Before the Lesson
Before today’s session, I thought voice in writing was simply the “tone” or “sound” that comes through when someone writes. I didn’t realize how much it connects to the purpose of writing and the relationship between writer and reader.
I also assumed that voice appeared naturally during drafting something that just “shows up” as we write.
✨ But today’s discussion changed that perspective.
I learned that voice is actually refined during the revision stage of the writing process. It’s through reflection and rewriting that a writer ensures their voice truly matches their purpose whether it’s to inform, persuade, entertain, or express an emotion.
🌈 What Stood Out to Me
What really stood out to me today was how voice and word choice work together.
Miss explained that the words we choose directly shape the voice that comes through in our writing.
She gave a perfect example comparing run and scurry. Both mean movement, but they feel completely different :
🟢 Run sounds open and neutral.
🟣 Scurry gives a sense of small, hurried motion.
That tiny example helped me realize that word choice isn’t about using fancy words : it’s about using the right words that paint a vivid picture in the reader’s mind.
That point touched me deeply because I was able to sit and quietly link learning styles to writing choices. I now see that the way students learn visually, auditorily, or kinesthetically can influence the words they use to describe experiences.
💡 That connection made me realize how important it is for teachers to understand their students’ learning styles in order to guide them toward stronger, more expressive vocabularies.
💕 Personal Reflection
As Miss spoke, I found myself smiling because I could see my own classroom in her words.
The overuse of “nice” oh yes, I know that one all too well! Almost every student has written it. It’s safe, it’s easy, but it doesn’t say much.
I’ve noticed that more advanced writers tend to play with language using synonyms, descriptive phrases, and words that bring their writing to life. Their writing shows confidence, creativity, and critical thinking.
On the other hand, younger or developing writers often write just to finish, not to communicate. That’s where I, as a teacher, have to step in and help them discover that their voice matters.
🌻 What I Learned and Will Take Away
Today’s lesson reminded me that voice gives writing its soul, and word choice gives it colour and depth.
When I return to the classroom, I plan to:
✨ Teach mini-lessons that help students explore synonyms and vivid vocabulary.
🎨 Use visual and situational prompts to spark creativity and imagery.
🎤 Encourage students to read their work aloud to “hear” their own voice and make sure it matches their intent.
By doing this, I hope my students will see writing not as a task to complete but as a way to express who they are and how they see the world.
🌙 Lingering Thoughts and Questions
Even with this new understanding, I’m still wondering how to help reluctant writers find their voice. Many worry so much about spelling or grammar that they lose their natural expression.
🤔 How can I help them feel confident enough to take creative risks, while still guiding them toward precision and accuracy?
I also wonder ,does a student’s voice develop naturally as they gain confidence and exposure, or should it be explicitly taught from the start?
These questions leave me curious and motivated to keep exploring the art of teaching writing because finding one’s voice is not just a writing goal, it’s a journey of self-discovery. 🌸
Reshana, your reflection beautifully captured the essence of voice in writing. I appreciate how you linked voice to both purpose and audience, showing that it is something refined through revision rather than something that simply appears. Your example about run and scurry was especially effective in illustrating how word choice shapes tone and imagery. I also liked your connection between learning styles and vocabulary development. it reminded me that knowing our students deeply helps us nurture their expressive abilities. Your plan to use mini-lessons and creative prompts is inspiring, and your lingering questions about helping reluctant writers reflect genuine curiosity and care for student growth.
ReplyDeleteThank you so much, Niola. Your response means a lot, because it shows that we are not only learning the content we are beginning to think like writing teachers. I agree with you that understanding our students deeply is the key to nurturing their expressive abilities. When we know what engages them, what interests them, and how they learn, then we can support voice more intentionally. I am realizing more and more that voice doesn’t “show up” accidentally it is shaped through experiences, questions, modelling, and the freedom to take risks. Your comment reminded me that our role is to protect that freedom, not restrict it. I hope that, as we continue in JBTE, we keep encouraging each other to explore voice with even more depth, because the way we talk about writing now will eventually become the way we teach writing later.
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