Chapter Four: The Right to Personalize Writing Process

The 9 Rights of Every Writer
A Guide for Teachers

I’ve never thought of the writing process as being as unique as the sound of a person’s voice. Allow me to recall the all-to familiar writing step-by-step process: Generate topic, Complete organizational chart, Pre-Write, Revise, Edit, and Final Copy. (To publish or not to publish, that my friend, is the question!) As I read this chapter, I reflected upon the times I had students who wanted to write and revise their writing simultaneously. Although, I continued to insist that they follow “the process” of writing; these students only excelled in writing when I provided them the freedom to discover their own style. I admit it was difficult to let go and allow them to do it their way. This chapter confirms that we as educators need to allow students the freedom to find their niche in the writing process. Yes, each step is imperative. However, all students do not have to complete steps 1, 2, and 3 at the same time. Our prospective authors need the freedom to explore, make revisions, find their voice, and enjoy writing!
All too often we write in BIG RED letters in kids’ journals…INCOMPLETE when they don’t finish their journal writing. In this chapter, Spandel emphasized that everything does not have to be published. It’s even okay to not complete an unfinished piece that has "given up the ghost". This does not apply to required writing benchmarks, however. Teachers have to assess what has been taught and make the necessary provisions when needed. Unfortunately, the factor that confines most of us in producing the next Shakespeare or Nikki Giovanni is consistency, and time. Due to high stakes testing and our focus on academic standardized assessments, we are forced to rid our instruction of the dramatic plays, the prolific hour-long writing sessions, etc.
Yet, there’s hope still. Some have discovered the power of INTEGRATION! In many classrooms, students are given the opportunity to express their knowledge through writing in other subject areas such as Science, Social Studies, and even Math. These students are encouraged to gather resources, read daily and collaborate with their peers to create a masterpiece the teacher is sure to enjoy. Now, how cool is that.
In closing, Sneed Collard stated that reading a story is more fascinating than scanning facts. I’m not sure why, but this reminds me of the stories in the Bible…what if the Bible was filled with a list of do’s and don’ts--no stories (parables)? Would I remember the lesson? No, the story is what helps me remember the lesson. Now, stay with me as I attempt to tie this back to Collard’s statement, the writing process and the point of this chapter; writing with voice, and personalizing the writing to fit an individual’s own Being is crucial in discovering who we are as the "Scripter". That is what we must teach our students.