Reviewing Process-Oriented Writing Instruction

Excerpted from an old online article I wrote about writing instruction in public schools:

Many teachers have misled students into believing that the scores applied to written works matter more than both the learning derived from the process, and the establishing of one's own personal best standards in writing. If I, as a writer, create my works based only on what others expect or demand from me, I am not truly communicating, only fashioning words to serve others; not creating, but reiterating; not sighing with pride upon completion of a written work, but rather, with relief to be finished. If I, as a teacher of writing, do not lead my students into careful examination of the words they choose and the reasons they choose them, I fail to assist the communication process.

In focusing on the process, rather than solely on the product, during writing instruction, teachers serve as Muses--to inspire, enlighten, and guide. Teachers must practice more questioning (that good ole Socratic method) and less judging. We must pose questions that produce detailed and/or profound answers. Then we can guide and enrich revisions by asking, "So, is this what you were hoping to convey?" We need to ask what happened between points A and C, not simply deduct points for a lack of B. We should annotate, not simply grade papers; and offer clear example essays (which we ought to write ourselves!), not simply clever writing prompts. Teachers honor communication itself by showing young writers' that their sweat-filled words matter enough to elicit our thoughtful reactions and sound recommendations for continued improvement.