What a First Draft Reveals: Seeing the Writer Behind the Words

 

Learning about the writing process has really shifted how I see student writing. I’ve come to understand that writing isn’t a one-time event but a journey that unfolds over time, shaped by the nature of the task, the writer’s thinking skills, and even social factors. Every draft a child produces is a window into how they are making meaning, not just a list of mistakes. As Donald Graves once said, “Children want to write. They want to write the first day they attend school. The problem is not that they don’t want to write but that we often stop them.” This reminds me that my role is to encourage, not stifle, those early attempts.

When I look at Jonathan’s first draft, I see a child who is eager to express himself and share personal experiences. His writing shows rich ideas—he describes Kayla crying when he leaves, or leaping over the gate just to be close to the family. These details reveal creativity, imagination, and a desire to connect emotionally with his reader. At the same time, his spelling errors (like lowniwhaile for lonely while and flore for floor) and long, unpunctuated sentences show that he is still working on mechanics.

From my perspective, Jonathan is in the transitional stage of writing development. He has moved past short, simple sentences and is experimenting with longer pieces filled with detail and meaning. Yet, he still needs support with conventions like spelling, punctuation, and sentence structure before he reaches fluency. This one draft pulls together everything I’ve been learning about education theory. It’s a living example of Vygotsky's social learning; the writing is shaped by his relationship with Kayla. It shows the cognitive process of writing, pulling together memory, observation, and emotion into something meaningful.

Reflecting on this, I realize that when we assess writing, we shouldn’t only point out errors but also celebrate what the child is doing well; the creativity, voice, and effort they bring to the page. Jonathan’s draft shows that he has important stories to tell, and with encouragement, he will continue to grow in both confidence and skill as a writer. As a teacher, it is my role to nurture both the expressive and mechanical sides of writing, so students can grow into confident, skilled writers. therefore, my job as a teacher isn't to first correct "lowniwhale." It's to say, "I love the image of you and Kayla in the living room. Tell me more about that." The mechanics can be gently guided later. First, we must honor the thinker and the storyteller. By providing a safe space for this kind of authentic, staged writing, I can help students like Jonathan see that their voice matters, and that writing is the key to sharing it with the world.