What Are Shared Writing Strategies

Writing is a powerful tool for communication and connection. As an extension and expression of the mind, writing is as much about the mental processes of the author as it is about the final marks laid to paper. As we write, we hold in mind our own thoughts on the work, anticipate the reader’s thoughts, and think both in concrete and abstract ways in order to accomplish the task at hand. Whether an academic research paper, a novel, or text message to friends, writing seeks to engage, persuade, or impress concepts upon an audience. Like language and other art forms in general, the practice of writing is ever-evolving and is subject to cultural and contextual influence, expectations, and conventions. Each writer holds a theory

Starting from the parents, the child must inherit the instinct of wanting to learn to read, developing the curiosity that comes with the increase of knowledge, interaction with others and building positive memories, that motivate the child’s learning to read. An approach that Vygotsky supported promoting scaffolding, a guided process that adults use to teach students how to master a skill, in this case a reading and writing skills. Children begin from the womb recognizing parent’s voices, singing tone for then building connections through prints and letter sounds in an environment that promotes literacy with stories, songs, games, group activities with families, “All about me” share, and “Show and tell”, to display and build a sense of belonging in the class. Nevertheless, incorporating strategies or methods that facilitate learning to read stimulated by own personal learning style. Most young children learn kinesthetically and are visually-sensory prompted to hands on experiences, using appropriate materials in a different setting. Foremost, with an ongoing informal and formal assessment to evaluate students’ pre-knowledge at the beginning of the scholastic year, students’ way of learning, feelings, and connections through the year, and at every lesson, check for understanding, and ways to improve the next step. Ongoing assessment is part of the whole learning process, it will tell you how the students learn, and achieve appropriate reading and writing goals. A good reader promotes a good writer and vice versa, but a firm stepping stone during the developmental stages, in rich literacy environments, attempting to positive interactive experiences, and always monitored, influences the chances of the child sense of wanting to learn to

It is crucial when it comes to promoting interest in writing that students are confident in their skills. If students do not exemplify confidence then the writing process will be very daunting. In order to promote confidence in the classroom, the teacher can encourage that student’s write about things that interest them, whether it is journaling about their weekend, or writing fictional stories. When the teacher gives opportunities for students lacking

Arguably, there are situations where the tone in the text betrays the author’s insistent perspective concerning writing. For instance, the author argues that a student can pass through the writing process successfully if the teacher chooses to shut up and allow the student to write. In reviewing this particular text, one may argue about the choice of words, however, the tonne also elucidates the author’s viewpoint on the involvement of teachers in the writing process. One of the questions the author has prompted but not answered is how the education system as a whole can be transformed to embrace the concept of writing being a process rather than a product. While the idea is sensible and well thought, its applicability in the education system is a challenge, which the author has not highlighted despite writing being under the umbrella of

Writing is an essential tool and has been noted as a precursor for great speaking by teachers at all grade levels. However, with writing being an important aspect throughout one’s academic career and beyond, it is one of the most tedious tasks to teach. It sounds like a cliché, but in order to get better at something, one has to keep completing the task and each time, accomplish something different while maintaining prior knowledge. There are various ways that enhance a student’s writing abilities and the focus of these research strategies will prove that encouraging students to write enhances writing.

Teachers, who are aware of children becoming emergent writers, can better understand the amount of effort and concentration required. Teachers can appreciate the value of observing children’s early writing for evidence of children’s developing phonological knowledge of written language.

Parts of the child’s writing, such as, the grammar used could be overcome by teaching this as a whole class, by year 6 children should write plausible sentences that make sense. Therefore, modelling to the whole class a sentence which isn’t clear and asking them to discuss why it is incorrect and what they could do to improve this is a way to get children actively thinking and guiding each other’s learning or even allowing the child to proof read their work again to ensure it makes sense in their head before carrying out the previous activity. To help up level punctuation, it would be useful to model a sentence with punctuation including question marks, semi-colons, dashes etc. and allow the child to use one of their sentences, in order to up level that by using a variety of punctuation that is set at a year 6 standard within the national curriculum. The child seems to be quite confident with transcriptional areas, apart from the few areas mentioned therefore to help with those particular issues, as a teacher it would be an idea to just mark these areas or highlight them to make it clear that they are incorrect. After the child has looked at the marking, talk it through with them to ensure they have a clear understanding of how they went wrong and how to fix it. Allowing the use of a thesaurus and dictionary will enable the child to use a bigger range of vocabulary or even allowing them to use words from the national curriculum for year 6 to see if they could include some of these in their writing, this will be a good way to influence a higher level piece of writing. After analysing this child’s piece of work and going through how they could improve, an idea would be to give the child another writing frame which they

