"The role of a writer is not to
say what we can all say, but what we are unable to say." – Anaïs Nin.
What is writing?
Writing is more than putting words
on a page; it is a journey of thinking, expressing, and understanding. For the
longest time, I focused almost entirely on reading: decoding, fluency, and
comprehension. Writing often felt secondary, almost like an afterthought. As I
began exploring the developmental stages of writing, however, my perspective
shifted. I started asking questions I had never considered before: When should
children begin writing? And, more importantly, what does it truly mean to
write?
Watching the stages unfold, from
scribbles to symbols, letters, and eventually full words and sentences, has
been both fascinating and eye-opening. Each stage is not merely a technical
milestone; it reflects a child’s growth in thinking, communicating, and
expressing themselves. As a student at Teacher’s College, understanding this
process has led me to reflect deeply on how I can support Learners on their
individual journeys.
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| Writing Transitions |
I have also explored two models of
the writing process. Dahl and Farnan (1998) describe it in a linear way:
prewriting, drafting, and revising. This approach is structured, practical, and
easy to follow, especially for beginners. In contrast, Flower and Hayes (1981)
view writing as a cognitive process involving planning, translating, and
reviewing, often moving back and forth. This model captures the real, sometimes
messy, mental effort behind putting thoughts into words.
Both perspectives offer valuable
insights. The linear approach emphasises order and clarity, while the cognitive
approach reminds me that writing is fluid and alive. In practice, I have realised
that writers often blend the two approaches: following steps when necessary but
circling back to rethink, revise, and refine ideas.
Reflecting on my own writing process
has been the most striking part. I have come to see that writing is not simply
for language arts. It is a thinking tool that supports mathematics, science,
social studies, and beyond. Writing helps us make sense of ideas, connect
thoughts, and truly understand the world around us.
This reflection has deepened my
respect for writing. It is no longer simply a school requirement; it is a way
to shape thought and voice. I continue to ask myself: How can I meet students
where they are? How can I guide them, nurture them, and create a safe space
where every child’s words matter?
For future sessions, I would love to
see more hands-on experiences: examining student writing at different stages, practising
the writing process ourselves, and learning to give constructive feedback as
teacher trainees. Experiences such as these would make our understanding more
concrete and our teaching more effective.
I am curious. When do you believe
children should begin writing, and how do you see writing as a tool for
learning across all subjects?
Niola Patrice!
Hi Niola,
ReplyDeleteThank you for a beautifully reflective post. I really resonated with your journey—from seeing writing as secondary to embracing it as a powerful tool for thinking and learning. Your question, “When should children begin writing?” really made me pause. I have also been rethinking what it means to write, especially after exploring the developmental stages and realizing how much meaning is embedded in even the earliest scribbles. I believe that even very young children can start by experimenting with marks and symbols. This early exposure can lay the groundwork for more formal writing skills as they develop
I appreciated your comparison of Dahl & Farnan’s linear model with Flower & Hayes’ cognitive approach. Like you, I’ve found that students often move between both—sometimes following steps, other times looping back to rework ideas. It’s comforting to know that writing doesn’t have to be perfect on the first try, and that the process itself is where growth happens.
Your point about writing across subjects is so important. I have seen how writing can help students clarify their thinking in science, reflect in social studies, and explain their reasoning in math. It is not just a language skill—it is a learning strategy.
I agree wholeheartedly with your suggestion for more hands-on experiences in our future sessions. Analyzing student writing at different stages and practicing the writing process ourselves would indeed make our learning more tangible and applicable. I think it would really help us build confidence and prepare us to meet learners where they are, just as you so thoughtfully described.
I am looking forward to continuing this journey with you!
—Anique
Hey NiNi, I really enjoyed reading your reflection because it showed me how writing is more than just a subject to be taught it is truly a tool for thinking, learning, and expression. What stood out most was how you described the transition from scribbles to sentences as not just technical milestones, but as signs of a child’s growth in thinking and communicating. This reminded me that when students scribble, it is not “nothing,” but an important step in their development as writers and thinkers.
ReplyDeleteI also appreciated how you compared the two models of writing the linear approach of Dahl and Farnan (1998) and the cognitive approach of Flower and Hayes (1981). Your explanation helped me see that both approaches have strengths, the linear process provides structure for beginners, while the cognitive model reflects the real back-and-forth that happens when we write. I connected with your point that writers often blend the two, because I recognize that in my own writing I sometimes follow steps, but I also circle back when my ideas need refining.
What really resonated with me was your reminder that writing goes beyond Language Arts, it supports learning in mathematics, science, and social studies. I agree with you completely. For example, in math, students can use writing to explain how they solved a problem, in science, they can write observations and reflections during experiments, and in social studies, writing can help them connect personal experiences to historical or cultural events. This connection really deepen my perspective that writing is not just a literacy skill but as a thinking tool across all areas of learning.
Niola just like you , I am also asking myself: How can I create a safe and supportive environment where every child’s words matter? Moving forward, I want to place greater value on even the smallest attempts at writing, whether it be a scribble, a symbol, or a sentence. Every stage is meaningful, and as a teacher-in-training, it is my responsibility to nurture that growth. Nini you really "tickled" here on my own writing practices in my class , yeah.