Remember the advice about asking questions during a class discussion: Wait a bit for the answers. Silence may seem uncomfortable, but students need time to think and frame their responses. The same is true for writing assignments. When you want students to think critically and creatively, give them time to process their ideas.
Often, especially with longer writing projects, it’s a good idea to get students started in class and then turn to something else, some other activity. The in-class writing time allows students to ask questions or seek clarification. Going on to other things then lets them process subconsciously before taking up the writing task again, either in class or on their own.
Some people write in one long burst of creativity, but many writers find that alternating writing with other activities (including sleep) actually helps them be more focused and creative when they do write.
Writing does not necessarily stop when students are not scratching with pen on paper or tapping computer keys. The subconscious mind is an idea factory, processing raw material and resolving dilemmas. Many writers “write” in their heads, and then when they get back to the keyboard those newly processed ideas flow more readily.
The same “wait” advice applies when you ask students to edit or proofread their own work. But it works a little differently. In this case, the down time provides a more objective perspective. Reflect on this: When you try to edit or proofread a piece that you’ve just written, your mind fills in the blanks that occur on the page. By taking a break and coming back to the work later, you return to it with “new eyes.” The same is true for your students. After some wait time, reading and editing as “naïve readers” helps students to see and correct problems in their own writing.
Using wait time is a helpful strategy for clarifying both writing and editing.
