Using Writing to Cultivate a Narrative of Progress Even As We End a Year of Loss

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One of the first things I tell my students each year is that writing is not simply a tool for expressing thoughts to others. It is very useful for that, but there are numerous other uses that are arguably as important as well.

Writing can also be used as a tool for figuring out what one thinks. As someone who strives to write daily, I couldn’t agree more with Joan Didion, who famously once said, “I don’t know what I think until I write it down.” It also serves as a mode of expression–a medium for getting out and processing those jumbled feelings that constantly bound through all of our heads. And writing can be an act of preservation, where one uses a journal, diary, or blog to act as a photograph of one’s mind and point-of-view at a particular moment in time.

A lesser-known, but still deeply important use of writing though is that it can also be used to promote meaningful shifts in beliefs, behaviors, and mindsets. Some of the most striking educational studies I’ve ever encountered explore this, including the following:

  • A 2011 study that found that 9th grade students with significant test anxiety scored nearly a grade better on their first finals (B+ vs. B-) when they wrote for a couple minutes about their thoughts and feelings concerning the test ahead of time.
  • A 2015 study where high school students who wrote briefly about how their work in schools can help them to make the world better significantly raised their GPA the next semester and those at the highest risk of dropping out decreased their likelihood of doing so.
  • A 2009 study that found that 9th grade students who expressed pessimism about their ability to do well in science scored nearly a grade higher on average when they wrote short pieces every month about how topics from their science class applied to their lives.
  • A 2014 study where students who read stories of other students making positive contributions and then wrote their own stories of awakening and striving to make a difference increased their grades and were more likely to push through even assignments they found boring.
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