Kristen Wild
Free Writing
Writing
Myers, V. (2002). A Comparison of descriptive writing of first graders using freechoice
journaling versus topical journaling. Retrieved from ERIC. (ED471384)
In this action research study, 1st grade students were exposed to three weeks of free
choice journal writing and three weeks of topical journal writing. The students wrote entries
three times a week that composed of three or four sentences. For each type of journal entry, the
amount of descriptive words used was examined and compared. The researcher hypothesized
that no difference in descriptive words would exist between the types of entries. However, the
free choice journal entries had a higher mean of descriptive words. In other words, the students
used more descriptive words during free choice journaling than in topic journal writing. Free
writing essentially yields more descriptive writing.
Kasper-Ferguson, S., & Moxley, R. (2002). Developing a writing package with student graphing
of fluency. Education and Treatment of Children, 25(2), 249-67.
In this study, 4th grade students participated in five minute free writing exercises three
times a week. The researchers hypothesized that these exercises would increase the students’
writing fluency and as a result, their quality of writing. To illustrate, previous research has
shown that writing quality improves with fluency. In order to measure fluency, word count was
examined. The students were taught to graph the number of words they wrote during the
exercises and compare their word count totals. The results indicate that the free writing exercises
were effective. After free writing practice, word count increased for all of the students.
Moreover, the writing quality of the students with the highest and lowest writing rates improved,
especially in regard to concrete details and sophistication. Essentially, writing increases writing
fluency and subsequently, writing quality.
Instructional Purpose
The instructional purpose of free writing is to increase writing fluency and gain practice
conveying thoughts, emotions, predictions, and experiences. It is considered to be an
unstructured journal response. Therefore, it is focused on content that students choose, not on
spelling or grammar. Because students are reflecting on information relevant to themselves, they
can better process content and use more descriptive writing. Free writing for students in the
younger grades can involve writing sentences whereas older students can write paragraphs.
Procedure
1. Discuss personal reactions and give examples
To apply free writing to literature, explain to students that everyone has a personal
reaction to the story.
“What is a personal reaction? Personal reactions include what you think and feel about
the story. The story can also remind you of things that have happened to you or things that you
have seen. You can like or dislike the story for many different reasons. For example, you may
like the story because it is interesting and funny, and think of specific examples from the story
made you come to that conclusion. Often you can put yourself in the character’s position and
imagine how you would feel and what you would do if you were in that situation. Maybe you
would do the same thing that the character did, or you may have done it differently, and why?
These are all a part of our personal reaction to the story.”
2. Explain the process of free writing
For older grades:
“Today, are going to be writing our personal reactions to the story through something
called free writing. Free writing is very simple. You will have 5 (or 10) minutes to write
whatever comes to mind about the story. You can say whatever you want – that’s why it’s called
free writing! Do not worry about spelling or grammar, or whether your thoughts make sense.
The important part of free-writing is to get your thoughts out as you think of them. Therefore,
the goal is to write as much as you can as fast as you can. Are there any questions? Now,
everyone take out your journals and something to write with and clear your desks of everything
else. I will set the timer for 5 (or 10) minutes. When the timer goes off, finish your last sentence
and put your pencils down.”
For younger grades:
“Today, are going to be writing our personal reactions to the story through something
called free-writing. Free writing is very simple. You will have 5 (or 10) minutes to write as many
sentences as you can about whatever comes to mind about the story. You can say whatever you
want – that’s why it’s called free writing! Do not worry about correct spelling or whether your
writing makes sense. What really matters is getting your thoughts on paper. Are there any
questions? Now, everyone take out your journals and something to write with and clear your
desks of everything else. I will set the timer for 5 (or 10) minutes. When the timer goes off, put
your pencils down.”
3. Ask a few students to share their free writing and (optional) other students to give
feedback.
For older grades:
In addition to traditional verbal feedback, students can trade papers with another and free
write a response back to that person.