The writing process has always been one of the core elements of my classroom instruction. Whether teaching Regents-level classes or International Baccalaureate, Advanced Placement or other college-level courses, using the ideas of Peter Elbow, Lucy Calkins and the writers the the Bard Institute of Writing and Thinking.
In the past year I’ve read A.J. Juliani’s Launch and Empower. Both books have pushed me to consider the connections between the design-thinking cycle and the writing process.
Both have much in common. They each begin in generating ideas, then developing drafts or prototypes, and moving through revision, before ultimately sharing that work with the public.
As contemporary composition research suggests that we should spend more time with students working with real-world audiences, the design thinking process puts an important focus into its process. It asks us to consider what problems we’ll attempt to solve, who we’re solving them for, and how what is being created will address the needs of that group. It’s for this reason that looking at ways we can bring this into the writing process can ultimately benefit students.
Every year, I start my English 101 class with an introductory lesson on the Writing Process. This lesson will get some tweaks by incorporating design-thinking vocabulary that my students and I will use throughout the year.
Below is my preliminary thinking about where the two processes overlap and what writing activities might be part of each part of these processes.