Writing with Purpose: Guiding Students to Express Themselves in the MYP

If you’ve ever taught writing in a language acquisition classroom, you’ll know it’s often both the most challenging and the most rewarding skill to teach. Helping students move from single-sentence responses to full, meaningful pieces of writing is like watching a new world open up, and their progress is really tangible. I love looking back on writing tasks from previous months or years, and marvelling at how much the student has improved.

In the MYP, Writing (Criterion D) is about far more than grammar and spelling. It’s about using language as a tool for expression, communication, and connection. Let’s look at what that means in practice.

1. How Writing is Taught

In the MYP, writing isn’t a standalone activity, but it’s actually woven into every aspect of communication. Students learn to write for different audiences and purposes, using authentic text types such as letters, blog posts, emails, short stories, or even social media captions in the target language.

Teachers guide students to think about who they’re writing for and why they’re writing. This helps them make smart choices about tone, register, and structure, whether they’re crafting a formal email or a personal journal entry.

At the same time, writing is taught through process: planning, drafting, revising, and reflecting. Students learn that good writing evolves, and that it’s a journey, not a one-shot task.

2. How Writing is Assessed

Writing is assessed under Criterion D, which focuses on:

• Using written language to communicate ideas clearly

• Demonstrating accurate use of language conventions (spelling, grammar, syntax)

• Organizing information effectively

• Writing with a sense of audience and purpose

Assessments might include creative writing, reports, reflections, or correspondence, which should all be aligned with the student’s proficiency phase.

At emergent levels, teachers look for simple, structured writing that conveys clear meaning. By proficient levels, students should be able to produce more complex, cohesive texts that reflect both linguistic control and cultural awareness.

3. What Kind of Writing Students Do

MYP writing tasks mirror real-life communication. Instead of artificial drills, students create pieces they might actually write in the real world. Examples include:

• A diary entry describing a cultural celebration

• A persuasive email about environmental action

• A blog post reviewing a local event or film

• A story or poem reflecting personal identity

Here are some examples from an EAL unit on the topic of ‘Friendships and Connections’ to build vocabulary and writing skills.

These tasks combine language learning with creativity and reflection, which helps students see writing as a way to express who they are.

4. Accuracy Meets Creativity

A common question new MYP teachers ask is: What’s more important: accuracy or creativity?

The answer is: both matter, but at different times. In the early phases, we celebrate any successful communication, even if grammar isn’t perfect. As students progress, we layer in greater precision regarding grammar, syntax, connectors, and paragraph structure, without losing creativity.

Encourage students to experiment with language. A little risk-taking is a good thing, and it’s how fluency grows.

5. Culture Through Writing

Writing gives students a chance to connect with culture: both their own and others’. When students write about cultural traditions, global issues, or perspectives different from their own, they develop empathy and global awareness.

Encourage writing tasks that explore real-world contexts, and things that matter to students and reflect how the language is used in its cultural setting. The MYP thrives on authenticity and connection, and writing is a perfect vehicle for that.

Final Thoughts

Writing in the MYP isn’t about filling in blanks or copying model paragraphs. It’s about helping students find their voice in another language.

When we teach them to write for purpose and audience, we’re not just building linguistic skills — we’re shaping thoughtful, articulate communicators who can share their ideas with the world.

So hand out those notebooks (or open those laptops!) and let your students write with meaning, creativity, and confidence. Because in the MYP, writing isn’t just about words, but it’s about expression, identity, and connection.

Here are some writing prompt tasks based on the IB Learner Profile.