Approved by the NCTE Executive Committee, July 2014
During this era of high-stakes testing, technology-based instruction, and increased control over students' expression due to school violence, students' right to write must be protected. Censorship of writing not only stifles student voices but denies students important opportunities to grow as both writers and thinkers. Through the often messy process of writing, students develop strategies to help them come to understand lessons within the curriculum as well as how their language and ideas can be used to communicate, influence, reflect, explain, analyze, and create. The National Council of Teachers of English believes
- The expression of ideas without fear of censorship is a fundamental right.
- Words are a powerful tool of expression, a means to clarify, explore, inquire, and learn as well as a way to record present moments for the benefit of future generations.
- Students need many opportunities to write for a variety of purposes and audiences in all classes. Teachers who regularly engage students in such writing should not be expected to read or grade all compositions.
- Teacher feedback should avoid indoctrination because of personal beliefs and should be respectful of both the writer and his/her ideas, even those with which the teacher disagrees.
- English language arts teachers are qualified to frame and assign student writing tasks, but students should, as much as possible, have choice and control over topics, forms, language, themes, and other aspects of their own writing while meeting course requirements.
- Teachers should avoid scripted writing that discourages individual creativity, voice, or expression of ideas.
- Teachers should engage students fully in a writing process that allows them the necessary freedom to formulate and evaluate ideas, develop voice, experiment with syntax and language, express creativity, elaborate on viewpoints, and refine arguments.
- Teachers should foster in students an understanding and appreciation of the responsibilities inherent in writing and publication by encouraging students to assume ownership of both the writing process and the final product.
- Teachers should explicitly teach the distinction between violent writing and violence in writing. Students should expect teachers to uphold the law in reporting all instances of violent writing.
- When writing for publication, students should be provided with high-quality writing instruction and be taught how to write material that is not obscene, libelous, or substantially disruptive of learning throughout the school.
- Administrators should work in collaboration with students who write for school publications such as school newspapers or literary magazines and, within the limits of state law or district/school policies, should avoid prior review.
- Districts should encourage the development and adoption of policies that support student writers as they learn to make choices in their writing that express their intent while still maintaining ethical and legal boundaries.
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