Low-Stakes Writing: 4 Reasons This Practice Makes Your Students Better Writers

It’s that time of the year when most ELA teachers are looking to get serious about writing instruction. Maybe this is point where you start thinking about assigning a capstone-like writing project. And in the coming months you plan to block out a significant portion of your calendar to get your students ready.

But your beginning to feel a creeping anxiety as the time approaches. You remember all the missteps the students have taken in recent years. And though you have improved your writing instruction over time, the progress your students have made really hasn’t been as quick or as transformative as you had hoped. Continue reading “Low-Stakes Writing: 4 Reasons This Practice Makes Your Students Better Writers”

Students Need to See Writing as a Process

I just had 170 students revise a piece of writing, and none of them complained about it. Let me qualify that. None of them groaned aloud obnoxiously, as if the assignment was causing them physical pain. For the most part, they completed their second draft with ease and some even expressed a mild delight that they made their writing a little better. A few voluntarily asked me for suggestions about how to word certain phrases. A few students expressed grave concern that they had exceeded the word limit (the accidentally wrote more than they were required).

This is a dramatic contrast to how my former students used to behave when they were presented with the notion that their writing needed to be fixed. Typically, the mere suggestion that they were not yet done with a piece of writing was met with sneers of derision. I had to drag them a long through what they thought was an agonizing process of revisiting a piece of writing they believed they had completed.

Not this time. Actually, not in recent memory.

What, you may ask, has made the difference?

Continue reading “Students Need to See Writing as a Process”