The purpose of this research was to explore the experiences of young people
as "creative writers" penning their own personal texts in the social, political, and
cultural contexts of their lives. The research problem was: From the perspective of
the young adult writer, what is the experience of engaging in expression through
independent poetry- and song-writing? A qualitative approach was employed to
understand contextual and individual factors in exploring the roles that writing may
have in the lives of young people who engage in unsanctioned writing practice, or
writing practices that are independent from school-supported activities or curriculum.
The theoretical framework guiding the analysis focused on understanding the young
writers' experiences and uses of writing practice as a site for identity construction. I
worked with a group often writers, six female and four male, from age 17 to 30, who
actively engaged in writing practices such as poetry, spoken word, and zines. The
primary data source was in-depth interviews, which took place where the
participants wrote, performed their writing, or hung out. For the participants, writing
was: a context for identity construction, self-reflection, and documentation of identity;
an emotional outlet arid "safe place;" a way to "be heard" and recognized; a means
of connecting with and understanding others; and a context for exploring ideas,
expressing beliefs, and making an impact through social action/activism. They
described their school experiences in relation to their writing practice and provided
recommendations for making schools engaging for young people. An important
recommendation was for teachers to care, encourage, and challenge their students
in their writing practice. Participants recognized that teachers faced challenges in having to adhere to a rigid curriculum, and suggested that the school system must
be more flexible to permit them to bring their own life experiences, and those of their
students, into the classroom. This study is one step toward understanding young
people's experiences of being writers, how they make meaning and ground
themselves and their identities through writing practice. The findings may inform and
challenge educators, researchers, and those who work with young people in a
variety of contexts.Education, Faculty ofEducational and Counselling Psychology, and Special Education (ECPS), Department ofGraduat
