If the path of repeated deliberate practice makes something like perfect, then imitating good models of writing provides solid foundations for the pursuit of writing excellence. ‘Shared writing‘ is one specific strategy that models writing in a highly effective way and is one of my favourite and most effective teaching strategies.

‘Shared writing’ begins with the sharing of the key information or language related to the written task, before the teacher then leads the students in co-constructing the writing, scribing the writing with targeted questioning and feedback. In my experience there are few better ways to illuminate each step of the complex writing process for students and it can work across the curriculum.

In many of my blog posts I keep returning back to a quotation from the brilliant Ron Berger about excellence:

“I believe that work of excellence is transformational. Once a student sees that he or she is capable of excellence, that student is never quite the same. There is a new self-image, a new notion of possibility. There is an appetite for excellence.”

(page 8, ‘An Ethic of Excellence’ by Ron Berger)

This brilliant insight into the transformative power of excellence chimes beautifully with the importance of modelling and the potential power of ‘shared writing’ when it produces writing of real excellence. We can co-construct with students a piece of writing – helping them tread the path to mastery, but we, as teachers, take the primary role as expert guides. It is much more than just a demonstration – it is an active process which can engage the entire grouping in effective questioning and feedback. With the writing process students have internalised their own models over a span of years. When students approach something like expertise they develop an internal ‘mastery model‘. That is to say a model that has instinctively broken down a complex process into effective steps that can be reproduced over and over. In English, it is the internalising of a pattern of sentence structures and the use of a range of vocabulary and rhetorical devices, until those patterns become automatic. Here is a video example of Pie Corbett modelling the process with teachers: http://youtu.be/LGMv6Tf-Lm4.

The problem that we know keenly is that many students simply don’t have a ‘mastery model’ in mind when they are writing, due to a potential array of complex factors (such as a lack of wider reading) so they revert to a ‘default model’. Such a ‘default model‘ is taken on either consciously or subconsciously, where they revert back to the their faulty habits of writing. The problem with this model is that students slip into an automatic state which can simply reassert all their flaws, inaccuracies and misunderstandings. With repeated modelling and ‘shared writing’ students can over time internalise the ‘mastery model’ of a given genre of writing. They can then free up their working memory to develop the requisite creativity to diverge from a model of imitation to one of greater independence and originality.

I have usually enjoyed undertaking guided writing, but I am not unaware of its pitfalls, or why people can shy away from it as a teaching strategy. Providing a ready made model is easier in the sense that it is quicker and it gives the teacher a chance to craft and perfect their writing. I have undertaken guided writing and invariably it is very quick paced and it is not error free. Some teachers lack the confidence to write free-form, in case of errors, but, of course, this is good for the students to learn. In fact, it may be the most important thing that they learn. We must make students recognise that errors and self-correction are a wholly natural part of the writing process. Indeed, they are integral if any student is to make sustained improvement towards their own ‘mastery model’.

Another reason that can inhibit using the strategy is behavioural control. Shared writing can mean writing with your back turned to the class, which, of course, is manna from heaven for some cheeky students! Through lots of deliberate practice and failing I have developed a few tricks to hopefully smooth out those issues and help shared writing sing:

Shared Writing: The Top Ten Tips

1. Have a clear idea of your desired ‘mastery model’, to the point of having large elements of it already pre-prepared (like some ‘here’s one I made earlier’ Blue Peter special!), from specific vocabulary you wish to model, to specific discourse markers or sentence structures

2. If you are unconfident that students will stay on task throughout the writing, select a student to scribe the writing, either on the computer or on the whiteboard. This allows you up to manage the room and place yourself according (such as hanging around like an ‘Angel of Death’ behind your more troublesome students!)

3. Be crystal clear about your expectations. Will you allow students to simply contribute orally when they so choose, or is there a simple protocol, like putting their hands up. I don’t think there is a foolproof method, but build a simple habit and have quick and easily cues to make the task run smoother

4. Questioning: pre-plan who you will question in readiness. This can be highly specific, pitching questions that are appropriately differentiated so that students can co-construct the model with you with confidence

5. Pre-plan your questions, thinking how ‘open‘ or ‘closed‘ you want each question to be, for example: ‘How do we best start an essay paragraph?’ and ‘What discourse marker would be most appropriate at this stage of your paragraph?‘ or ‘What term we learnt earlier in the lesson should we use here?’

6. ‘Pose, Pause, Pounce and Bounce‘ your questions around the room. The ‘bouncing‘ of your questions are particularly key. It keeps the class focused on the task because they know they may be questioned at any point. Make clear to students that the best writing is often a sort of mental dialogue, whereat you question what is appropriate. By undertaking ‘guided writing’ you are making that thinking visible, drawing upon the knowledge of the group

7. A crucial point for me is to ensure everyone is writing simultaneously. It works as a control mechanism, but it has learning value, as students have to commit to the ‘mastery model’, even simply through their motor memory of writing the piece. I have often had complaints from students about being ‘tired’ by writing so fast, or writing such a detailed response. My answer is simple: ‘Good!’ Feel the pain, no-one said becoming an expert was easy or effortless

8. Circulate the room and praise their effort (with specific feedback like “Good use of a discourse marker for clarity Claire – thank you” – rather than a vague “Excellent!“) if they are making thoughtful contributions. Get as many students involved as possible; invite critical challenges and revisions. Don’t feel the need for everyone to necessarily contribute, some students will need to concentrate wholly on the act of writing. Silence does not always confer disengagement with task, some students will be thinking deeply about the writing process

9. Get ongoing feedback on the model. You could use the ABC Feedback model, whereat students can either ‘Add to‘ the writing, ‘Build upon‘ what has already been written, or ‘Challenge‘ what has been written

10. Get students to review the writing. It may be masterful but it certainly won’t be perfect! Get them to discuss and feedback what are the key elements of this genre of writing and exploring evidence from the model that has just been co-created. Also, you can get students to compare with their ‘default model’, too often in evidence in their work, highlighting the salient differences. Finally, ask them what they have learnt about writing so that they explicitly reflect on the process.

When shared writing works well it can be a brilliant symphony of ideas. It can also at times be flawed and not produce a shining gem of mastery! Embrace this fact – writing can be messy and disorganised – the process can be just as valuable as the product. The greatest pieces of writing are often a brilliant chaos of revision and rewriting (show students a draft of Orwell’s ‘1984’). In reality students will gain confidence in this knowledge that writing may not be fluent or easy. They can, and will, still learn much even from a flawed ‘mastery model’.

I would heartily recommend ‘shared writing’. It is one of the best ways of modelling, which we can all agree is important, because it doesn’t just model the end product, it also models the process of writing. Done repeatedly and habitually it can also, I would hope, engender Ron Berger’s ‘appetite for excellence‘.