From the Commission on Composition, National Council of Teachers of English, 1985
The NCTE Commission on Composition has prepared this position paper to state essential principles in the teaching of writing. We hope that this statement will guide teachers, parents, and administrators in understanding the power of writing and in teaching it effectively.
The Act of Writing
Writing is a powerful instrument of thought. In the act of composing, writers learn about themselves and their world and communicate their insights to others. Writing confers the power to grow personally and to effect change in the world.
The act of writing is accomplished through a process in which the writer imagines the audience, sets goals, develops ideas, produces notes, drafts, and a revised text, and edits to meet the audience’s expectations. As the process unfolds, the writer may turn to any one of these activities at any time. We can teach students to write more effectively by encouraging them to make full use of the many activities that comprise the act of writing, not by focusing only on the final written product and its strengths and weaknesses.
The Purposes for Writing
In composing, the writer uses language to help an audience understand something the writer knows about the world. The specific purposes for writing vary widely, from discovering the writer’s own feelings, to persuading others to a course of action, recreating experience imaginatively, reporting the results of observation, and more.
Writing assignments should reflect this range of purposes. Student writers should have the opportunity to define and pursue writing aims that are important to them. Student writers should also have the opportunity to use writing as an instrument of thought and learning across the curriculum and in the world beyond school.
The Scenes for Writing
In the classroom where writing is especially valued, students should be guided through the writing process; encouraged to write for themselves and for other students, as well as for the teacher; and urged to make use of writing as a mode of learning, as well as a means of reporting on what has been learned. The classroom where writing is especially valued should be a place where students will develop the full range of their composing powers. This classroom can also be the scene for learning in many academic areas, not only English.
Because frequent writing assignments and frequent individual attention from the teacher are essential to the writing classroom, writing classes should not be larger than twenty students.
Teachers in all academic areas who have not been trained to teach writing may need help in transforming their classrooms into scenes for writing. The writing teacher should provide leadership in explaining the importance of this transformation and in supplying resources to help bring it about.
The Teachers of Writing
Writing teachers should themselves be writers. Through experiencing the struggles and joys of writing, teachers learn that their students will need guidance and support throughout the writing process, not merely comments on the written product. Furthermore, writing teachers who write know that effective comments do not focus on pointing out errors, but go on to the more productive task of encouraging revision, which will help student writers to develop their ideas and to achieve greater clarity and honesty.
Writing teachers should be familiar with the current state of our knowledge about composition. They should know about the nature of the composing process; the relationship between reading and writing; the functions of writing in the world of work; the value of the classical rhetorical tradition; and more. Writing teachers should use this knowledge in their teaching, contribute to it in their scholarly activities, and participate in the professional organizations that are important sources of this knowledge.
The knowledgeable writing teacher can more persuasively lead colleagues in other academic areas to increased attention to writing in their classes. The knowledgeable teacher can also work more effectively with parents and administrators to promote good writing instruction.
The Means of Writing Instruction
Students learn to write by writing. Guidance in the writing process and discussion of the students’ own work should be the central means of writing instruction. Students should be encouraged to comment on each other’s writing, as well as receiving frequent, prompt, individualized attention from the teacher. Reading what others have written, speaking about one’s responses to their writing, and listening to the responses of others are important activities in the writing classroom. Textbooks and other instructional resources should be of secondary importance.
The evaluation of students’ progress in writing should begin with the students’ own written work. Writing ability cannot be adequately assessed by tests and other formal evaluation alone. Students should be given the opportunity to demonstrate their writing ability in work aimed at various purposes. Students should also be encouraged to develop the critical ability to evaluate their own work, so they can become effective, independent writers in the world beyond school.
This position statement may be printed, copied, and disseminated without permission from NCTE.