When does writing become joyful?

Uncovering the magic of words.

Photo by Alexander Grey on Unsplash

Thoughts and musings

It is such a privilege to have been working on, and with, a number of projects recently which place the joy of writing at the heart of their mission and vision. The words ‘writing’ and ‘joy’ are not always placed side-by-side. I have been in many classrooms (including my own) where the word ‘writing’ is met with an audible groan (from the children and the adults). This has always caused my heart to hurt a little.

I am a true believer that, when presented and experienced in the “right way”, the opportunity to write can create magical opportunities. Away from being driven by success criteria and mark schemes. Separate from progress and attainment. Learning from ambitious and engaging texts. Writing as a means of creation and exploration.

Time can be tight day-to-day and there is also no getting away from the potential pressure of reporting pupil’s writing levels and the standardised testing which accompanies this. However, I do believe the way that writing is framed for pupils, the opportunities (no matter how small) that are created and choices around the English curriculum can all contribute positively to joyful perceptions and mindsets.

Ideas and practical suggestions

So, how can joyful writing opportunities be created and elevated day-to-day, in authentic and engaging ways? Below are two suggestions, which I hope can be actioned with minimal time spent preparing. Think of these more as a shift in mindset when considering available time and opportunities for pupils to write. Joyfully.

1. Low stakes, high impact

It can be all too easy to fall into the trap of planning writing opportunities solely into English lessons, perhaps at set points of a cycle. There is a lot to be said for empowering our children with the skills they need to write effectively and with impact. However, when this only happens with a caveat attached (a baseline write for formative assessment, an outcome piece to model progress) there are expectations attached. For the pupils and their teachers. How often do your pupils just get to write? This may take some intentional shifting and reflecting on timetables and curriculum offering but I would argue that it is worth it to allow pupils to have the opportunity to flow, to create, to experiment solely for their own enjoyment.

• From my travels around, and working within, schools I have seen many excellent examples of writing opportunities being created. You may want to consider:

  • A Monday journal. At the start of every week the children are invited to write about their weekend/the previous week. They have an assigned journal solely for this purpose and this is not marked. The children’s words can be shared and celebrated with their peers - if they would like.

  • A prompting picture. I am a huge fan of Pobble 365, the free resource which provides a daily picture and set of writing prompts ‘to engage and motivate your class’. There is often time in the morning or afternoon, as the children make their way into school or back in from lunchtime, where this picture can be placed on the board and the children can just write. The more intriguing the photo or prompt - the better. Let the children’s imaginations run free. An excellent regulator and a warm-up for the right side of the brain.

  • Taster drafts. One of the many reasons why I am an advocate for the Opening Doors principles is the commitment to regular writing opportunities. A taster draft is artfully positioned following the exploration of a ‘slither of text’. When the children are curious and hooked in by the expert methods which an author has deployed, choosing words and phrases to create an intended outcome. A mood. A feeling. Then, using these as a springboard into their own writing. The use of a timed piece of writing or one that is capped at a allocated number of words once again lowers the stakes. It is more, “Only write, explore and experiment for 10 minutes,” than, “You have an hour to write your final piece.”

  • Home learning tasks. Can a piece of free writing be encouraged beyond the school day? Choice is important here. You may provide a prompt, perhaps a genre or concept to explore. The writing could be a continued exploration of a text studied as part of the curriculum or based on wider link reading. Cross-curricular links can be expertly made. Most of all - consider the purpose of this writing. Unless the child asks for feedback, it doesn’t need to be marked. Again, unless the child wants it to be read, it doesn’t have to be. The idea is to give a glimmer, a spark of inspiration, in the hope that in a spare moment at home a paper and pen (or a device) is picked up and a writing experience begins.

2. Curriculum is key

I have spoken on many occasions about the importance of evaluating English curriculum offerings to consider if they are providing the opportunities you feel your pupils need - and deserve. If children associate writing as something that is only “done” in English lessons or at certain set points of a cycle, there could be a potential change to be made. Alongside opportunities for writing, are your stimuli for this. Many of these will come in the form of authors and texts which are chosen to be enjoyed and explored to support children in grasping their own understanding of vocabulary and grammar in action.

• To support curriculum evaluation cycles you may want to explore:

  • Text choice. Mary Myatt has written and recorded some fabulous articles and webinars signposting the ‘Just Read’ research from the University of Sussex¹ which explores how ambitious, rich and challenging texts deserve to be accessed and enjoyed by all children. They have found that:

    ‘Simply reading challenging, complex novels aloud and at a fast pace in each lesson repositioned ‘poorer readers’ as ‘good’ readers’

    When children are quite rightly given access to exciting texts, there is an enticing opportunity for them to be hooked into these which can increase the motivation for pupils to “have a go” at their own piece of writing. Again, this is not necessarily a full text which seeks to create tension (for example). It can be a word, a phrase, a sentence. Writing doesn’t need to be lengthy and all singing, all dancing with 8 ticks on the success criteria sheet. If a pupil achieves an intended impact on their reader, through intentional use of language - this is the true magic of writing.

  • Writing opportunities. I have mentioned Taster Drafts, low-stakes, short and snappy moments devoted to the written word. How about Paired Writing? Working with a pair opens up discussion opportunities. The chance to play with words and phrases, to test them out. To collaborate and to compromise. Now, it can take some training in many cases. You may see children (as I have on a number of occasions) become very attached to a certain idea and refuse to budge from it. There’s many skills which can be taught and learnt in this experience. Even the idea of writer’s choice, identity and intended impact. The change in intention which is elicited from a slight alteration in punctuation or through shade of meaning. The writing process in action - verbalised.

  • Creative exploration. Does your English curriculum include a variety of opportunities for children to truly explore a text before creating their own written response? Just Imagine’s ‘Take One Book’ includes an immersive breadth and depth of activities which value exploration and consideration. The use of drama to uncover a character’s thoughts before a diary is written. An artistic interpretation of a scene before a setting is verbally described. The opportunity for children to read and ask questions in small groups before a letter is written from an alternative perspective. Just showing a final model of writing is not always enough. Investing the time in the creative exploration can ignite an idea.

• Take a look at:

• Learn more about the Opening Doors principles and strategies:

• Watch Mary Myatt talk about the ‘Faster read findings’ on her Substack page:

• Find out more about Take One Book’s ‘ambitious, research-informed approach to teaching reading and English with high-quality literature’:

www.lauraspargo.com

1. ‘Just read’ research, the University of Surrey.