and even skills learning?
There is something, for me, about the experience of being seen as a writer, which for me came from: having others read my writing, from reading aloud, from having space to talk about my writing, and having an opportunity to have my writing appreciated and spoken about favorably in community. I wonder how we give more opportunities for students to experience being valued as writers — and simply as human beings — and how that might translate into valuing their writing and that of others?
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