4th graders are coming into their own as thinkers and individuals. Ann Hulbert, author of “Raising America” describes the intermediate age group, between the ages of 8 and 12, as “when children are either launched—educationally, socially, and emotionally—or get lost, and are left behind,” (Morgan 12). Because writing is an inherently social and therapeutic act, the opportunity to encourage children to write at this age was clear. However, with this opportunity comes many challenges. One student explains that, “It’s hard being this age because everyone starts to get very judgemental and they let the impressions stick forever,” (Morgan 14). Students at this age can be harsh; they are quick to judge but still have a childish warmth within them.

Students have trouble opening up at this age. They are experiencing an inner struggle as they enter their teen years, and are sometimes unwilling to share these feelings with their classmates or teachers. Kathy Ehle, a fourth grade teacher, said, “Some kids just don’t want to open up. They close up and don’t want to share. They haven’t felt satisfaction from sharing something about themselves,” (“Teacher Focus Group”). While, socially, we may know that sharing is a healthy exercise, it is clear that some students do not feel comfortable expressing themselves so openly. Writing can give them the opportunity to let these feelings out in a safe environment, where they can choose to share, or keep it to themselves. Kelly Gorby, a fifth grade teacher, explained her writing workshop: “A lot of kids write about their own experiences; I think it can be therapeutic,” (“Teacher Focus Group”). Many of these student’s choose not to share their writing; however, when one does it can be a huge step for them.

Socially, students at this age are beginning to see themselves as distinct individuals. They are separating themselves from their parents, and forming friendships based on budding interests and personalities. One student writes, “When I was younger, everyone liked the same things. But now, not now, now if you don’t, you are out. I mean it. Out,” (Morgan 15). Building these friendships and gaining social standing is important to these students. Often boys will judge other boys harshly for using emotional language or writing about relationships (Boy Writers 22). This, of course, leads to boys not writing emotional accounts of their own lives; however, that does not mean it is any less social. Writing can still “define and bond friendship groups in the classroom,” (Newkirk 296).

Many students at this age see writing as an individual act. Something that “entails solitude, isolation from peers, loneliness,” (297). However, it is quite the opposite, when structured well, writing is a means to share interests with classmates, to gain social standing when the teacher calls out a positive aspect of the story, or to learn from each other during peer review.

In addition to distinct social and emotional changes that frame fourth graders as an appropriate audience, fourth grade is an important year for standardized testing in Ohio. Students are tested on their writing proficiency for the first time in fourth grade. They are then not tested again until seventh grade (“Ohio Achievement”). While this is secondary in my mind to students’ distinct social and emotional needs, it is important to understand the implications of state and national testing, and to realize the impact that it has on students and teachers on a day to day basis.

An opportunity exists to encourage writing among fourth graders because of their unique social and developmental needs. They are changing physically and emotionally; writing can provide both a therapeutic outlet for their personal experiences, and a way to build friendships by sharing interests, learning from one another, and gaining prestige in the classroom.

 

Sources:

Bible, Kay, Kathy Parker-Jones, Kathy Ehle, Kelly Gorby, Julie Johnson, and Meghan Richter. “Teacher Focus Group.” Personal interview. 22 Nov. 2010.

Morgan, Bruce, and Deb Odom. Writing through the Tween Years: Supporting Writers, Grades 3-6. Portland, Me.: Stenhouse, 2005. Print.

Newkirk ,Thomas. “Misreading masculinity: Speculations on the great gender gap in writ- ing. “ Language Arts 77.4 (2000): 294-300. Research Library, ProQuest. Web. 13 Mar. 2011.

“Ohio Achievement Assessment Results.” Ohio Department of Education: Testing. Ohio Department of Education, 3 Dec. 2010. Web. 22 Apr. 2011.