As part of our writing program, the children are engaged in an on-going, cyclical writing process of planning, drafting, refining and publishing. As they become more experienced writers, the children show an increasing understanding that not all writers follow all steps for each piece of writing. They realize that not all writing is planned; that in a first draft spelling is not so important; that writers go back to their writing again and again to revise their work, making changes, adding details and checking that their work makes sense; that at the publishing stage writing must be legible (handwritten or typed) and the spelling correct so that others can read it.
The children choose what they write about. Some have a preference for fictional writing, others prefer personal recounts, and yet others prefer non-fictional writing about a particular area of interest. We talk frequently about where writers get their ideas, and we have a class “writers’ notebook” where the children can record their writing ideas as they pop into their head.
The children have writing partners. Writing partners help each other to refine their work and advise each other on word choice and additional details.
At any time during a writing inquiry, there will be children working on different steps of the writing process. The children help each other to edit their work and advise each other on word choice and additional details. Not all writing is published. The children have a choice about what writing they want to take through to publishing stage. Published books are shared in our class library and displayed for a time in the school library.