How Does the Writing Group Improve Writing?

In that sea of positive emotions, where most people are relaxed and feeling safe enough to hear the details of the feedback, the atmosphere changes from a lack of interest in other learners’ work to a sense of “We’re all in this together and I can help and learn from other learners.” The feelings of security, respect, and competence leave them open to paying attention, to learning more about writing, instead of having to use their energy being defensive or worried.

First, having an audience for the writing is encouraging to the writer. Knowing that the whole writing group will read their work is a powerful motivation to take pains with their writing. The practitioner’s response is encouraging and having every learner pay enough attention to it to pick out a favourite sentence is also encouraging.

Second, it often comes as a surprise to learners that they do anything well. After the initial shock wears off, they begin to feel competent at certain parts of the writing task. Since including a bit of conversation was such a hit, Barb is likely to try it again the next time.

Third, other learners are also affected by hearing the process with the first learners’ work. If another learner’s work can provide examples of good practice, maybe theirs can too. They may think that they’d like to sprinkle a few bits of conversation in their next piece if that’s what it takes to get noticed.

Finally, learners are asked to make a judgement about the writing in front of them. Which sentence do they like the most? It does not matter which sentence they pick; choosing requires them to begin to analyze what makes good writing.