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Writing Process Misconceptions
1. We believe this process to be a lock-step sequence and that all writers progress neatly from one stage to the next. In other words, we assume that the writer will complete each step before moving onto the next. In truth, writers jump around. I might begin a piece (drafting), decide I don't like the beginning and rewrite it (revising), share this new beginning with another writer (conferencing) who changes my mind about the direction of the piece (revising). I then decide to take a few minutes to web (prewriting) before continuing with the draft. Sometimes pieces of the process overlap: for example I might draft as a form of prewriting.
2. We try to move all of our students through the writing process simultaneously (doing a disservice to our writers and often derailing our writing program). It takes enormous effort to keep all students productively engaged while insisting they move, much like cattle, through the stages. After several weeks of trying to get all students published, teachers let go of the workshop to give needed attention to other areas of the curriculum. Students also disengage.
3. We view the process linearly, pushing revision to near-end. Very few students are motivated to authentically revise when they have experienced a sense of completion. Many a young student has frequently pointed out: "Look I already wrote the end." In truth, revision can and should occur throughout the process.
4. We consider publishing to mean writing a final draft. Writing a final draft is no more than correcting conventions and copying over work. When publishing is presented in this way, few students are motivated to publish. Professional writers don't write for the pleasure of seeing a clean draft. We write to find a responsive audience. We write to be appreciated.
5. We publish all students simultaneously (see number 3). In doing so, we remove the impetus for our students to work harder. (Why should I make another attempt when I know that we're all going to get published?) When students are published individually and intermittently - -that is, when they've made a breakthrough - they are inspired to work towards publication. Publication takes on the status it deserves.
Study Guide
A free, downloadable study guide to No More "I'm Done!" is available at the Stenhouse website -- recommended for literacy coaches, PLC groups, administrators, and teachers who wish to reflect upon and deepen their understanding of writing engagement and independence.
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