Essential Principles for the Teaching of Writing
Talking Points
The NVWP Advocacy Teacher Interest Group created these essential principles for the teaching of writing. The principles emphasize the importance of preparing students to become competent writers and critical thinkers; we encourage Teacher Consultants to refer to these talking points when advocating for policies, programs, and pedagogies that support effective writing instruction.
Teachers of Writing Recognize:
- All students have the ability to learn to write. Teachers of writing believe all students can develop their writing skills by providing their students with high-quality instruction and personalized support.
- Writing is a process. Teachers of writing guide students throughout the writing process, offering meaningful feedback that encourages revision and editing, which seeks to strengthen their writing rather than pointing out errors.
- Writing is a tool for thinking.When students write, they discover things about themselves and the world that they may not have known prior to writing. As they write, they make new discoveries, explore questions, and find meaning in the thoughts and ideas they create for themselves and others.
- Writing follows a developmental process. The developmental process of writing follows discrete stages, where students progress in age and from one phase to the next. Each phase requires the acquisition of one set of skills, building on skills acquired at an earlier phase.
- There are many effective ways to teach students to write. Teachers of writing should become well versed in writing theories, research, and best practices. They realize that ongoing professional development and collaboration with other teachers aids their knowledge about the teaching of writing.
- Writing should be integrated into all curriculum areas. Students require many opportunities to write in diverse academic settings, offering them the tools and practice necessary to write effectively for a variety of purposes, audiences, and contexts.
- Writing and reading are interrelated–Reading different text styles often helps students improve their writing. Similarly, the act of writing assists students in becoming better readers.
- Teachers of writing should write themselves–Through their own writing and personal reflection, writing teachers understand the complexity of the writing process and are better able to support the needs of their students.
As Teachers of Writing, we want our students to:
- Recognize that writing is challenging and takes time. Students understand that the writing process requires persistence and the commitment to persevere as they explore ideas, topics, or a challenging task.
- Realize the connection between the writer and the reader. Students must think about their audience and customize their writing to fit their readers. When writing, students should consider how much information their audience knows, if they will agree or disagree, and what the reader will do with the information.
- Experience high-quality literature. When students realize the power of another’s writing, they understand how others use their words to convey information and ideas, persuade an audience, and evoke emotion.
- Convey their thoughts and ideas freely. Students have both the opportunity and responsibility of sharing their ideas in thoughtful and creative ways.
- Receive meaningful, positive, and timely feedback about their writing. Students’ writing assignments require frequent individualized feedback from their writing teachers.
- Enjoy opportunities to choose their writing topics. While engaging in a variety of writing assignments and projects, students should have as much choice as possible in selecting their own topics and all other aspects of their writing.
- Compose writing using varied modalities and technologies. Students require support as they write use tools to write–paper, pen, word processing, and other digital technologies–and become independent in the modalities and technologies that best fit their needs.