Students are expected to express themselves in a myriad of ways by the time they leave high school. The English Language Arts curriculum has broken this variety into numerous categories according to the social functions of text: Planning, Reflective, Narrative, Explanatory, Reports, and Expository. The key differences appear in the intended audiences and the purposes for the works. Students msut be able to write differently on the same topic, a piece of literature in their exam booklet. If all the pieces sound or look the same, the student has not understood the differentiation between task and purpose.

This is a springboard to other forms of writing. Grammar does not count, understanding, connections, and insight do. The release of thoughts and feelings without self-censorship, freeing the mind, helps to explore areas of imagination and creativity. This is personal writing, commonly written in the first person. The intended audience is self and the purpose merely to express views, thoughts, and feelings on events, ideas, literary notions... "the more you learn to express yourself the more you are willing to take risks and become conficent in your own interpretations". (K. Faubert)

* journals, diaries and responses

Creative writing does not always have a specific audience. Creative writing "exists for its own sake...s an art medium" (Writing V) "Poetic writing is usually an author's interpretation of an event, an emotion, an issue, or an object. All poetic writing is fictional and written in the person chosen by the author." (A. Ransom-Hodges) It shows creativity and individuality, imagination and originality. Authors often start with what they know and write to engage an audience.

* poem, short story, monologue, script, cartoon, song, novel, murals, mime, film,personal essay, descriptive essay, narrative essay, jokes, graffiti, sketches, memoir, reminiscence, children's book/story, prayer, inspirational poster, fable, myth, legend, parable, allegory.

This is formal writing for a specific audience, for a specific reason , and on a specific topic. Non-artistic and factual, it makes a point and has support. Commonly written in the third person, it is writing to get a job done: to interpret literature, analyse, inform, persuade, expose, argue, convince, educate, or to get a message across.

* news, articles, biography, ads, CD cover, book jackets, letters, research paper, report, review, literary essay, persuasive essay, argumentative essay, interview, protest, speech, letter to editor, editorial, columns, profile, invitation, notes, resume, photoessay, autobiography, confessions, obituary, feature/human interest story, legal brief, sermon, ship's log, book report, minutes, instructions, documentary.

Why do this in your classroom? Students say that this is their favourite part because they are free to express themselves without judgment. Many students feel they learn a great deal about themselves and learn to understand others better in the process. They also learn to grab all the inspiration they can, and write it down in case they could use it later. Students have also said that while chapter questions may check whether or not they read the book, responses check whether or not they understood what they read. (Taken from Sec. II portfolio reflections) Students learn to make connections, relate personally, judge and evaluate, summarize, innovate new means of expression and more. In short, response is valuable because it fosters critical and creative thinking abilities directly enhancing the development of a unique and independent voice in each child.