Using Expressive Writing to Build Confidence, Engagement, and Empathy in a Middle School English Class

• In Event: Critical Perspectives on Writing

Abstract

This qualitative research enquires into and suggests a critical writing pedagogy that uses an expressivist axiology as students write to make sense and make meaning of their own lives within curricular requirements. Inspired by the seminal work of Allen (2002) as an approach, a six-week expressive writing workshop with twenty-two eighth grade English students yielded results that point toward the positive properties of this writing pedagogy. While privileging the writer—emphasizing personal experience as the means of access to authentic expression—the research suggests that expressive writing pedagogy can establish a deeper sense of community and empathy among the students, lead to a development of confidence and writing skill as students and enable deeper engagement with curricular materials.

Author

• Michele Irwin, University of Toronto