How I Write, Ireland is a series of interviews that inquire into the processes through which, and strategies by which, good writers achieve both short- and long-term research, writing, and publishing goals.
For the developing writer, who may find that there are things in their writing/research processes that work, but that there are perhaps unidentified things not working too, these interviews may provide insights into what she or he might do differently and what they are already doing well.
For some developing writers, hearing of strategies or process features that they had never before considered, some of the interview answers may be eye-opening.
For others, some of the answers may merely reinforce what they already know, yet have failed to put into practice. It is hoped that developing writers will find the subjects interviewed inspirational and worthy of imitation.
Explore the interviews
How to participate
Regional Writing Centre consultants are inviting teachers and learners everywhere to use the interviews as a learning tool and to give us some feedback on the outcomes:
- Teachers reporting on the learning outcomes that motivated the use of the interviews and on any evidence that the learning outcomes were achieved.
- Learners reporting on the value they attribute to the interviews in terms of strategy development and process modification.
Amongst the assumptions that we would like to test are the following:
- If “[s]elf-regulation integrates learning behaviors or strategies, motivation, and metacognition”, as Hammann (2005: 17) claims, then the How I Write, Ireland interviews are all about self-regulation, because the project is an individual project: not ‘the’ writing process, but ‘a’ writing process.
- Zimmerman and Bandura (1994) emphasize the role of self-efficacy in how successfully writers are likely to develop. The activities built around the How I Write, Ireland interviews foster a greater sense of self-confidence as a writer.
- Petric's small study (2002: 25) in a second language learning context draws attention to the reciprocal relationship of writing behaviours to writing attitude, concluding that "a sound writing pedagogy needs to take into account students' initial personal theories of writing.“ Freewriting, generative writing and talk about cognitive, metacognitive, affective and social strategies for reaching one’s writing goals are behaviours that lead to changes in attitudes, facilitating further self-regulatory behaviours.
- Naturally, we are open to whatever the data reveals. If you wish to participate, please see our forms below. Teachers can be learners. Teachers using the interviews to inform their own writing process are learners and would submit a Learner's form to report on the outcomes. Only when performing in the role of a teacher, using the interviews to spark others' metacognitive awareness of their writing process and strategies, would you use the Teacher's form. You do not have to share your findings with us, but to do so is to assist in a fact-finding mission that we hope to use as a defence for maintaining and growing this practice, furthering the argument for the didactic value of the wider conversation on writing.