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NCTE Beliefs about the Teaching of Writing

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Writing instruction must provide opportunities for students to identify the processes that work best for themselves as they move from one writing situation to another. 

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Writing is a tool for thinking.

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  This insight that writing is a tool for thinking helps us to understand the process of drafting and revision as one of exploration and discovery, and is nothing like transcribing from pre-recorded tape.  The writing process is not one of simply fixing up the mistakes in an early draft, but of finding more and more wrinkles and implications in what one is talking about.

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Excellence in teaching writing as thinking requires that the teacher understand:

  • Varied tools for thinking through writing, such as journals, writers’ notebooks, blogs, sketchbooks, digital portfolios, listservs or online discussion groups, dialogue journals, double-entry or dialectical journals, and others.

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Purposes for writing include developing social networks; engaging in civic discourse; supporting personal and spiritual growth; reflecting on experience; communicating professionally and academically; building relationships with others, including friends, family, and like-minded individuals; and engaging in aesthetic experiences.

Writing is not just one thing.  It varies in form, structure, and production process according to its audience and purpose. 

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In order to make sure students are learning how writing differs when the purpose and the audience differ, it is important that teachers create opportunities for students to be in different kinds of writing situations, where the relationships and agendas are varied. 

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Teachers should be familiar with techniques for teaching editing and encouraging reflective knowledge about editing conventions.  For example, some find it useful to have students review a collection of their writing over time -- a journal, notebook, folder, or portfolio -- to study empirically the way their writing has changed or needs to change, with respect to conventions.  A teacher might say, “let’s look at all the times you used commas,” or “investigate the ways you might have combined sentences.”  Such reflective appointments permit students to set goals for their own improvement

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Writing happens in the midst of a web of relationships. 

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