Beyond the Red Pen: ROG 2007 and the Soul of a Writer
Tagline: A virtual discussion that challenged everything I thought I knew about teaching writing.
If the first few weeks of LIT 102 held up a mirror, the last week handed me a map how writers are actually made. Our teacher shared a post about the stages of writing development (ROG, 2007), and our class was tasked with diving in. What started as a simple discussion thread exploded into one of the most eye-opening professional conversations I’ve had in years and I mean years.
We were no longer just students; we were a community of learning educators grappling with a fundamental truth.
The Stages Are a Symphony, Not a Checklist
ROG’s model outlines the progression from scribbles to fluent writing. But our discussion revealed that these stages aren't neat little boxes kids check off. They’re a messy, overlapping symphony. One colleague pointed out how a student might be a "Fluent Writer" in their personal diary but a "Developing Writer" in a formal essay. Another noted how a child might regress to "Phonetic Writing" when trying to spell a complex, emotional word.
This was a revelation. I’ve been assessing the product, but have I been ignoring the process? Have I been misinterpreting "messiness" as a lack of skill, rather than seeing it as the essential, beautiful chaos of cognitive growth?
The Justice Question
Then came the thought that has kept me up that very said night. One of my colleagues asked as we were verbally discussing : "As teachers, are we doing justice in creating writers in our classroom, or are we just teaching?"
The corner of the room where I was sitting fell silent (virtually, at least). For me, it hit deep.
For ten-plus years, I’ve taught writing. I’ve taught grammar rules, paragraph structure, and more. I’ve wielded the red pen with the best of them. But have I created writers? Have I fostered a love for the craft? Have I shown my students that writing is a superpower for thinking, for feeling, for being understood?
Our discussion on ROG 2007 suggests that true writing development isn’t just about correctness. It’s about giving students the confidence to take risks, the strategies to solve problems, and the belief that their voice matters.
This isn't just about adding more creative writing units. It’s about shifting the entire ecosystem of the classroom. It’s about celebrating the courageous phonetic spelling as much as the perfectly spelled word. It’s about talking about our writing processes and sharing our own drafts.
This conversation has redefined my mission. I don't want to be a teacher who just teaches writing. I want to be a teacher who builds writers. Thank you to everyone in LIT 102 for pushing my thinking so deep. The journey has just begun.
Reshana, I really felt your heart and honesty coming through in this reflection. The way you described the stages of writing as a symphony and not a checklist truly resonated with me. I, too, used to view students’ “messiness” as a lack of skill, but your words reminded me that this chaos is actually evidence of growth and exploration; it is the real work of becoming a writer.
ReplyDeleteI especially connected with your “justice question.” Like you, I have wielded the red pen and focused heavily on mechanics, often forgetting that my role goes beyond correcting errors. Reading your post made me stop and ask myself, am I just teaching writing, or am I creating writers who see their words as powerful? That is such a shift in perspective, and I admire how deeply you are reflecting on your practice.
Your call to celebrate courageous phonetic spelling as much as the perfectly spelt word struck me as both practical and inspiring. It reminded me of moments in my own classroom when a student took a bold risk on paper, and how affirming those moments can ignite confidence far more than any correction could.
Thank you for sharing this piece with such vulnerability and conviction. Like you, I do not just want to teach writing; I want to nurture writers. Your post has pushed my thinking forward, and I am grateful to be journeying through LIT 102 alongside you. Niola Patrice!