I have always believed that writing begins when a pen or pencil touches the paper or when words appear on a screen. However, I now realise that writing truly starts long before that moment, in the quiet space where ideas first take shape. Even the act of thinking is the beginning of writing, and this simple awareness has transformed my perspective on the process. It reminded me of my own question: when does writing really begin?
In exploring this question, I was deeply struck by the social nature of writing. Furneaux (1998) reminded me that “writers do not operate as solitary individuals but as members of a social and cultural group.” This expresses that writing is more than an individual task; it is a process embedded within communities that influence both how writing is produced and how it is received. Writing, then, is not only about self-expression but also about connection. The social system brings together ideas, purposes, and relationships, while the social process encourages writing for an audience, inviting feedback, and building on shared knowledge. I found this to be an excellent practice because it makes writing richer, more collaborative, and more meaningful.
When I looked at the stages of writing identified by Harp and Brewer (1991), Kropp (2025), and Rog (2007), I felt a strong connection to Rog’s explanations. The way she carefully distinguished each stage resonated with me because I could clearly see these stages reflected in the classroom and in children’s writing journeys. Observing how their ideas move from one stage to another reminded me of the beauty of growth, and it made me appreciate the patience and guidance required to nurture young writers.
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In the end, I am reminded that writing is not a simple act but a complex process shaped by many forces. It is influenced by the task at hand, the cognitive abilities of the writer, and the social environment that surrounds them. More than anything, I have come to understand that writing is both personal and communal. It is a journey of thought, emotion, and interaction, and each time I write, I am reminded that I am not writing alone.
Niola Patrice!
Niola reading your reflection helped me to think differently about my own view of writing. I really appreciated how you began by challenging the common belief that writing only starts when words are on paper. Your point that writing begins in the mind, in the “quiet space where ideas first take shape,” stood out to me. This connects with my own experience, because I often find myself planning and rehearsing what I want to write in my head before I ever pick up a pen. Youir reflection reminded me that this stage is just as important as the final product. -
ReplyDeleteI also liked the emphasis you placed on the social nature of writing. The reference to Furneaux (1998) made me realize that writing is never just for ourselves " ,it is shaped by audience, culture, and feedback. This perspective has changed how I see peer editing and classroom writing activities. Instead of viewing writing as a private task, I now see the value of collaboration and discussion in strengthening students’ work and confidence.
The point on the recursive nature of writing also encouraged me. Just like you, I sometimes feel frustrated when I have to go back and revise my work, but now I see that this is a natural and necessary part of the process. Writing is not linear it grows, shifts, and develops as we engage with our ideas more deeply.
Finally, I connected strongly with your reflection on Rog (2007) and the stages of writing. As a teacher-in-training, I can see how useful it is to understand these stages, especially when working .with young learners. It reminded me that children’s writing should be guided with patience, since they move through different stages at their own pace.
Overall, Niola this reflection not only gave me insight into the social and developmental nature of writing, but it also helped me to reflect on my own approach. Moving forward, I plan to encourage my students to see writing as a journey starting with their thoughts, shaped by social interaction, and strengthened through revision. Most importantly, I want to create classroom spaces where
writing feels collaborative rather than isolating, because like as your reflection stated , we are never writing alone.