Freewriting as an Expressive Practice: Enhancing Student Voice and Authenticity in Writing Instruction

Abstract

This paper explores how freewriting, rooted in expressive theories of writing, helps students write more authentically. Drawing on the work of theorists like Peter Elbow, James Moffett, and Donald Murray, the study reviews literature that highlights freewriting as a tool that builds voice, confidence, and connection in student writing. The findings point to five key areas: freewriting supports the development of voice, improves fluency, encourages risk - taking, bridges emotional and academic writing, and creates space for more inclusive, student - centered classrooms. Grounded in an interpretivist paradigm, this paper takes a conceptual approach to examine how and why freewriting continues to be a relevant, practical, and transformative practice for both teachers and students. It concludes with recommendations for making freewriting a consistent part of writing instruction, one that gives students the freedom to write honestly before shaping their work into something more formal.