.Com TLD wewillwrite.com

wewillwrite.com

November 9, 2025

WeWillWrite.com is an online social writing game built for classrooms that turns short, fast writing into a structured, competitive activity while keeping teacher control and curriculum alignment at the center. It targets upper elementary through high school, with a strong emphasis on reluctant writers and low-stakes practice rather than polished final essays. (WeWillWrite)

What is WeWillWrite.com?

WeWillWrite is an edtech platform from Norway focused on making writing practice frequent, anonymous, collaborative, and fun—without discarding academic rigor. It runs in-browser: teachers set up challenges, students join via code, write in timed bursts, then vote on and reflect on peer writing.

Key characteristics pulled from the official materials and independent reviews:

  • Collaborative, team-based social writing game. (WeWillWrite)

  • Short, 2–5 minute writing sprints.

  • Anonymous submissions to lower anxiety and social pressure.

  • Integrated prompts, criteria, and examples designed around literacy skills and standards. (WeWillWrite)

  • AI-supported visuals and feedback features in certain workflows, with an explicit “not to shortcut learning” stance. (WeWillWrite)

It’s not a generic AI essay generator. It’s a controlled environment where students must actually write.

How WeWillWrite Works in Practice

A typical flow inside a class looks like this (condensed, no marketing gloss):

  1. Teacher sets a challenge
    Choose from a curated library (settings, character, suspense, argument, rhetorical techniques, etc.) or build your own prompt. (WeWillWrite)

  2. Students join with a code
    No long signup process for them. They’re dropped into teams and given a specific, very constrained task.

  3. Timed writing round
    Students respond in short bursts. The brevity is intentional: repetition over perfection.

  4. Peer voting & discussion
    Students read anonymized texts and vote. This is less about popularity (ideally) and more about identifying effective choices. Some versions include AI-assisted highlighting of devices or strengths for teacher-led discussion. (GovTech)

  5. Reflection & feedback
    Self-assessment comes first, then peer comparison, then teacher comments. The structure pushes metacognition and gives the teacher a quick diagnostic snapshot of the whole class. (WeWillWrite)

The net result: lots of quick reps, visible thinking, and enough game structure that even resistant students tend to participate—according to several classroom reviews and pilots. (Ditch That Textbook)

The Learning Logic Behind It

Under the branding, there’s a clear pedagogical thesis:

  • Frequent, low-stakes writing is more predictive of growth than rare, high-stakes assignments.

  • Anonymous, public drafts reduce fear of failure and spotlight craft decisions instead of specific students.

  • Tight constraints (timers, word limits, targeted skills) make feedback faster and clearer.

  • Peer review with scaffolds (criteria, examples, live guidance) builds critical reading and metacognitive skills.

  • Gamification (teams, votes, “finals”) is used to nudge engagement, not replace instruction.

The company explicitly ties its design to research on literacy gaps and teacher under-preparation for writing instruction, citing that a majority of students fall below proficiency in national writing benchmarks and many teachers feel under-trained. (WeWillWrite)

Pricing, Access, and What You Actually Get

According to the current pricing page:

  • Basic (Free)

    • Limited but usable set of curated writing challenges (e.g., 8 sets per month).

    • Core game mechanics available.

  • Premium

    • Full library access.

    • Additional features (more sets, customization, advanced content, AI enhancements).

    • Listed around $9/month (per teacher) at time of writing. (WeWillWrite)

The platform runs via portal.wewillwrite.com for teachers, with separate access for students. No install.

Availability is rolling by region; some visitors see a “not yet in your area” message and can leave an email for updates. (WeWillWrite)

Benefits and Real-World Caveats

Strengths

  1. Engagement with substance
    Reports from teachers describe reluctant writers producing more text, more often, when the activity is framed as a social game. (Ditch That Textbook)

  2. Fast formative assessment
    Teachers can scan outputs and spot misunderstandings in minutes instead of hauling home 120 full essays.

  3. Aligned but playful
    The challenge library maps onto narrative, argument, rhetorical skills, and other standards-aligned goals.

  4. Accessibility-conscious
    High-contrast design, compatibility with text-to-speech/speech-to-text, anonymous participation—useful for students with dyslexia, ADHD, or anxiety. (WeWillWrite)

  5. Teacher-first AI framing
    AI is used to support prompts, visuals, and in-class analysis, rather than generate finished essays for students.

Limitations & concerns

  1. Not ideal as a graded measure
    Several experienced users recommend using it for practice, not summative grading, due to anonymity, voting dynamics, and the game layer. (TWO WRITING TEACHERS)

  2. Control & monitoring constraints
    Some feedback notes that teacher control during live games can feel limited, especially for older or more mischievous groups; monitoring quality and appropriateness in real time can be tricky. (Reddit)

  3. Fit by age group
    Visual style and game feel skew slightly younger; high school adoption is possible but may require framing.

  4. Tech and access dependencies
    Needs reliable devices and connectivity; any disruption breaks the flow, which is central to its design.

  5. Data & policy vetting
    Schools still need to scrutinize privacy policies, regional availability, and compliance before rolling out widely.

Practical Implementation Tips for Educators

If you’re evaluating WeWillWrite for your context, a lean way to test it:

  • Start with one recurring routine, e.g., “Friday 10-minute WeWillWrite sprint” tied to a specific skill.

  • Use challenges that plug straight into your current unit (tone, figurative language, counterargument, claims).

  • Make expectations explicit: criteria, respectful voting, and how feedback works.

  • Treat outputs as:

    • Evidence for mini-lessons (“Let’s zoom in on these three openings and talk about hooks”).

    • A source of mentor texts generated by your own students.

  • Keep it ungraded or lightly graded (completion or reflection points) to preserve low-stakes experimentation.

  • After a few rounds, have students compare an early piece and a later piece and reflect on changes; this is where the tool justifies its class time.

Key Takeaways

  • WeWillWrite.com is a browser-based social writing game built to increase writing volume, confidence, and craft through timed, anonymous, collaborative challenges.

  • It is explicitly instructional, not a “write it for you” AI tool; teachers stay in charge of prompts, framing, and follow-up.

  • The platform leans on research-backed principles: low-stakes repetition, clear constraints, structured peer review, and gamified engagement.

  • There is a free tier plus an affordable premium option, making it accessible for pilots and small-scale adoption.

  • Best used as a formative, low-stakes practice environment, not as your primary graded assessment system.

  • Implementation success depends on teacher framing, classroom norms, and infrastructure; without those, the game layer alone is not a magic fix.

FAQ

Is WeWillWrite safe for younger students?
It is designed with school use in mind, including anonymous writing, moderated flows, and accessibility features. Schools should still review privacy documentation and test with a small group first. (WeWillWrite)

Does it replace traditional writing instruction?
No. It works as a practice and engagement layer on top of explicit instruction. You still need mini-lessons, conferencing, and extended writing tasks.

Can students game the voting system?
Any voting mechanic can be distorted. Clear norms, teacher visibility, and using results as discussion material (rather than grades) keeps this in check.

Is it useful in high school or just middle grades?
Some high school teachers report good results when prompts are rigorous and clearly connected to course outcomes; others find it skews young or lacks enough control. It’s context-dependent. (Reddit)

Does WeWillWrite use AI to write for students?
The platform uses AI to power visuals and support analysis and feedback, but students compose their own responses. Teachers decide how heavily to lean on those AI supports. (WeWillWrite)

What’s the simplest way to trial it?
Create one challenge aligned with your current unit, run it ungraded, and use student output in the next day’s instruction. If participation and insight improve, scale up from there.