I’m sorry to say the word “essay” conjures fear in the hearts of my students. I was no different in school. While I enjoyed reading and discussing ideas, I found whatever excuse I could to put off writing them out in an essay.

It was hard. It was time consuming. And I was never satisfied with how my essays turned out.

Looking back, I realize that lack of satisfaction was a good thing because it (gradually) taught me the importance of revision. Still, revision took even longer and was just as daunting.

Now as a teacher, I feel the most important part of instructing students to write essays is instilling a respect for the process it involves. Yes, they need to use good grammar, strong evidence, and logical construction to make a sound argument. And, of course, I teach that as I go, but my bigger objective is to slow things down so they can constantly reassess the beauty and persuasiveness of their writing.

The world of classical education has its own special language for discussing the writing process, but it’s really no different than what one might find in a conventional writing “program.” (Remember, the difference is often found in the idea, not the process.)

PHASE ONE – THE THESIS

The first phase of the writing process is all about defining a thesis, or a main position. In classical terms, this is called invention. In more conventional terms, it is called pre-writing or brainstorming. Again, it’s really just a difference in word choice because it all means the same thing.

Activities like Socratic discussions and disputations are part of this phase because they help students develop their ideas and grow passionate about them long before they put pen to paper. For a breakdown of what this might look like, check out my previous post on debating King Arthur. 

PHASE TWO – THE OUTLINE

The second phase of the writing process involves gathering evidence to support the thesis and compiling that evidence into a well-ordered, logical outline. The fancy classical word for it is arrangement, but I just as soon call it organization like many other writers do.

The outline is essential, and I generally model what this looks like on the board. To me, a good one is short with just headers and sub-headers, no supporting details. The reason for this is because I want students to figure out right away if they have enough evidence to support their thesis.

If, for example, they need three pieces of evidence to make a strong argument, they should be able to tick those off quickly in an outline. If they can’t, then they need to revisit their thesis and find one they can support.

PHASE THREE – THE WRITING

Having completed their outlines and affirmed the strength of their theses, students are ready to write their essays. Classical educators call this the style phase of the writing process. I like that terms myself because it conjures the imagination and reminds students that their writing should be beautiful and persuasive. More conventional programs might simply call it drafting or writing or even re-writing. Again, the idea is really the same even if the wording is different.

I try to have my students begin their writing in the classroom so I can provide guidance at the outset. By doing so, we fold re-writing into this phase as well. Of course students can and should revise more on their own, but many are unable to do so without another person’s critique.

For that reason, I welcome parent input for my middle schoolers. Some students at first think that’s cheating but not in my book. It’s part of the writing process to get the opinion of others. Even the best writers have editors, and those writers learn a great deal from being reviewed and edited. Likewise, I want my students to turn in the best possible version of their argument.

I’ll discuss what those arguments might look like in subsequent posts.

Image courtesy of the National Gallery of Art, Washington, DC