There are many factors which can aid language development, particularly through writing (Watts et al., 2013). Jones and Coffey (2013) identified that writing should be developed procedurally through copying, initially at word level- to learn spellings and develop familiarisation with vocabulary and individual letters. Before then progressing to phrase-level and on to sentences. It is thought that through copying the children are beginning to memorise the vocabulary and can help them to engrain key sentence structures, as they pay close attention to the individual words and spellings. Macaro (2006) has also identified that copy-writing is often used as a way of remembering spellings for new target vocabulary. Hurrell (1999) criticises the motion of copy-writing: as it gives the children too many things to focus on.

Writing is often considered mundane and banal to some students. In fact, people have even written things down since the beginning of time. I dreaded writing until I had Mrs. Dunlap for 4th block English during my 8th grade year at Mount Juliet Middle. This is the story about how she made me the writer I am today with what I like to call ‘Write’speration.

In order to assess Lucy’s progress in writing, I analyzed a sample piece of her opinion writing worksheets. Each student in Mrs. McDonald’s kindergarten listened to Mrs. McDonald read them the book, “ The Mixed Up Alphabet” by Steve Metzger. The students were guided through a worksheet that outlined who to write to, what their opinion was, a reason why, and whom it was from. This writing piece was given during a single writing period, which consists of 30 minutes of individual work time. I was able to conference with Lucy during her writing process. She was able to tell me what her opinion was on the book they read and why. She was able to initially decide what she was writing without a prompt from me. To assess her writing, I collected the outlined sheet of her writing.

This journal article is published by Roger Beard and Andrew Burrell Roger is a professor of Primary Education and Head, School of Early Childhood and Primary Education at the Institute of Education, University of London; Andrew is School of Early Childhood and Primary Education, Institute of Education, University of London. They make a standardised task with repetitive design to study narrative writing by 112 elementary students (60 boys, 52 girls) in England. The test includes a 10-minute description writing task and a 30-minute narrative writing task, and the kids are been teaching by specially trained panels. From the test, the students writing have been increased. The author state, “More specifically, there was greater use of action to develop character and main event, connectives to inject suspense, exclamations for impact, adventurous vocabulary to add interest and verbs to emphasize action, thoughts or feelings.” (90) The result of this study would be beneficial on researching literacy education and children's interest.

In order to provide students with the best education and future possible, writing in schools needs to be focused on more in depth. Everyone needs to have a basic understanding of grammar, spelling, sentence structure, and other writing aspects. This is so they can communicate correctly when they get a job in the future and be confident in their writing and communication skills. If someone is not comfortable speaking and/or writing to communicate with others, they are not going to be willing to go out of their comfort zone when they have to communicate with others. With this being said, teachers and schools need to take larger steps to ensure that their students are receiving the proper writing skills needed to be successful in the near future.

The article, Call a Meeting with Your Writing Teacher Self by Ruth Culham, surprised me. I was not aware that writing wasn’t really a big topic until the 1980s. The idea that writing is not just a linear set of steps was stressed throughout my writing education. I agreed with Culham’s statement that writing is a “highly individual, creative process”. The process should be looked at as stages, not steps. The fact that writing has not been stressed on in the past means that many students my age and older probably never really learned the best ways to write. I think back to some of the classmates I had and they could only regurgitate what they learned. It’s up to us, as teachers, to focus student writing on “learning how

Writing is an art that can only be learned through repetition and practice, much like anything else one must fail to succeed and learn from their mistakes. If one wishes to teach their students properly they must themselves remember what it took for them to get where they are. As the correlation between what is learned and what can be taught must be understood completely.

Cremin & Myhill (2012) describe being able to write, and read, as being a gateway to empowerment; this is because writing is a requirement of most academic schools and tertiary institutions. For this reason it is imperative that teachers engage in language education and help their students grow as writers.