Teach Writing, Not Copying

Teach Writing, Not Copying

It is important to fix the leaks in the house we live in before thinking of constructing a new one. In my previous article, I raised the question of how we fail children and how structural changes are required. While these changes are part of a long-term project, we must continue voicing our opinions. Meanwhile, there are children in schools today who are facing exams. One common thread I observe across schools and teachers teaching different subjects is that children do not know how to write.

Interestingly, this was the starting point of my doctoral work back in 2015. One of my findings revealed that in schools, we do not teach writing; instead, we teach copying. I described this as the "culture of copy work." There is an inherent contradiction in school culture—throughout the year, children are encouraged to copy through various means. Sometimes they copy from the blackboard, other times from textbooks. A slightly advanced form of copying involves memorizing content and then reproducing it in their notebooks.

The same children who complete their "copy work" struggle when copying is prohibited during exams. At this point, schools enforce strict rules against copying. And for the first time, most teachers realise that the children are not able to write, and, in a simplistic explanation, teachers find that children could not memorize, and this is why they are not able to write. Interestingly, memorizing is popularly known as ‘learning’. As we often know, private schools are Public Schools in India.

Teachers know that students cannot write, but the responsibility for teaching writing is often passed along the chain. Primary school teachers blame parents, elementary school teachers blame primary school teachers, secondary teachers blame elementary teachers, and so on. At every level, the responsibility is shifted, and the buck never stops.

During my doctoral research, I engaged deeply with this question. While teaching 9th grade students, I thought critically about how to teach them to write. What I implemented was not rocket science but a persistent and simple intervention. Here’s what I did:

1. Write one page a day
2. Ensure the writing is entirely original
3. Avoid assigning a specific topic (thinking begins when students decide what to write)
4. Only read what students are willing to share with me
5. Ignore grammatical errors initially
6. Encourage writing about conversations, favorite movies, memorable stories, or anything they feel comfortable with

Each journey generates its own momentum and energy. After persisting with this practice for a few months, the results were transformative. For me, it culminated in a PhD thesis after eight years. For the students, it was an empowering realization that they could write, contribute to classroom discussions, and actively participate in knowledge construction instead of merely consuming it.

I offer this approach to anyone struggling to encourage students to write. Writing, like any skill, improves with regular practice. What we need to do is simple: encourage students to write and discontinue the culture of copying. This is achievable, and the key question remains—are you willing to stop the buck with you?

Teachers can guide students on this journey more effectively if they also write regularly. A teacher writing one page a day, alongside their students, sets a powerful example. For both teachers and students, this practice is reflective, therapeutic, and transformative.

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https://reflectivediary.com/node/247