TWT Help Desk: What if They Say, “I Don’t Write?”

One of my earliest memories begins in the woods behind my childhood home, where Lady Slipper flowers bloomed, and ferns camouflaged my curious eyes. I would sit with my tiny spiral notebook, the kind that flips like a detective, and document the comings and goings of whatever piqued my interest. This was my Harriet Welsch era, the main character from the beloved Harriet the Spy by Louise Fitzhugh. I was curious and observant.

Getting Ready: As a teacher, I have had students with this same curious mindset of exploration and discovery. I have also had students who would challenge any engagement in something so vulnerable. So, when students claim, “I don’t write,” this leads me back into that detective-like state of mind, and I begin to consider why this is the claim and how I will challenge it.

As I get to know the writer, my goal is to identify the type of reluctance the student faces. It typically falls into one of these three categories: uncertainty, animosity, or apathy. However, this is just the beginning, and each poses different challenges. Student success will look different for each of these writers, and a tailored approach is the best road toward progress.

The Details: Creating connections with reluctant writers takes strategy and patience. Below, I’ve outlined some ways to address the issues student writers face and some resources to further support your work.

Uncertainty: “I can’t write.”

• Strategic Pairing: Writing partners can benefit both writers and take the pressure off individuals who may struggle with writing stamina or fluency. This post, Three Keys to Unlocking Writing Partnership Success, helps teachers consider the position of writers, ways to focus, and intentional conversations. (K-8)
• Illustration Partners: This encourages students to participate in writing practices and build confidence. With illustration partners, each student takes a turn as the writer and the illustrator. Students write or draw, then switch. So, if partner one created an illustration, partner two wrote a matching story. (K-5)
• Storytelling: Telling stories out loud and rehearsing without the pressure of putting words on the page can be a powerful way to help students feel like writers.  Story Dice is an online tool, much like Story Cubes, that can challenge students to make connections. They will be writing out loud before you know it. (K-3)

Animosity: “I won’t write.”

• Writing Games: This Emoji Generator can easily be used as a small group writing opportunity, where each student drafts ideas for a shared story. For more information or other gamifying activities, see this post titled, Let’s Play: Games in the Workshop. (K-8)

• Shared Responsibility: Take on the role of writing and drawing while students tell their ideas. This allows you to create a visual model that is supportive and organizes their thoughts, and it helps reluctant writers feel successful. (K-2)

• Digital Tools: Turn an oral rehearsal into text. Digital speech-to-text tools allow students to see their ideas in written form. This eliminates the fatigue that can occur when a striving writer has much to say but writing fluency hasn’t caught up. (K-8)

Apathy: “I don’t want to write.” 

• Letter Writing: Pen Pal letters are still a great way to engage students who don’t want to write. The reward of getting a letter in response is a big motivator, and it can be as easy as collaborating with the class down the hall. (1-5)

• Authentic Audiences: There are often opportunities for publication and authentic audiences. The key is finding them! You can look to your school board, principal, or other school personnel to encourage words on the page. This post, Authentic Audiences for Students, also has suggestions and ideas for finding the right audience for publication. (3-8)

• Goals Setting: Setting small goals like counting words, sentences, and paragraphs can help a student who doesn’t want to write feel successful in the small victories. Often, students need momentum, but tasks can feel too big to tackle. Starting with a small goal and offering positive feedback can begin to break down the barrier to writing progress. (K-8)

Yes, and: You might be thinking, yes, this is all nice and might work for some of my reluctant writers, but what happens when I need them to write an information piece or a research paper? Here are my top three tips for the writers who may dig in their heels. 

• Tip One: Accept that they might not do well this time. Offer support, create trust, and seek help from colleagues, parents, or administration.

• Tip Two: Prepare visual tools tailored to writers’ needs before they are even needed. Have checklists, charts, and resources ready to help students transition into writing smoothly before the year begins.

• Tip Three: Meet frequently with students. Regular check-ins keep writers, especially those who face obstacles, on track for success.

One Final Thing: My Harriet Welsch era inspired a desire to understand my surroundings. As you enter the new school year, I hope you can bring curiosity and keen observation skills into your classroom. Be inspired and rooted in your eagerness to know and challenge the students you serve.

Giveaway Information: 

This is a giveaway for a free, 30-minute virtual professional development session with Kate Roberts and Maggie Beattie Roberts. Readers must leave a comment on any or all of the TWT HELP DESK BLOG SERIES POST by Sun., 8/11 at noon EDT. We will announce the winner of the giveaway at the bottom of this intro post by 8/12/24.

What are you most excited to read this week? Comment below to win!