Free writing

Free writing is traditionally regarded as a prewriting technique practiced in academic environments, in which a person writes continuously for a set period of time with limited concern for rhetoric, conventions, and mechanics, sometimes working from a specific prompt provided by a teacher.^[1] While free writing often produces raw, or even unusable material, it can help writers overcome writing blocks and build confidence by allowing them to practice text-production phases of the writing process without the fear of censure.^[2]^[3] Some writers even use the technique to collect initial thoughts and ideas on a topic, often as a preliminary to formal writing.

Unlike brainstorming, where ideas are listed or organized, a free-written paragraph is comparatively formless or unstructured.

^ Marshall, Sharon. (2009). A case for private freewriting in the classroom. In Vilardi, Teresa; Mary Change (Eds.), Writing-based teaching: Essential practices and enduring questions; Albany, NY: State University of New York Press (pp. 7–24).
^ Collins, Vicki Tolar. (2000). Freewriting in the middle: Self-help for college writers across the curriculum. In Smith, Jane Bowman; Kathleen Blake Yancey (eds.), Self-assessment and development in writing: A collaborative inquiry; Cresskill, NJ: Hampton Press (pp. 105–124)
^ Song, Minjong. (1998). Experimental study of the effect of controlled vs. free writing and different feedback types on writing quality and writing apprehension of EFL college students. ERIC Document Reproduction Service, ED 423 703.

[1] Marshall, Sharon. (2009). A case for private freewriting in the classroom. In Vilardi, Teresa; Mary Change (Eds.), Writing-based teaching: Essential practices and enduring questions; Albany, NY: State University of New York Press (pp. 7–24).

[2] Collins, Vicki Tolar. (2000). Freewriting in the middle: Self-help for college writers across the curriculum. In Smith, Jane Bowman; Kathleen Blake Yancey (eds.), Self-assessment and development in writing: A collaborative inquiry; Cresskill, NJ: Hampton Press (pp. 105–124)

[3] Song, Minjong. (1998). Experimental study of the effect of controlled vs. free writing and different feedback types on writing quality and writing apprehension of EFL college students. ERIC Document Reproduction Service, ED 423 703.

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