Since my blog is looking at the steps it takes to take writing to the uppermost level of publication: I thought a good starting point would be the subject of a recent class discussion: the writing process. We looked at Donald Murray’s take on the writing process and we also dug into our own adaptations of it which helped to bring it life for me. Coincidentally, the blog/ezine I subscribed to through Google, The Writing Journal by Word Craft, posted an article about the writing process just a few days ago. The article, entitled, “Writing Process: One size does not fit all” brought up a very important point regarding the infamous writing process. For a writer to seriously learn, the writing process must become personal and individual through all steps. However, as the article points out, this individualization does not mean that the process become simply free form.

“Each writing process contains these steps: brainstorming, organizing, writing, revising and editing. Some people condense the essentials into only three parts: brainstorming and organization as one, writing, and then revising and editing as the final step.”

Another point that the article points out is that for a writer to do well “you must write-a lot”. I think that a lot of times the writing process as it technically stands tends to bog down writers especially since the final goal of writing is usually the grade. This eliminates a lot of pleasure of writing and also limits the writer to writing for the grade or for the teacher. If we want students to write for themselves and write a lot, we as teachers need to give them opportunities to write for more than just what we formulate out for them.

Why shouldn’t we let students experiment as writers? There is no telling where their minds will take them and what product will come out of their pen or pencil. This experimentation can be part of going through the writing process too. For example, as the article points out, it is ok to break down the steps of the writing process to something you are comfortable with, in this case, the step of brainstorming:

“Experiment with all the variations of brainstorming you hear about from free writing, clustering, questioning, listing and journaling as well as the many other options out there. “

The point is, even though the writing process is something that must be taught and learned, it does not necessarily have to be the same prescribed version over and over again. In my opinion, it shouldn’t be the same for everyone because each person as a writer, has a different perspective. Why shouldn’t we let students plan out their writing as long as it is monitored by the teacher? There is no telling the wealth of ideas and works of art that might come out of reworking the writing process. For me, I look forward to how I can adapt it for my students some day.

Link to article