Writing instruction is all about teaching students to make purposeful choices. Bomer and Arens (2020) remind us, “It’s important to remember that all writing consists of one decision, or choice, after another” (p. 37). In the writer’s notebook, you can make these choices visible by demonstrating how writers consider possibilities, experiment with ideas, and decide which entries hold potential for drafting. Early in the writing process, it is important to teach students to think about when and how to move from their writer’s notebook into drafting. You may be wondering: When is the right time to make that move? And how do I help students understand what that transition really means? In this blog, you’ll explore ways to help students make thoughtful choices as they transition from their writer’s notebook into drafting.
The Role of the Writer’s Notebook
The writer’s notebook is the heart of a writer’s daily life. It offers students:
- A place to plant seeds – Students can capture quick entries, observations, lists, or memories that might grow into larger pieces later. Just like gardeners plant seeds without knowing which ones will flourish, writers collect ideas without the pressure that each one must become a finished product.
- An unedited space – The notebook is not for grading or correcting. It is a safe space where spelling, grammar, and handwriting don’t get in the way of creative thinking. This helps students take risks, explore new ideas, and write freely without fear of “getting it wrong.”
- A consistent place to go – Having one reliable spot to jot down ideas for writing helps students develop the habit of leading a writerly life. It creates routine and builds stamina. Students learn that when they have something to say, the notebook is always there waiting for them.
- A space for revision attempts – Because the notebook is low stakes, it’s a great place to try out different leads, experiment with word choice, or rework a sentence or paragraph. Using the notebook as a space for revision attempts will help students see revision as experimentation. This frees writers to take risks, discover new possibilities in their writing, and build confidence that their words can be reshaped.
Overall, the writer’s notebook is a safe place for idea collection, experimentation, and practice before moving toward a draft.
Turning Ideas into Drafts: Making the Transition Clear
The writer’s notebook plays a particular role in the writing process that is separate from drafting. Helping your students understand the distinction between making writer’s notebook entries and creating a draft clarifies the writing process. It allows them to see that not everything in their notebooks will (or should) become a full draft. It helps them understand that drafting is about committing to one idea and expanding on it. Also, writers benefit from having a clear space for early thinking and rehearsing and a separate space for more formal drafting. Teaching this transition early on helps students see that their notebook is not meant to be a finished product; their notebook is a starting point for authentic writing work.
Because students will not draft in their writer’s notebooks, they need a separate space for writing a draft. One way to make drafting easy is to teach students to set up notebook paper for drafting by skipping every other line as they write. The extra space makes it easier for students to add, change, and refine their writing as they revise and edit their writing. Be sure to teach a series of lessons that shows students how to move from their writer’s notebook into drafting.
Guiding the Transition
Plan to teach students how to select an idea from their writer’s notebook and begin drafting outside of it. To do this, you can:
- Model how to reread the notebook with an eye for possibilities. Students need to see how writers mine their notebooks to find ideas worth developing.
- Teach decision making by guiding students to ask themselves: Which idea excites me? Which idea do I have the most to say about? Which entry keeps pulling my attention back?
- Show the transition by physically demonstrating how to take an idea from the writer’s notebook and start fresh on draft paper. This models that drafting is a new stage in the writing process.
- Build routines so students understand that moving into draft paper is a regular part of the writing process, not just a one-time event.
Conclusion
Helping students learn when and how to move from their writer’s notebook to drafting paper helps strengthen their decision making and independence as they navigate the writing process. Your teaching can guide students through this transition, clarifying the process of writing, and build the habits and confidence they need to see themselves as writers who make choices, take risks, and carry their ideas forward.
