The Sound of Pencils on the Page

Freewriting in a Junior High School Classroom

Authors

  • Amy Alison Lannin University of Missouri

DOI:

https://doi.org/10.1558/wap.v6i3.555

Keywords:

Writing Apprehension, freewriting, Adolescents, reading and writing, teacher-as-writer

Abstract

Many writers find that freewriting is crucial to their work, and it has been around long enough to be part of the common language within composition studies. Freewriting is defined as the sustained, often timed, approach to writing-without-stopping. What is “free” is the direction the writer may take and the freeing of ideas through writing. Despite the recognized benefits of freewriting, it has seldom been studied in secondary classrooms, and teachers may be reluctant to implement it on a regular basis. This article presents case studies to examine what, if any, benefits are found when daily freewriting is implemented. Two junior high school classrooms were studied for a semester. Data included student freewriting samples, interviews with students, pre and post surveys on students’ views of writing, and observational notes. In addition to the qualitative data, a collection of quantitative data (fluency rates and pre and post writing apprehension scores) created a mixed-method study. Findings include many benefits from regular freewriting. The classroom routine provided a sense of peace in a very busy day; freewriting helped develop confidence and comfort with writing; student writing quality showed flexibility in thought and style of writing depending on topic; and students engaged with course content. Several implications are made for teachers, including the importance of carefully establishing the routine and expectation that students will write during this time. In addition, teacher modeling of the freewriting showed a positive influence on the students’ writing experiences.

Author Biography

Amy Alison Lannin, University of Missouri

Amy Lannin directs the Campus Writing Program at the University of Missouri and is an Assistant Professor of English Education. Lannin received her Ph.D. from the University of Missouri and has taught courses and graduate seminars on the teaching of writing, literature, and media since 2002. Lannin’s research includes the impact of professional development on teacher practice and student achievement, program assessment, and writing across the curriculum. Lannin also serves as Director of the Missouri Writing Projects Network, representing five National Writing Project sites in the state.

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Published

2014-12-05

How to Cite

Lannin, A. A. (2014). The Sound of Pencils on the Page: Freewriting in a Junior High School Classroom. Writing and Pedagogy, 6(3), 555–581. https://doi.org/10.1558/wap.v6i3.555

Issue

Section

Research Matters