What is it?
Wilson (2006) sees independent writing as an opportunity for children to write “exploratively and wonderingly” finding voice through writing about things they find important.
Independent writing is the space for learners to create text the best they can with increasing independence as they move away from relying on teacher confirmation. It involves continual cycling through processes of collecting and rehearsing ideas, drafting and revising in response to feedback and goals. Opportunities for learners to make sense of their thinking and create personally meaningful text are woven throughout all areas of the curriculum.
Why?
Independent writing continually builds learners’ capacity to make decisions for themselves as they apply their previous writing experience and suggested scaffolds to create text. Independent writing thrives in a climate of trust where writers can try their ideas in a risk-free environment. It further demonstrates writing is worthwhile, enjoyable, and important, while also hard at times, however, a caring community of writers is there for feedback and support.
Frequent opportunities to write and receive feedback supports learners’ progress towards personal writing goals.
During Independent Writing:
| Teachers are... | Learners are... |
|---|---|
| conferring with other learners | setting and self-monitoring writing goals |
| observing writers in action, checking in as needed | applying learning from previous lessons & conferences |
| listening to and celebrating text that is either in-progress or completed | utilizing resources that support independence |
| monitoring and supporting learners as they give and receive peer feedback | talking with peers about writing ("How is this working so far?") |
| offering a variety of publishing options for some completed texts | offering a variety of publishing options for some completed texts |
| monitoring and supporting learners’ growing writing stamina | reflecting on writing goals |
