Writing and Working Memory: Reflective Practice

The Context

Memory refers to how we store information and process it in the brain. You may be able to recall state capitals, territories, or community leaders because of rote memorization as a student. These are stored in your long-term memory. 

Of course, short-term memory is temporary and usually forgotten. You might hear someone’s name at a party and, within a minute, forget it. 

Working memory, however, is also short but acts like a place to hold information and work with it. It is like an imaginary whiteboard, a placeholder to remember things, work with them together, and perform a task that relies on memory, skills, and problem-solving. Once you erase the whiteboard, you likely lose this working memory experience. 

Working memory takes immediate mental work. Three forms of memory (long, short, working) are needed in the writing workshop. 

The Details

As teachers, we often must determine how to build upon students’ knowledge. We set them up with something to try, send them off to mix what they know with this new information and support students along the way. However, for students who struggle with working memory, a component of executive function, we often have to help with the heavy lifting with tools and strategies. 

Examples in Action

You might have been supporting working memory without even knowing it! Here are some examples of how teachers support working memory in writing workshops.

• Visuals: Letter/sound correspondence charts, checklists, and anchor charts support a writer’s working memory. 
• Acronyms: Memory devices help students create prompts to remember elements of a task. For instance, in Jeff Anderson’s book Revision Decisions, he shares a chart with the acronym DRAFT (Delete, Rearrange, Add, Form, Talk). 
• Writing Partners: When peers interact with each other and engage in writing conversations, it helps writers process their ideas, teaches their partner, and strengthens memory. 

What’s Next

Consider reflecting and digging deeper into your understanding of working memory’s place in your writing workshop. If any of the examples above are familiar to you, consider what other strategies you’ve implemented in your classroom to support writers and their working memory. When we better understand why we do what we do, we can bring more intention to our teaching practices. 

Go Deeper

Three Keys to Writing Partnership Success

CAER-Working Memory: A Practical Guide for Teachers

Put Working Memory to Work in Learning