Writing instruction in today's literacy classroom is often structured with assigned topics, structure, and assessment rubrics. This type of writing instruction has its place, as it prepares students for testing and future writing assignments. The authors of this chapter advocate for balancing this type of formal writing with an unstructured approach where students have choice and freedom in the writing classroom. They explain how including unstructured writing in the classroom begins with developing an identity as a writer for both the teacher and the students. This writing identity strengthens writing teacher instruction and improves motivation and confidence in students. In the chapter, the authors define unstructured writing and explain the benefits of providing such an element in the writing classroom. Finally, the authors present practical suggestions for incorporating unstructured writing in the classroom and provide teachers as both writers and writing instructors with professional development materials available through various professional organizations.
|Original language||English (US)|
|Title of host publication||Handbook of Research on Teacher Practices for Diverse Writing Instruction|
|Number of pages||16|
|State||Published - May 20 2022|
ASJC Scopus subject areas
- Arts and Humanities(all)
- Social Sciences(all)